共查询到20条相似文献，搜索用时 234 毫秒
1.
Jongyoung Kim 《British Journal of Sociology of Education》2011,32(1):109-126
This study aims to understand Korean students’ motivations for studying in US graduate schools. For this purpose, I conducted in‐depth interviews with 50 Korean graduate students who were enrolled in a research‐centered US university at the time of the interview. In these interviews, I sought to understand how their motivations are connected not only with their family, school, and occupational backgrounds, but also with the stratification of global higher education. Theoretically, this paper attempts to combine the concept of global positional competition with Pierre Bourdieu’s theory of cultural capital in the field of global education. By critically examining a push–pull model of transnational higher education choice‐making, this study situates Korean students’ aspirations in the contexts of global power and the hierarchy of knowledge‐degree production and consumption. After analyzing the students’ qualitative interviews, I classify their motivations for earning US degrees within four categories: enhancing their class positions and enlarging their job opportunities; pursuing learning in the global center of learning; escaping the undemocratic system and culture in Korean universities; and fulfilling desires to become cosmopolitan elites armed with English communication skills and connections within the global professional network. Based on this analysis, I argue that Korean students pursue advanced degrees in the United States in order to succeed in the global positional competition within Korea as well as in the global job marketplace. As they pursue advanced US degrees, Korean students internalize US hegemony as it reproduces the global hierarchy of higher education, but at the same time Korean students see US higher education as a means of liberation that resolves some of the inner contradictions of Korean higher education, including gender discrimination, a degree caste system, and an authoritarian learning culture. Therefore, this study links Korean students’ aspiration for global cultural capital to complex and irregular structures and relations of class, gender, nationality, and higher education that extend across local, national, and global dimensions simultaneously. 相似文献
2.
LUKAS GRAF 《European Journal of Education》2009,44(4):569-585
In recent years, the global market for higher education has expanded rapidly, while internationalisation strategies have been developed at university, national and European levels to increase the competitiveness of higher education institutions. This article asks how institutional settings prevailing in national models of capitalism motivate distinct national approaches with regard to the internationalisation, globalisation, and Europeanisation of higher education systems. While the university is defined as an organisational actor embedded in the higher education system, the higher education system itself represents an institutional subsystem within the national model of capitalism. An analytical framework is then developed on the basis of the Varieties of Capitalism approach to compare the internationalisation of German and British universities. Findings indicate that the relations between the various actors involved in the internationalisation of universities are based largely on market coordination in the British case. In contrast, this process in Germany relies more on strategic interactions between the various organisational actors in higher education. The development paths in the internationalisation of universities are found to be influenced by and reflect the specific mode of coordination in the respective higher education system and the national model of capitalism more generally. This comparative case study shows that recent conceptions of path dependence as well as conceptual tools developed in the Varieties of Capitalism literature, such as institutional complementarity and comparative institutional advantage, may be fruitfully applied to research on institutional change in higher education systems. 相似文献
3.
Jin-Hee Kim 《Frontiers of Education in China》2016,11(3):338-355
This study aims to understand equity issues of international students’ learning in Korean higher education institutions by engaging with the issue of racism and identifies how international students in Korea reshape their learning trajectory and how we could provide equitable and quality education for international students. Espousing a qualitative case study design, six students from different background were interviewed to examine features of perceived institutional racism based on their learning experience in Korea. Major findings showed that internationalization has not been fulfilled in terms of engaging with international students although Korean government and higher education institutions have developed relevant policy to attract international students. This study indicates that Korean universities need to reconstruct their social, cultural, and institutional systems to embrace equity, diversity and inclusiveness to empower international students’ capacity. 相似文献
4.
Qiang Zha 《Higher Education》2009,58(1):41-58
The expansion and diversification of higher education are twin phenomena that have been associated with the development of
higher education in many countries around the world. This study attempts to use enrolment expansion as a lens to examine the
effects of governmental intervention and market forces on diversification of the Chinese system, which has gone through the
most profound changes of institutional patterns and the largest expansion ever seen in the world higher education community.
Forming an analytical framework from the population ecology perspective, the resource dependency perspective and the institutional
isomorphism perspective, this study investigates programmatic as well as institutional diversification of a population of
594 Chinese universities at the end of 2001. A result of these changes is the impulse towards more comprehensive patterns
of knowledge, with the universities seeking to broaden their curricular coverage. Paralleling this pattern of programmatic
convergence, Chinese universities are being structured in a hierarchical way according to functions and goals. 相似文献
5.
The present study aims to investigate the role of rankings in Kazakhstani higher education policy and their influence on a group of national universities in Kazakhstan. The analysis draws attention to the role of the Kazakhstani government and accreditation agencies in developing coercive and normative isomorphism in Kazakhstani higher education. The analysis of university missions and development strategies of a group of universities with a special status has revealed that national universities are pushed towards an Anglo-American model of a research university. Further research is suggested to assess the response of Kazakhstani higher education institutions (HEIs) to these coercive and normative pressures. 相似文献
6.
University Leaders’ Strategies in the Global Environment: A Comparative Study of Universitas Indonesia and the Australian National University 总被引：1，自引：0，他引：1
In a global environment in which global, national and local nodes relate freely within common networks, all research universities
must pursue strategies for building global capacity and facilitating cross-border staff and student movement and research
collaboration. The study compares readings of the global environment, global and international activities and relationships,
and global capacity and strategy, in two leading national universities, one in a middle level developing country (Indonesia)
and the other in a middle level developed country (Australia). The main tool of investigation was interviews with parallel
groups of institutional leaders and leaders of academic units and research centres, in conjunction with study of the national
and local contexts. It was apparent that in both cases, while global elements are increasingly important in university strategy,
mission and identity, resource capacity remains highly dependant on national government and students. This belies the romantic
myth of the ‘stand-alone’ corporate university in the global marketplace. The two cases also differ in some respects. While
both universities are peak national institutions, and each respects the other, the Australian university is more strongly
placed in the global environment and practical dealings between them are asymmetrical. The study helps to illuminate the dynamics
of global stratification and hierarchy between developed and developing nations and institutions in higher education. 相似文献
7.
James J. Fletcher Sondra K. Patrick 《International Journal for Academic Development》2013,18(1):39-46
Abstract At most US colleges and universities, faculty development programmes have assumed a passive role waiting for interested faculty to come to them. For the most part, their activities have been limited to facilitating instructional workshops, managing faculty study leaves and sabbaticals, and providing remedial support for faculty who experience problems in their teaching. As higher education in the US faces political, social and technological challenges, faculty developers must play a more active role in institutional transformation. After providing an historical overview of faculty development in the US and describing the current situation in US higher education, this paper outlines four activities that faculty developers can undertake as change agents to help institutions accomplish the objective of institutional transformation and to foster a stronger academic culture. 相似文献
8.
ABSTRACTNational higher education systems are undergoing profound changes, discussed in many but unrelated studies as outcomes of internationalisation dynamics and institutional isomorphism pressures. We propose to link these studies by emphasising the influence of both internationalisation and isomorphism on the formation of a global educational regime. Through a broad range of indicators, we describe the growth of the discursive, normative, and regulatory dimensions of such a global higher education regime. We find evidence of the following developments: (1) a rapidly growing network of international organisations focused on conferences, initiatives, and programmes supporting a global higher education agenda; (2) a striking increase in the number of international and national accreditation agencies, their mutual cross-national recognition as well as the number of universities that are nationally and internationally accredited; and lastly, (3) parallel increases in regional qualification frameworks and in the implementation of national qualification frameworks. These developments create integration pressures manifest in the mutual recognition of higher education degrees, for which a new generation of regional conventions has emerged worldwide in the past two decades. We discuss these processes and their implications for understanding ‘national’ higher education as well as the threats and limits to the burgeoning higher education regime. 相似文献
9.
This paper describes two studies that explore students' beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities' stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students' perceptions did not significantly change with respect to year in school, while US students' perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning. 相似文献
10.
Kiyong Byun 《Asia Pacific Education Review》2008,9(2):190-205
The purpose of this study is to analyze changing patterns of governance in Korean higher education through the window of the NPM, so as to compare policy developments in Korea to wider international trends. Building upon Braun & Merrien (1999)’s earlier analytical framework on university governance, the study focuses on the following dimensions in analyzing the Korean case: (1) the belief system of the government regarding the role of universities; (2) the university-state relationship in terms of both ‘procedural’ and ‘substantive’ autonomy; and (3) the distribution of power and authority within individual universities. The results of the analysis suggest that, although some typical elements of the NPM governance model can be found, the NPM principles have yet to be firmly incorporated into Korean higher education. The study argues that the main reasons for this retardation in the implementation of the NPM driven reforms in Korea would be: (1) the general cynical attitude of professors towards the NPM governance model which was considered as the legacy of the former military regime and (2) the lack of a necessary coherence of government policies over the past two decades (i.e., the heavy emphasis on accountability without an accompanying increase in institutional autonomy). The study recommends, as a conclusion, that a more systematic and integrated implementation strategy would be needed so as to create the necessary preconditions for the NPM principles to be able to work properly in Korean higher education. 相似文献
11.
Kreangchai Rungfamai 《Higher Education》2017,73(1):1-18
Universities find themselves faced with the conflicting institutional demands of being cathedrals of learning and research as well as introducing managerial and corporate-like structures. Despite many studies in higher education research that focus on how this situation affects the mission of universities, the role of imprinting has not received considerable attention yet. Our study aims at closing this research gap by analyzing the influence of institutional founding conditions on mission statements of universities. Results show that imprinting does not affect the introduction of mission statements, but rather their contents. The role of imprinting is, however, moderated by the power and the reputation of universities. In discussing these findings within the context of higher education research, our study contributes to a better understanding of developments in the field of universities. 相似文献
12.
13.
José Luis Mateos-González Vikki Boliver 《British Journal of Sociology of Education》2019,40(2):145-158
Many countries, including Italy, are increasingly managing their public higher education systems in accordance with the New Public Management principle that private-sector management practices improve efficiency and quality. A key mechanism has been the introduction of performance-based funding systems designed to reward ‘high-performing’ institutions and incentivise ‘lesser-performing’ institutions to improve. Instead of improving efficiency and quality across the board, however, we argue that performance-based funding systems naturalise longstanding structurally determined inequalities between institutions by recasting national higher education systems as competitive institutional meritocracies in which institutional inequalities are redefined as objective indicators of intrinsic ‘merit’ or worth. We illustrate how performance-based university funding systems naturalise pre-existing inequalities between universities drawing on the case of Italy, a country characterised by longstanding inequalities between its northern and southern regions which demonstrably impact on the apparent ‘performance’ of universities. The concept of institutional meritocracy captures the illusory nature of this performance game. 相似文献
14.
加强应用型本科高校建设，是我国高等教育普及化阶段的重要任务。放眼国际，德国应用科学大学在创建之初就迅猛发展，并逐渐成为德国高等教育的重要支柱。本文从新制度主义视角回看德国应用科学大学的产生与发展，发现举办应用科学大学并不是德国高等教育改革的首要举措，也并非当时最被看好的举措。其成功兼具偶然性和必然性，并经历了改革酝酿期、博弈运行期、规范发展期以及战略调整期。未被期待的德国应用科学大学能在制度博弈中脱颖而出，得益于以制度改革积极回应社会诉求、以错位发展将特色转化为优势、以规模速增自成体系、拥有开放包容的发展环境。 相似文献
15.
Jin Jin 《Tertiary Education and Management》2018,24(2):95-114
In a globalized world, universities face challenges adapting to changing environmental pressures and expectations of legitimacy. Studies on the topic have tended to focus on universities in North America and Europe, while Chinese universities have received less attention, perhaps due to their status as latecomers to global higher education. Based on institutional theory and resource dependence theory, this study examines the development process of two schools with different characteristics in a prestigious public Chinese university. Based on document and interview analyses, the findings indicate that both schools advocate internationalization as a development strategy but for different reasons. In response to the changing environment, one school continues to conform to the institutional environment; meanwhile, the other is competing in the task environment while also adhering to the university’s and the state’s norms, beliefs, demands and expectations. Based on the analysis, this article recommends that Chinese policymakers allow proactive schools willing to further their positioning in national and global higher education systems to have more autonomy and leeway in developing themselves. 相似文献
16.
美国高校终身教职后评估是终身教职制度改革的重要举措，是美国高等教育面对新公共管理运动与高等教育问责制的双重压力所做出的现实选择，为美国高校的卓越发展提供了有效助力。基于对美国9所一流研究型大学终身教职后评估制度的探析发现：其文本内容可概括为评估目的、主体、内容、方法、结果应用以及客体保障六个方面，呈现出政府、管理与学术三种制度逻辑相互交织的复杂图景。系统研究美国高校终身教职后评估制度的实施路径及其蕴含的逻辑可以为我国高校教师聘任制改革中聘后考核管理机制的完善提供一定的经验借鉴。 相似文献
17.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system
regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the
recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with
academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and
differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by
more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution
without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms
need to be created at the institutional level to manage diversification of the higher education system as a whole. 相似文献
18.
Japanese flagship universities at a crossroads 总被引：2，自引：1，他引：2
Akiyoshi Yonezawa 《Higher Education》2007,54(4):483-499
The increasing pace and scope of global structural change has left Japanese flagship universities at a crossroads. Reflecting
upon historical trends, current policy changes and respective institutional strategies for global marketing among Japanese
top research universities, the author discusses possible future directions for these institutions and how key decisions may
be influenced by selected national policies. By taking a more active role in building flagship universities and making use
of higher education for social and economic development, the Japanese government has already taken concrete measures to keep
apace with higher education policies of neighboring Asian countries. However, in the author’s view, whether or not Japan can
truly develop and maintain world-class universities ultimately depends on an overall improvement in the status of East Asian
higher education. 相似文献
19.
20世纪20年代初，美国成为影响中国大学发展的主要国家，而郭秉文作为留美学生，在导入美国大学模式的过程中，发挥了积极有益的作用。以郭秉文及其东南大学改革为个案，分析美国大学模式在近代中国的导入与影响，对我国现代高等教育的发展有积极的作用。 相似文献
20.
Seyfried Markus Ansmann Moritz Pohlenz Philipp 《Tertiary Education and Management》2019,25(2):115-129
This paper presents empirical evidence on the adoption, implementation and the perceived effectiveness of quality management in teaching and learning in German higher education institutions. Theoretically, the article combines two new institutionalist approaches: institutional isomorphism and institutional entrepreneurship. Empirically, the study refers to qualitative interview data and quantitative survey data. The analysis reveals that isomorphism is a leading driver behind the adoption of quality management in German higher education institutions, whereas institutional entrepreneurship plays an important role in quality management implementation. While isomorphism can be regarded as a conclusive reason behind the absence of a perception of quality management’s effectiveness, institutional entrepreneurship may function as a corrective towards the overall negative impact of isomorphic conformity by institutionalizing quality management in a sustainable manner.
相似文献