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1.
高校信息化建设中的CIO角色研究及启示 总被引：8，自引：0，他引：8
在高校信息化建设中,如何统一战略规划,实现资源共建共享,建立与完善部门协调工作机制,并进一步推动高校管理体制的数字化、高效能重组,不仅已成为越来越多大学领导者的共识,而且成为大学改革深化发展的一种新趋势.本文对CIO体制的历史演变和CIO角色、职责、能力特征进行了较为深入的考察,并提出对我国高校信息化建设的启示. 相似文献
2.
ABSTRACTThe study aims to move beyond idealised and predominantly trait-based typologies of leadership and leadership roles and addresses collegial leaders’ practice of change in higher education. Collegial leaders at two research-intensive higher education institutions, who had received educational leadership training, were studied. In the study, we explored ordinary actions and change practices as a way of understanding emerging practices among collegial leaders. Five categories were identified that show how collegial leaders experience change, process change and organise the practice of change. The article also contributes a critical discussion on the notions of collegiality in a consensus-seeking context, which may be relevant for academic developers, policy makers, and researchers alike. 相似文献
3.
Policy network approach has become a broadly accepted and frequently adopted practice in modern state governance, especially in the public sector. The study utilises a broadly defined policy network conceptual frame and categories of reference to trace the evolution of education policy-making in China. The study uses The Outline of China’s National Plan for Medium and Long-term Education Reform and Development (2010–2020) as an illustrative case study. This study argues that China’s education policy-making has changed, and the three most prominent changes are the transition from a Party-dominant practice to one primarily driven by the central government, the enhanced role of higher education institutions and scholars as ‘professional interest group’ in the Chinese context and the increasing participation of non-governmental actors in the policy-making process. Essentially exploratory in nature, this study hopes to contribute to the understanding of China’s education policy-making and broader education governance while contributing to the mapping of an important sector of the global education network. 相似文献
4.
Shireen J. Fahey 《课程研究杂志》2013,45(5):703-722
In higher education today, institutions are facing a number of challenges—including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution’s capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicized and global issues such as climate change requires both programme and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required. 相似文献
5.
Robin Middlehurst 《Higher Education Quarterly》1992,46(1):20-38
This paper discusses the barriers and opportunitites facing higher education when assessing the usefulness of 'quality as an organising principle' for institutions. Four general definitions of quality are identified alongside a number of operational dimensions of quality. Both internal and external pressures towards quality of performance and service are outlined. Private sector and higher education quality systems are examined, and conclusions are drawn which emphasize the challenges ahead for leaders of higher education institutions. 相似文献
6.
Manus Rungtusanatham Lisa M. Ellram Sue P. Siferd Steven Salik 《Decision Sciences Journal of Innovative Education》2004,2(2):101-120
Many diverse forces are motivating institutions of higher education, particularly business schools, to develop and deliver education via the Internet. As higher education institutions explore this opportunity, the question of how courses and degree programs should be designed for effective online delivery via the Internet is a nontrivial concern and challenge. To address this concern and challenge, this paper articulates, defines, and justifies a typology consisting of four types of online distance education that can be pursued by institutions of higher education. The four online distance education types—Overview Model, Overview Model with Feedback, Technical‐Skills Model, and Managerial Learning Model—can be differentiated along a number of content‐related, delivery‐related, and learning‐related issues and have applicability at various educational levels. In addition, the paper highlights and discusses five key lessons for institutions to consider in their desire to launch online distance education initiatives. These lessons provide insights not only for launch success but also for the ongoing sustainability of online distance education. 相似文献
7.
Martha Kamara 《Journal of educational administration and history》2017,49(2):128-143
While the literature on women and educational leadership has been addressed in substantive ways in recent years, the experiences that reflect female Australian educational leaders are rare. This article reports findings from a study of five female Indigenous principals in the Northern Territory utilising biographic narratives and foregrounds their experiences as female educational leaders in Indigenous communities. I share the views of Ribbins, P. and Gronn, P. (2013. Researching principals: context and culture in the study of leadership in schools. Asia Pacific journal of education, 20 (2), 34–45) and Dimmock, C. and Walker, A. (2005. Educational leadership: culture and diversity. London: Sage) that research and theory into educational leadership must move towards the inclusion of localised unique cultural contexts since the practice of leadership is a socially bounded process. The study reveals the daily complex roles and challenges of being a female Indigenous principal in communities that are grounded in broader Indigenous epistemologies, beliefs, and value systems yet to be fully embraced by mainstream educational leadership perspectives. 相似文献
8.
Gina Wisker 《Studies in Continuing Education》2013,35(1):66-85
The numbers and the proportion of mature women students are currently increasing in continuing and higher education in Britain. This paper addresses the issues involved in such an increase, showing that demographic changes and political support for adult returners coincides with women's wishes, demands and opportunities to take advantage of the study they missed out on at school. Reasons such as poor teaching, lack of motivation, culture and other priorities are among those examined to partially explain women's low participation in the past, their choice of subject areas, wastage and under achievement. Models of good practice in provision for mature women students, particularly those with non‐standard entry qualifications are examined, with a specific focus on the organisation of access and pre‐access courses. Examples of higher education provision such as that of the Open University, and a variety of polytechnics and colleges provide useful models for recommendations for change for other host institutions. Institutional and pedagogical concerns which facilitate women returners are considered: course design, course content, teaching and learning strategies, funding, hours, assessment, nursery provision and counselling support are all suggested as issues to be addressed by institutions hoping and intending to recruit, retain and facilitate the successful study of mature women students. 相似文献
9.
Susan Loomes Alison Owens Grace McCarthy 《Journal of Higher Education Policy & Management》2019,41(2):137-152
This paper reports on research conducted to understand key factors impacting the recruitment and selection of senior academic leaders in Australian universities. A key finding emerging from this research was an increasing reliance on executive search firms when recruiting senior academic leaders. This reliance is driven by a range of factors including an ageing and contracting pool of potential academic leaders, growing competition domestically and internationally and the declining attractiveness of academia as a sustainable career in the context of increased casualisation of the academic workforce. Concurrently, workforce planning and succession planning have not been a high priority for many universities. As a result, Australian universities are finding it increasingly difficult to recruit senior academic leaders without the use of executive search firms. These findings have significant implications for the higher education sector in Australia and warrant further research. 相似文献
10.
ABSTRACT Higher education plays a critical role in producing society’s leaders by preparing graduates with the knowledge, capabilities and disposition to appreciate diversity and address social injustice. Many higher education institutions within and beyond Australia have aimed to internationalise their curricula to ensure students achieve capabilities that enable them to contribute to an evolving global knowledge economy. However, the inclusion of global citizenship as a graduate attribute embedded in internationalised curricula, and the processes to achieving this, are highly contested. Guided by a discourse analysis approach, this study explored how Australian and New Zealand universities position students as global citizens in public web pages. Publicly available policy and other text documents on university websites relating to internationalisation and/or global citizenship were collected and screened. Those that met inclusion criteria were analysed to identify discourses and to further understand how higher education institutions describe their plan to advance and achieve global citizenship agendas. Two key themes were generated: expressions of internationalisation policy and global citizenship as an obscured educational intention. These findings are further elaborated, providing an outline of the possible implications for higher education policy and practice relating to the internationalisation of curriculum for global citizenship and its potential impact on educators and students. 相似文献
11.
This article reviews the investment that UK higher education institutions have made in technology-enhanced learning (TEL) services in recent years, and considers the impact this has had on academic practice. Drawing on UCISA survey and case study research, our analysis shows that whilst the range of centrally supported TEL tools and services in support of teaching and learning has increased across the sector, evidence of transformational change in pedagogic practice through their use has been harder to discern. We observe an increasing number of TEL systems that instructors are being encouraged to engage with as part of their academic practice; however, there have been limited changes in the mode of course delivery, with content-focused and supplementary uses of the web still very much in vogue. The evidence suggests a gap between the institutional rhetoric on TEL developments and the reality of academic practice across the sector. Using Barnett’s “conditions of flexibility” as a frame of reference [Barnett, R. (2014). Conditions of flexibility: Securing a more responsive higher education system. York: The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/conditions_of_flexibility_securing_a_more_responsive_higher_education_system.pdf], the article discusses the factors behind this mismatch, exploring how a balanced institutional focus on service development and academic support may be needed to foster transformative and sustainable changes in the way that TEL tools are employed in course design and delivery. 相似文献
12.
The article analyzes the public-private dynamics in the context of eight Western Balkan countries (Albania, Bosnia and Herzegovina, Croatia, Former Yugoslav Republic of Macedonia, Kosovo, Montenegro, Serbia, and Slovenia). This article examines whether and to what extent these governments “level the playing field” between private and public higher education providers, not in the sense that they have equal chances to succeed, but that they all play by the same set of rules and are able to compete fairly. The article first addresses the emergence of a private higher education sector and the access of this sector to public resources. Next, it discusses the extent of “privatization” of public higher education institutions and whether these are prompted to be more market oriented. We find that the boundaries between the public and private sectors are blurred and the relations aggravated while each of the sectors is faced with its own set of challenges to legitimacy and long-term financial sustainability. 相似文献
13.
AbstractThis study centers on the racialized experiences of Afro-Latino undergraduates at historically White institutions. Of particular interest, I examine how six Afro-Latino collegains experience intragroup marginalization due to colorism. The research design is undergirded by critical race theory and a critical race methodology. Participants’ narratives reflect how colorism manifests in the lives of Afro-Latino collegians. In drawing attention to a population that has been rendered invisible in higher education, findings from this study guide implications for future research and practice for higher education and student affairs leaders. 相似文献
14.
Cormac McGrath 《International Journal for Academic Development》2020,25(2):94-106
ABSTRACT This paper presents the findings of a four-year research project studying change practice and agency in higher education. The main findings of five empirical studies are presented. These findings lay bare how academic staff perceive opportunities to change their practice, identify leaders’ strategies when trying to bring about change, illustrate the different and at times incompatible ways of understanding change initiatives, acknowledge the importance of moral dimensions in change, and demonstrate how leaders mobilise theory when engaging in change practice. The article synthesizes the results of the project and draws conclusions with a view to how academic developers may best engage with critical stakeholders in higher education institutions. The paper concludes by presenting some thoughts on how a new model for academic development may take form. The paper aims to provide insights, inspiration, and critical dialogue to researchers in academic development. 相似文献
15.
Clemencia Cosentino de Cohen 《Higher Education》2003,46(1):1-35
Private education is a remarkably dynamic area of change in post-secondary education, particularly in Latin America. Evidence of growth in the number of private institutions and enrollment suggests that higher education is becoming increasingly diversified into two sectors – public and private. While this appears to be true throughout Latin America, and much of the developing world, recent evidence from Argentina casts doubt on the degree to which private sector growth trends may actually translate into a significant increase in the impact of private institutions in higher education, where impact is proxied by the relative share of student enrollment and graduates. This study explores the dimensions and impact of private expansion in Argentina, and places the findings in a comparative (regional) and theoretical framework. The analysis shows that, despite unprecedented growth in the number of private universities, the public sector remains the dominant provider of university education. Private institutions, while certainly more numerous and training a growing number of students, do not account for a larger share of university enrollment. They have, however, developed specific niches (e.g., in graduate level training and in urban areas). Significantly, following a pattern of institutional proliferation found throughout Latin America, some private universities offer elite alternatives to prestigious public institutions. The findings serve to qualify apparent `gains' in private higher education and to underscore the need for further research into the relevant intrasectoral (public and private) dimensions of change in post-secondary education. 相似文献
16.
During the school year 2008?C2009, the Ministry of Education and Training of Vietnam launched the ??Year of ICT?? to produce a breakthrough in educational innovation. In light of this development we have carried out a policy analysis to study the national vision on ICT in education. The policy analysis takes into account a decade of governmental policy guidelines on ICT and education, starting from 2000??the year that the Ministry announced its Master Plan for ICT in education. A critical analysis puts rationales in perspective. Exploratory analysis at the level of five provincial teacher education institutions sheds light on the impact of these guidelines in teacher education. 783 educators completed a self-report questionnaire addressing factors of access, capacities and actual use of ICT in teaching practice. To assess the adopted discourse and operational planning, technology plans of the different institutions are analyzed. It is argued that unbalanced operational planning in the technology plans led to a gap between the current rhetoric in policy guidelines, vision statements of the institutions and the reality in teaching practice. 相似文献
17.
Roddy Begg 《Tertiary Education and Management》2013,19(3):177-178
Abstract This paper explores the emerging approaches to the governance and management of institutional change at South African higher education institutions. The discussion firstly locates these approaches within the broader context of the new governance framework that is contained in the new higher education legislation, and in particular the emerging forms of institutional governance that this has spawned. The paper then describes and discusses the challenges facing institutional leaders in shaping higher education organisational change in the light of the transformation challenges that arise from the implementation of the new legislation. 相似文献
18.
David A. Keast 《Higher Education Quarterly》1995,49(3):248-266
Higher education today is faced with a perplexing array of often conflicting demands and pressures. There is continuing debate over a range of important concepts including educational quality, academic freedom, accountability, equity, affirmative action, and accessibility. These concepts reflect fundamental principles which form the basis for policy directions by governments and postsecondary education institutions. Yet, are we clear on what these principles mean and on how they interact? This discussion examines the various facets of the concept of entrepreneurship and the implications of entrepreneurial activities for higher education institutions. It is argued that basic differences exist in culture and values between higher education and the private sector, and that more attention to a clear understanding of the concepts and activities involved in entrepreneurship will reap benefits for higher education in future policy development and strategic planning. 相似文献
19.
《International Journal of Educational Development》2004,24(2):137-154
Trends suggest that business practices and private sector ideas and values are increasingly permeating public funded higher education institutions world-wide. The impact of business practices and values on higher education policy and practice is discernible in the growing dominance of global privatisation, quasi-marketisation and new managerialism in the higher education sector. However, reactions of different role players and responses of higher learning institutions to these external demands have varied according to local conditions and institutional types. This article contributes to the debate on the increasing permeation of business practices and private sector ideas and values on higher education in South Africa after apartheid using the case study of the University of Pretoria. It begins with the review of debates on higher education on this topic in general, and then moves on to analyse these debates in South Africa using the resource dependence theory and structuralism as conceptual frames. It argues that: (i) the increasing marketisation and quasi-marketisation in higher education and training could be attributed to the influence of neo-liberalism and new managerialism; (ii) changes in higher education provision, policy and practice in South Africa need to be understood in terms of marketisation and quasi-marketisation rather than in terms of privatisation; (iii) although the influence of these external forces is unlikely to be reversed, provision, policies and practices must be tempered by imperatives of redress and equity in South Africa; and (iv) the case study of the University of Pretoria reported here is used as an example of the extent to which institutions are becoming entrepreneurial. 相似文献
20.
Anne Storey 《School Leadership & Management》2013,33(3):249-265
There is a vast and mainly enthusiastic literature on leadership. It has permeated virtually all sectors and the education sector has been particularly affected. The argument of this paper is that most of the literature and discussion about this issue is couched in terms of some fairly simple polarities: managers versus leaders, transactional versus transformational leaders, task‐focused versus people‐focused and so on. Moreover, recent analysis in education has begun to question the predominant focus on the head teacher as the leader but, so far, there has been little empirical work carried out on the meanings and implications of distributed leadership. The research reported here suggests that one crucial issue to be addressed is the dynamic of competition between leaders. Using a new conceptual framework, this article reports on a case study that reveals different interpretations of what leadership should entail and constitute at different levels of the organization. The paper shows that it is by no means enough to proselytize ‘leadership’ as if this will produce a set of approaches and behaviours that will unproblematically transform. On the contrary, different versions of what the transformed situation should look like can cause deep divisions. 相似文献