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1.
James S. Taylor 《Tertiary Education and Management》2013,19(3):243-260
Governing boards have a long tradition and prominent role in U.S. higher education. The diversity of institutional types, and thus governing boards, represents a multifaceted tapestry of functions, roles, and responsibilities. This paper will attempt to define the parameters of public higher education governing boards in the USA and offer critical insights into their degree of effectiveness. It is the author’s position that both positive and negative lessons can be learned through an examination of these public governing boards in the USA. The recent emergence of university boards in Europe is examined and their characteristics are compared against the characteristics of public and private boards in the USA. 相似文献
2.
董事会是美国高校的法定代表机关.按照美国公立高校或高校系统董事会的法律地位,可以将它们分为具有宪法权力的公立高校或高校系统董事会与具有普通法规权力的公立高校或高校系统董事会两种类型,前者享有较大的自治权,后者则受到较多的法律法规和立法机关等公共制度组织的规制.通常情况下,由宪法对公立高校或高校系统董事会进行规制比由普通法规进行规制具有更大的效率优势. 相似文献
3.
Terrence A. Tollefson 《Community College Journal of Research & Practice》2013,37(3-4):386-402
Community colleges in America are now very visible and highly respected institutions of higher education. More than 1,000 community colleges in all 50 states now comprise nearly 25% of all colleges and universities in the U.S., with over 6.5 million students, or about 45% of all college students. State and local governance and coordination of community colleges vary from single-state governing boards to minimal state control and strong local governing boards. The relative degrees of state and local control of community colleges generally “follow the money,” in that accountability to state and local governing board and state legislatures is generally about proportional to the funds provided by each level of government. Funding for operational support of community colleges comes primarily from state and local governments, with considerable federal support for grants and subsidized loans to students. In 2000–2001, the largest proportional funding sources for community colleges were: state governments (44.6%), local governments (19.5%), tuition and fees (19.5%) and the federal government (5.4%). State lotteries in at least 38 states represent a relatively new source of funds for community colleges, often in the form of student scholarships. Many of the earliest public junior colleges charged no tuition, especially in California in the early 1900s. Now many community college students pay $3,000 or more per year in tuition and fees, and recent annual tuition increases in many states have been in double digits. This is a troubling trend that threatens to reduce access to higher education for poor people. 相似文献
4.
In the last decade, the university sector in many European countries has undergone manifold changes in relation to the design of governance structures and processes. Accordingly, a board of governors with far-reaching competences was implemented by the latest reform of the Austrian higher education system in 2002. Drawing on an empirical research project, this paper contrasts the basic ideas of this reform with insights into the concrete practice of the new governance structure. The results show that board members’ personal factors such as personality, experience, and their attitude towards the multi-faceted nature of university governance, strongly influence the boards’ identity formation and actual work. It is concluded that such factors must be regarded when implementing governing boards in universities by means of university reform.
相似文献5.
Myrna Cassel Gerald R. Boardman 《Community College Journal of Research & Practice》2013,37(2):147-151
This investigation was designed to determine the knowledge and opinion of the public about locally elected community college area boards of education. Research questions included the extent to which the public was aware of both composition and activities of the boards, how the public believes the board works, public's sources of information, general public opinion, and extent of public involvement. The population included adults living in a selected midwest state geographically divided into subpopulations for each technical community college area of the state. The information indicated that community college boards need to take a serious look at their public image and do a much better job of communicating to their constituents. 相似文献
6.
我国要通过成功地借鉴美国高校董事会制度来完善中国特色的现代大学制度,仅靠设置由校外人士参与的董事会是远远不够的。美国高校董事会制度是一个系统,其有效性越来越依赖于各个子系统之间的协同作用。只有认识到这一点,才能比较客观地设定我国现代大学制度改革的方向和目标。 相似文献
7.
Higher education in the United States and elsewhere is beset by crises: crises of public confidence, questions of continuing relevance, doubts about continuing the emphasis on doctoral instruction, and a very real financial crisis. In response, governing boards and governmental agencies are devoting increasing attention to the management of higher education. Part of this response has been a heightened interest in formal planning-programming-budgeting-systems (PPBS); in fact, several states have legislated the adoption of PPBS for higher educational planning and decision making. Similar interest has been evidenced in other countries. Therefore, it is an appropriate time to reconsider the nature and role of PPBS and its potential impact on higher education. This paper describes the salient characteristics of PPBS and traces the development of PPBS and related analytical techniques in governmental agencies and institutions of higher education. A second paper will illustrate both the concepts and the implementation of PPBS by a detailed exposition of the University of California's experience with PPBS. Finally, in a third paper we suggest an alternative view of policy analysis for educational planning which is a departure from traditional PPBS. We conclude with general observations and specific recommendations to educational managers seeking to improve their resource allocation procedures. 相似文献
8.
Hiroo Saga 《Educational Media International》2013,50(4):182-184
Abstract In‐service teacher training programmes in Japan are conducted by various organizations including local education boards, the Education Ministry, and public foundations. Pre‐service teacher training is extensively offered at national, public and private colleges and universities. These formal programmes fulfil the basic needs of teachers and they have little link to distance education systems. Teachers’ spontaneous energy to teach themselves is now directed towards using personal computer networks and the Internet. These telecomputing activities are reviewed and future directions suggested 相似文献
9.
《Africa Education Review》2013,10(1):97-110
Abstract The aim of this paper was to review the contribution of private institutions to higher education in Africa and use Monash South Africa as a case study. A literature search was conducted to gain perspective on the current situation with respect to private higher education institutions in Africa and how they are perceived in relation to public higher education institutions. In comparison with public higher education institutions, private higher education institutions in Africa were successful in four areas: ? Widening access to higher education in the continent ? Improving the quality of education ? Improving student experience ? Increasing the recognition and marketability of their degrees However, private higher education institutions in Africa have failed in two areas: ? Reducing the costs of higher education in Africa ? Assisting with retention of skilled human capital in African countries. In fact, private higher education institutions in Africa, have exacerbated the two situations above. Monash South Africa was the first foreign university to be established in South Africa and one of over 100 private universities in the continent. As a campus of Monash University in Africa, it has seen a steady growth with over 3,500 students in the past 10 years of its existence. Like other private institutions, the campus was successful in the four areas above and also fails in the area of costs and assisting in retention of skilled staff in Africa. The campus has been successful in blending its private provider status with a public purpose mandate by offering degrees in social science, business and economics, information technology and health sciences. 相似文献
10.
W.G. Walker 《教育政策杂志》2013,28(3):261-272
Among the chief characteristics of the post‐industrial society are ambiguity and paradox. In Australian higher education, as in other sectors of Australian Society, these have found expression in individualism, private initiative and entrepreneuship. The ‘privatization’ of higher education now includes the imposition on enrolment charges, the re‐introduction of ‘full cost’ fees, especially for private overseas students, moves towards the deregulation of salaries and conditions of employment of academic staff and the establishment of new ‘self‐contained’ and ‘hybrid’ private higher education institutions. In response to these developments, debate has tended to centre upon a number of mythologies which inter alia assert that private higher education is new to Australia, that it is foreign to the Western academic tradition and that such education avoids the employment of public funds. Moreover, it is claimed that while private higher education is ipso facto elitist, it will, through competition, result in a more effective and efficient public sector. The above mythologies are examined in the light of past, present and proposed developments in Australian higher education, with particular note being taken of the establishment of the Bond University in Queensland. 相似文献
11.
Abstract The changing relationship between institutional governance and management in the United Kingdom arising from the second report of the committee on standards in public life, the United Kingdom National Committee of Inquiry into Higher Education, and from significant increased government expenditure on higher education is examined. The framework of accountability within which higher education institutions operate is related to these reports. The Scottish Higher Education Funding Council's (SHEFC) perspective of the role of the governing body is examined and contrasted with Bargh, Scott and Smith's research on governing bodies. Both SHEFC's perspective and Bargh et al.’s research are also contrasted with, and related to, a number of National Audit Office (NAO) reports and also to Professor Sizer's investigation and the NAO report into allegations of misconduct at Glasgow Caledonian University (1998). Finally, the paper draws conclusions on the changing relationship between governing bodies and managements, on the requirement on governing bodies to demonstrate that they are appropriately constituted and operate effectively as corporate bodies, and on how these are reflected in the SHEFC code of good practice and good practice benchmarks. 相似文献
12.
Scott L. Hunsaker 《Roeper Review》2013,35(2):80-82
One basic purpose of evaluation of gifted programs is to document the results or impact of the program. This purpose is particularly important to governing bodies such as state legislatures, state school offices, and local school boards which usually provide the funding for gifted programs. In documenting program results for such entitles, leaders in gifted education should consider the differences between evaluation and advocacy; should provide information in brief, clear, and timely ways; and should provide decision‐makers with the information they want, as well as the information they need. 相似文献
13.
《Africa Education Review》2013,10(1):139-155
Abstract The South African Schools Act, No. 84 of 1996 (SASA), provides parents with opportunities to serve on the governing bodies of public schools. In this context, members of school governing bodies may hold unique sets of expectations, which may influence the type of education to which a school community aspires. This article reports on an investigation into middle-class, public primary school governing body expectations of teacher workloads from a South African labour law perspective (Minnaar, 2008). The expectations of parent members of school governing bodies were examined to determine whether they were aligned with or diverged from the law. The findings provided evidence that although governing body expectations of teachers were aligned with prevailing education labour law, the open-ended nature of such law, together with omissions and silences, allows legal space for individual and contextual interpretation and implementation and may consequently intensify the workloads of teachers. 相似文献
14.
《Africa Education Review》2013,10(1):107-138
Abstract The current study investigates the case of community participation in the Egyptian education with special focus on Fayoum governorate - province - and its experience in developing Boards of Trustees (BOTs) in public schools. Through a field survey with boards of trustees' members, their perception of the BOTs efficiency, effectiveness and problems is analyzed with reference to the theoretical literature and other international experiences. Main findings point to the fact that the Fayoum model is in conformance with the ongoing paradigm in education calling for increasing shared responsibility for provision. Although respondents were generally optimistic about the potential opportunities for BOTs improving the quality of the educational process, yet their evaluation of the real level of their current effectiveness, was not similarly so. Evidently, more needs to be done to transform the experience of the establishment and operationalization of the BOTs, from being merely a form of pseudo participation, into being more genuine. 相似文献
15.
Nigel A. Bastin 《Higher Education Quarterly》1990,44(3):245-263
The Education Reform Act 1988 gave independence to polytechnics and the major colleges of higher education. From a position where they were the subject of tight and bureaucratic control by the maintaining local authorities, they have moved to one where responsibility for conducting their affairs in the hands of the small group of persons who constitute their governing bodies. This paper examines the composition of governing bodies in order to see the range of sizes adopted and how boards have been constituted within the permissible limits of the Act. It also touches upon some of the difficulties and ambiguities which have been created by the present legislation. A survey reveals that most institutions have decided to have larger boards which are not dissimilar to those which existed previously and few institutions have taken advantage of the flexibility of the Act and chosen to have small boards. It remains to be seem whether size and composition have any relevance to an institution's success or otherwise in the challenging years ahead. 相似文献
16.
Jeanette Baird 《Tertiary Education and Management》2006,12(4):297-309
This article examines emerging norms of good practice for Australian university governing boards and issues that university governing boards could address to develop effective governance cultures. It firstly considers the ways in which support for many Australian university governing boards has become professionalised over the past decade. At the same time, longstanding tensions or ‘paradoxes’ persist, (Cornforth, 2003) notably between ‘corporate’ and ‘participatory’ board models. To ‘tame’ these tensions requires formative processes of deliberation and debate. The article outlines understandings that may assist boards to engage in such processes and to develop their awareness of differing values in governance practices. 相似文献
17.
The English further education (FE) sector caters for young learners who are regularly defined as at risk due to a range of economic and social challenges, as transitions from youth to adulthood become more protracted, and inequalities amongst young people and between generations persist and deepen. At a time when policy places increasing responsibilities on governors and leaders to balance college performance and cost-effectiveness against FE’s long-standing social justice mission, this article analyses how this tension plays out through the discursive construction of young learners by two English college governing boards. We use a critical discourse analysis approach to connect how young learners are ‘talked into being’ through the micro-level processes of governing within the wider context in which college governing operates. We argue that, despite a wider drive for governors to interact with learners, their understanding of learners is dominated by data, through which young learners in particular are constituted as a risk rather than at risk. We explore the discursive constructions of young learners that ensue in this data-dominated context, and the social practices governing boards use to manage the risks posed by young learners. We highlight the different positionings of governors and college senior managers within these constitutive practices, arguing that the ways young learners are discursively constructed is revealing of a central tension in college governing practices—that between the high-performing and the socially just college. 相似文献
18.
ABSTRACTThe themes in higher education research in different countries vary to some extent. This research takes 15 SSCI journals of higher education as examples. A scientometric method was used to classify the themes in higher education research, and a vector space model was employed to calculate the similarities in different countries active in the research hot spots in the cognate area. The results show that the top five ranked keywords of higher education research are assessment, university, sustainability, feedback, and diversity. Higher education research was classified into 20 areas, and different countries were focused on different areas. The number of publications was mainly led by the USA, the UK, and Australia. The most similar countries in the higher education research field were Australia and the UK. European countries had a higher similarity in higher education research with each other, but the similarity between Asian countries was very low. The similarity between different countries exhibited different characteristics, which has important significance for the development of higher education research. 相似文献
19.
Anthony G. Green 《International Studies in Sociology of Education》2013,23(2):213-232
ABSTRACT Sociology of education, particularly in Britain and to a limited extent the USA, is examined in its relations to law and socio‐legal discourse. It is argued that in order to develop our understanding of educational accountability a fuller exploration of the institutional interface between law and education will be required. Several lines of scholarship and empirical inquiry are suggested, particularly with respect to the functions of law professionals and legal institutions in the contexts of ’public choice’, ‘juridification’ and the institutionalisation of irresponsibility in education. 相似文献
20.
Natalia Maloshonok 《高等教育研究与发展》2020,39(3):515-531
ABSTRACTPatterns of students’ time-use can provide important insights into student learning and development in higher education. Previous empirical studies conducted in developed countries do not allow us to generalize findings on time-use patterns for students from countries with different national systems. This paper aims to identify national differences in undergraduate patterns of time-use and their links with the individual characteristics of students. The sample (N?=?166,919) was derived from highly selective universities from three countries: the USA, China, and Russia. Significant differences in undergraduate time-use patterns in three countries were observed. In addition, significant interaction effects between national variables and individual characteristics were found. The results allow us to conclude that there are national differences in the power and direction of links between time-use patterns and individual characteristics. 相似文献