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1.
William K. Cummings 《Higher Education》1998,35(1):69-90
While for much of the postwar period becoming a research intensive university has been the goal of most large American universities, in recent years many are reappraising their missions. This paper focuses on two institutions, Michigan State University and the University at Buffalo, that are seeking to combine a focus on a strong research mission that creates new knowledge with new initiatives to convey the practical implications of that knowledge to local clientele. These two institutions are seeking to serve their constituencies through both knowledge extension and instructional extension. In the process they face the challenge of sustaining the commitment of leaders, of altering long-standing structures, and of reforming financial procedures. Through focusing on two cases, the study seeks to identify some of the generic problems American institutions of higher education are encountering as they strive to strengthen their service function. 相似文献
2.
Student complaints to legislators led to 20 states mandating higher educational institutions develop policy on oral English language proficiency of instructors. These mandates directed public institutions to certify oral English language proficiency of international teaching assistants. Universities responded to these mandates by developing policy requiring formal evaluation of international teaching assistants and provision for remediation of those whose skills were deficient. Demographic factors which led to these mandates are number of non-resident aliens and number of students in higher education institutions in the state. Institutional factors leading to policy were graduate enrollment and degree granting status of institutions.Clayton F. Thomas obtained his Ph.D. from the University of Iowa. He is a Professor of Educational Administration and Foundations at Illinois State University and is affiliated with the Center for Higher Education. Patricia K. Monoson obtained her Ph.D. from the University of Illinois. She is an Associate Professor of Speech Pathology at Illinois State University and is affiliated with the Center for Higher Education. 相似文献
3.
Accountability is an important focus for nearly all-public higher education institutions. In 1997 the Washington State Legislature
mandated an accountability measure designed to encourage public universities to increase student efficiency toward graduation.
This accountability measure is assessed by a formula called the Graduation Efficiency Index. This qualitative study details
the Graduation Efficiency Index's conception and ramifications for public higher education institutions. It further examines
university administrators' perceptions of the Graduation Efficiency Index and transfer students' impact on the ability of
three public institutions to meet mandated accountability goals. We include implications for practice.
Susan Poch is the Director of the Student Advising and Learning Center at Washington State University. She holds a Ph.D. in
Education Leadership, Higher Education from Washington StateUniversity. Her research focuses on the policy and practice of
student transition. Mimi Wolverton is Professor of Higher Education at the University of Nevada, Las Vegas. Her areas of research
include leadership, organizational change and organizational effectiveness. She holds an M.B.A. and Ph.D. in Education Leadership
from Arizona State University. 相似文献
4.
Fitting the Mold of Graduate School: A Qualitative Study of Socialization in Doctoral Education 总被引：3，自引：1，他引：2
Susan K. Gardner 《Innovative Higher Education》2008,33(2):125-138
Doctoral student attrition in the United States has reached alarming proportions, with reported rates of approximately 50%
across disciplines (Nettles and Millett 2006). Attrition rates of underrepresented populations have been reported at higher
rates across disciplines (Council of Graduate Schools 2004), pointing to a disparate experience for these students. Socialization
has been shown to be a determining factor in doctoral student success and retention (Turner and Thompson 1993) while not necessarily
reflecting how the socialization experience differs by disciplinary and institutional contexts. Through this qualitative study
I sought to understand the effects of the socialization process upon doctoral student success and retention in the disciplines
of chemistry and history at two institutions. Results highlighted a disparate experience for women, students of color, students
with families, part-time students, and older students. Suggestions for policy, practice, and further research are included.
Susan K. Gardner received her Ph.D. in Higher Education from Washington State University and is currently Assistant Professor of Higher Education
at the University of Maine in Orono. Her research interests include doctoral education, student development, and issues of
social justice in higher education. She can be reached at susan.k.gardner@maine.edu. 相似文献
5.
Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum 相似文献
6.
喀麦隆高等教育在1993年改革之后有了很大的发展,但仍存在许多不足.本文主要分析喀麦隆高等教育机构自1993年改革以来在行政管理、资金筹措、战略规划、教学质量控制、知识创新等能力建设方面的现状、问题及其成因. 相似文献
7.
Despite the importance of trustees for higher education institutions, few studies address how they influence the institutions they steward. To address this gap, we used a social network approach within a comparative case study design to evaluate how trustees interacted with two private, elite universities: Harvard University and the Massachusetts Institute of Technology. While trustees interacted with these institutions in differing ways, results indicated that some of them significantly influenced institutional behaviors, structures, and policies. This suggests that the role of trustees should be re-conceptualized to reflect their ability to influence higher education institutions, making them a fundamental part of the microfoundations of these institutions. 相似文献
8.
Multicultural education has transformed higher education both in terms of research and in terms of student experiences. Given
the complexity of our institutions, the overall effects of these transformations are mixed. Building on the successes and
strengths of multicultural education as it is currently incorporated in institutions and programs will involve better understanding
how it is perceived, positively and negatively, by those who are experiencing it first hand. In this article we seek to contribute
to this reflection through a discussion of a survey of students’ perceptions of multiculturalism in a large first-year program
in a research university.
Patrick Bruch is Associate Professor of Writing Studies in the College of Education and Human Development at the University of Minnesota,
Twin Cities. He received a B.A. in English from Western Michigan University and a Ph.D. in English from Wayne State University.
His teaching and research focus on struggles for equality within and through higher education.
Jeanne L. Higbee received her B.S. in Sociology from Iowa State University and earned both her M.S. in Counseling and Guidance and Ph.D. in
Educational Administration from the University of Wisconsin-Madison. She currently serves as Professor and Senior Advisor
to the Center for Research on Developmental Education and Urban Literacy, College of Education and Human Development, University
of Minnesota. Her research interests are related to student development and the access and retention of student populations
that traditionally have been underserved in postsecondary educational institutions.
Kwabena Siaka is a doctoral candidate in the Department of Educational Policy and Administration at the University of Minnesota. 相似文献
9.
美国大学的国际化战略及启示——基于对圣荷西州立大学国际拓展与研究部的考察报告 总被引：2，自引：0，他引：2
本文以高等教育的全球化浪潮为背景，对圣荷西州立大学国际化战略的内容进行了详尽的描述，并从宏观和微观两个角度对其驱动因素进行了分析，最后针对我国高等院校的国际化问题提出了合理化建议。 相似文献
10.
陈世兰 《中国教育技术装备》2011,(30)
近年来,我国高等院校的扩招现象非常普遍,高等院校的教育事业得到迅速发展,但是教学和管理工作都出现一些问题。高等院校的行政管理部门处于学校工作的枢纽地位,起着承上启下的作用。因此,行政管理部门必须肩负起责任,做好各部门的联系和协调工作,发挥好自己的职能。目前高校内部行政管理体制存在一些弊端亟待解决,因此必须要树立以人为本的管理思想,才能在当今高校建设中充分发挥其职能,提高行政效率。 相似文献
11.
美国高校网络教育组织模式的多样性研究 总被引：2，自引：1，他引：1
美国高校网络教育组织模式具有多样性。本文采用内容分析法,抽取一定比例的美国高校,根据被调查高校网站的结构和内容判定其网络教育组织模式,分析美国高校网络教育组织模式多样性的表现与特征。调查显示,基于扩展教育部门、基于服务管理部门、依托网络教育同盟组织及以网络教育为主的新型大学是美国高校四种主要的网络教育组织模式;有些高校存在多种组织模式并存的现象;不同性质和类型的高校在网络教育组织模式的采纳上存在一定差异。 相似文献
12.
Ann L. Wood Ph.D. 《Innovative Higher Education》2006,31(1):43-62
As part of educational reform, many institutions of higher education are undergoing accreditation processes. Based on interviews, observations, and the author's experiences in accreditation reviews, this discussion delineates three stages of planning for an accreditation process. Recommendations are organized by each stage of preparation into long- and short-term action plans with specific tasks. Analyzing the process of accreditation across institutions and programs led to the identification of common elements that can make planning an accreditation effective and efficient. This article maps the roles and responsibilities of accreditation stakeholders and the need for communication and collaboration throughout the process.Ann L. Wood earned a Ph.D. in educational psychology from The University of Michigan and a M.A. in special education and a B.A. in sociology, psychology, and education from Michigan State University. She is currently the Co-Principal Investigator for the Comprehensive Teacher Education Institute and an Assistant Professor in the Charter College of Education at California State University, Los Angeles. Her special interests are educational reform, urban education, lives of faculty and teachers, higher education, teacher development, and teacher induction 相似文献
13.
Economic cost analysis is a method of looking at resources and measuring the efficiency with which those resources are used
to attain goals. The author first discusses some methodology for and problems inherent in analyzing economic costs of educational
institutions and then presents findings from cost studies of higher education institutions of two types—(1) the University
of Mid-America, a regional open university with central management offices in Lincoln, Nebraska, and state organizations in
Kansas, Iowa, and Nebraska through which students can enroll in televised credit courses, and (2) a sample of traditional
institutions of higher education in Indiana. 相似文献
14.
This article presents an introduction to understanding and addressing conflict in academic departments. Current philosophies toward conflict in organizations include a principled approach encouraging the positive benefits that conflict may bring to institutions. To utilize this approach it is important to understand the nature of conflict, identify effective response options, and develop skills in principled conflict resolution. This paper identifies the structures within organizations which inherently cause conflict. In addition, various strategies for dealing with conflict are outlined based on the Thomas/Killman response modes. Finally, Fisher and Ury's foundation for principled conflict resolution is applied to departments in higher education.Walter H. Gmelch received an MBA from the University of California, Berkeley and a Ph.D. in the Educational Executive Program from the University of California, Santa Barbara. He is currently professor and chair of the Educational Administration Department at Washington State University and directs the University Council for Educational Administration Center for the Study of Department Chair. His area of interest is in leadership development, managerial stress and academic department chairs. James B. Carroll received his Ph.D. in educational administration from Washington State University. He is currently the associate director of the Center for the Study of the Department Chair, Washington State University. His area of interest is in investigating role orientations and careers of department chairs. 相似文献
15.
The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention
to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it
is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999).
The discussion focuses on the funding of higher education in a quasi-market situation (Le Grand et al. 1993), as Portugal
hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship
between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990;
Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997;
UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies
to students to cover the costs of education. Firstly, the economic and social condition of university students is presented.
Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that
the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in
general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss
the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition
of university students is compared with – that of the Portuguese population in the 90s. Secondly, the expectations of the
students of higher education are presented, in order to understand the value attached by them to a university degree, which
explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated.
From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student
and his/her family and to discuss the need for a more interventionist State in higher education financing.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
16.
Belmiro Gil Cabrito 《Tertiary Education and Management》2013,19(1):23-39
Abstract The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999). The discussion focuses on the funding of higher education in a quasi‐market situation (Le Grand et al. 1993), as Portugal hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990; Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997; UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies to students to cover the costs of education. Firstly, the economic and social condition of university students is presented. Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition of university students is compared with ‐ that of the Portuguese population in the 90s. Secondly, the expectations of the students of higher education are presented, in order to understand the value attached by them to a university degree, which explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated. From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student and his/her family and to discuss the need for a more interventionist State in higher education financing. 相似文献
17.
Estela Mara Bensimon 《Innovative Higher Education》1994,19(1):23-32
A version of this paper was delivered as a speech at Buffalo State University, NY, September 1993.Estela M. Bensimon received an Ed.D from Teachers College, Columbia University. She currently holds an appointment in the Center for the Study of Higher Education at Penn State University as an associate professor and senior research associate. She is interested in leadership, multicultural curricular transformation, and the organizational structures and policies of our colleges and universities. 相似文献
18.
Anastassios Pouris 《Higher Education》2007,54(4):501-509
This article reports the results of an investigation to identify the disciplinary strengths and the international standing
of the higher education institutions in South Africa. Even though comparative assessments provide valuable information for
research administrations, researchers and students such information is not available in South Africa currently. The Essential
Science Indicators database of the Institute for Scientific Information is utilized for the investigation and six South African
universities are identified to be included in the top 1% of the world’s institutions cited in the international scientific
literature. The identified institutions are University of Cape Town, University of Pretoria, Orange Free State University,
University of Witwatersrand, University of Natal and University of Stellenbosch. Analysis of the scientific disciplines in
which the South African institutions meet the threshold requirements for inclusion in the database shows that the country
has citation footprints in only nine of the 22 broad scientific disciplines. The article identifies the international standing
of the South African universities in the various scientific disciplines, and elaborates on the consequences relevant to higher
education and science and technology policy. 相似文献
19.
《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
20.
Irina Konchits 《Higher Education in Europe》2000,25(4):507-509
The Republic of Belarus is a bilingual country, its two principal languages being Belarussian and Russian. Knowledge of other languages is encouraged; indeed, a specialized higher education institution, the Minsk State Linguistic University, has been created to prepare multilingual specialists in various fields. In addition, several non-state higher education institutions have developed bi- and multilingual partnerships with Western higher education institutions. 相似文献