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1.
Joe L. Lott II. Jose Hernandez Joe P. King Tiffany Brown Ismael Fajardo 《Research in higher education》2013,54(8):895-929
Using data from the Baccalaureate and Beyond Longitudinal Study (B&B:93/03) of College Graduates, we use structural equation modeling to model the relationships between college major, values held in college, collegiate community service participation, and the post-college political participation of college graduates by public versus private institutions. We use Holland’s Theory of person-environment fit as lens to understand differences in political participation across majors and institutional contexts. Over a 10-year period immediately after receiving the baccalaureate, we find that choice of major and individual values are differentially associated with post-college political participation for private institution graduates when compared to the counterparts at public institutions. We relate our findings to extant literature that highlights the differences in institutional characteristics between public and private colleges and socialization patterns of undergraduates that may inform differences in post-college political participation. Implications for future research are also offered. 相似文献
2.
Kathleen Knight Abowitz 《Educational theory》2016,66(1-2):181-197
At current rates, almost all U.S. public universities could reach a point of zero state subsidy within the next fifty years. What is a public university without public funding? In this essay, Kathleen Knight Abowitz considers the future of public universities, drawing upon the analysis provided in John Dewey's Democracy and Education. Knight Abowitz conducts an initial institutional analysis through two broad prisms: that of the political landscape that authorizes universities as public institutions, and that of the present political–economic context of public education in general and public universities in particular. Dewey's conception of democratic education is then explored; his arguments regarding aims, experience, thinking, and social intelligence provide important tools for imagining the democratic futures of public universities today. 相似文献
3.
Mary Ann Coughlin Joseph Hoey Marsha Hirano-Nakanishi 《Asia Pacific Education Review》2009,10(1):69-81
The intent of the authors in preparing this paper is to compare and contrast the roles of Institutional Research in informing
decision making and governance in higher education. Using a case study format the authors will provide an example of a research
project conducted within each of the following sectors of United States higher education system: private 4-year not for profit,
public major research institutions/private specialized institutions, and a pubic state university system. The first case study
from the private sector will feature a mixed methodology study that used data from the National Survey of Student Engagement
(NSSE) and student focus groups to explore student engagement at this institution and inform faculty development. The second
case study will compare the use of data for decision making from the standpoint of large public research institutions and
private specialized institutions. The third case study from a state university system focuses on recent initiatives in the
public sector
to inform the public, the institutions, the State, and the federal government using data from institutional research offices,
student engagement surveys, and student learning assessments shared through consortia and national associations. These examples
will be discussed within the structure of decision making and governance in higher education. 相似文献
4.
Governance is a means for realising institutional goals and in an ideal world should enable the institution to respond to the demands of the political environment by regulating its internal affairs accordingly. In the case of universities, not only is that environment increasingly differentiated but so also is the ability of universities to access it. Changes in state funding arrangements, accountability mechanisms, the contribution of the private sector, and the public definition of university education have placed numerous and varied pressures on institutions. Yet there is a studied reluctance by institutions to accept that their ability to respond to these pressures is equally variable, that they should tailor their ambitions to their capacities, and that their internal governance should be adapted using the principle of fitness for purpose. In the main, this is because the dominant ideological themes of higher education do not support the idea of distinct university functions of equal status. Rather, they encourage the erroneous belief that all universities are homogeneous in their functions – or, at least, that all have the potential to be homogeneous. 相似文献
5.
William M. Rivera 《The Journal of Agricultural Education and Extension》2013,19(4):371-384
Abstract Two imperatives form the basis of the present paper. The first is the market-driven imperative, vital to production and value-chain development. The second is the knowledge imperative, central to the advancement of human capacity and institutional development. In view of these two imperatives, this paper argues for overhaul in extension toward a market orientation and for greater public investment in human resource development for modernizing the agricultural extension workforce. Part one of the paper reviews the rationale for market-driven extension and compares two key market-driven strategies. Part two proposes changes and new investment in post-secondary agricultural education and training, and calls for the establishment of a network of post-secondary agricultural education and training institutions. A post-secondary educational network is seen as essential to better prepare the agricultural extension workforce to face challenges in production and marketing and beyond with respect to alternative programs such as agriculturally related urban, environmental, energy, and rural development priorities. 相似文献
6.
市场竞争中的高校评估及其范式的更新 总被引：2，自引：0，他引：2
在市场力量的推动作用下,当今的高校评估不再局限于学校内部,而是依据高校自身设定的使命完成评估的循环过程,以期同步实现问责制。作者提出了一个新的三级评估范式,以对公众需求的信息做出回应。新评估范式的三个等级需要展示学生学习的成果、显示高等教育投资回报率和确保高校的社会效益。在这个三级评估范式中,评估活动根据信息接收端的需求展开,并且上一级的评估总是建立在下一级评估所提供的信息基础之上。 相似文献
7.
The purpose of this study is to compare the influences of state characteristics related to student assessment, accreditation emphasis on student assessment, and institutional dynamics supporting student assessment on the approaches to student assessment that institutions have initiated. We conducted this study by examining the relevant literature, creating a national survey instrument, surveying undergraduate institutions throughout the United States, and analyzing the responses of the 885 public institutions who participated in our survey. Separate regressions were run for three different groups of institutional types on three approaches to assessment: cognitive, affective, and post-college. Regressions for the three institutional types explained 21 to 27% of the variance for cognitive assessment, 7 to 21% for affective assessment and 6 to 19% for post-college assessment. With the exception of a minor influence of state characteristics for doctoral and research universities, institutional dynamics and accreditation region were found to be the primary influences on student assessment approaches for all institutional types. We found that the drive for state-level accountability has not exceeded the influence of institutional accreditation and that internal dynamics appear to be the driving force of all three approaches to student assessment. 相似文献
8.
Entrepreneurialism in Japanese and UK Universities: Governance, Management, Leadership, and Funding 总被引：2，自引：0，他引：2
Keiko Yokoyama 《Higher Education》2006,52(3):523-555
This paper scrutinises organisational change in Japanese and UK universities which are engaged in entrepreneurial activities.
The study focuses on recent changes in governance, management, leadership, and funding in these universities. The paper argues
there are convergent trends between Japanese and UK universities in terms of increasing entrepreneurial activities, a review
of institutional strategies, a review of the organisation, the application of market-oriented institutional policy, links
with the industrial sector, the notion of a public financial crisis and changing external environment, strong leadership of
the university President or Vice-Chancellor, and the notion of the accountability of the university to society as a whole.
However, the application of particular institutional strategies, entrepreneurial culture, and the way in which an institution
relates itself to the private sector significantly differs among institutions. The paper suggests that those differences are
related to different institutional history and characteristics – including those between national and private universities
in Japan, and old and new universities in the UK – as well as different government policies between Japan and the UK.
The paper first proposes a theoretical model for the five types of entrepreneurial culture of the institutions. It then examines
the model by using case studies: Nottingham Trent University (UK), University of Surrey (UK), University of Tokyo (Japan),
and Waseda University (Japan). 相似文献
9.
自20世纪80年代中期以来,全世界范围内接连出现的政府主导的改革将高等教育系统向"教科书般"经济市场越推越近已实施的改革包括公司化、引入竞争性资助、增加学费和其他费用、使用高校管理中产出模式和绩效报告。但是,没有一个国家面向本国学生的第一学位教育是按照真正的资本主义经济市场来运作的,没有研究型大学的发展是被股东、利润、市场份额、配置效率或商品形式所驱动的。在一些国家,只有职业培训和国际教育才会真正收取商业性质的学费。虽然高等教育中普遍存在激烈的竞争、企业家精神和消费者话语,但资本主义在其中没有一席之地;现有的高等教育市场充其量是一个受监管的准市场在许多国家,高等教育领域的"市场改革"不同于交通、通信、广播电视和医疗保险界的私有化和商业化。究其原因,本文发现真正的市场改革受制于高等教育领域特定的内在限度(公共产品、地位竞争)以及与这些限度相关的政治因素、高等教育市场改革计划在本质上是乌托邦式的,目前市场改革的抽象理想仍在持续并不是因为它具有真正实现的前景,而是由于外源性政策的推动(如财政缩减、政府控制等)。如果资本主义市场是无法实现的,为什么要继续假装它们可以实现呢?我们需要一个与教育系... 更多还原 相似文献
10.
Quality assurance in the political context: in the midst of different expectations and conflicting goals 总被引：2，自引：2，他引：0
Maarja Beerkens 《Quality in Higher Education》2015,21(3):231-250
Higher education quality assurance systems develop within a complex political environment where national level goals and priorities interact with European and global developments. Furthermore, quality assurance is influenced by broader processes in the public sector that set expectations with respect to accountability, legitimacy and regulatory quality. As a result, quality assurance systems often face different and even conflicting goals from different parts of society. The traditional goals of securing minimum standards and facilitating improvement within universities are augmented with such goals as providing information to the public, supporting inter-institutional competition and positioning institutions or higher education systems in the global competition. The relative priority of these goals is in a constant change over time. This paper aims to map the main tensions that emerge from the conflicting demands and discusses the extent to which impact evaluation can address some of the difficulties. 相似文献
11.
Siseko H. Kumalo 《Higher Education Quarterly》2021,75(1):175-188
Interrogating the White Paper 3 of 1997 which upholds academic freedom, institutional autonomy and public accountability, I make the case for justice through higher education using public accountability. I argue that the higher education system in South Africa is capable of fulfilling such a role in the context of extreme injustices but not without a critical engagement of the extent and causes of these injustices and an understanding of their implications for academic curricula, practices and deeply embedded conceptions of knowledge. A redefinition of higher education institutions' public accountability in terms of responsibility to their ‘institutional locale’ or community (the populations whose needs they should be meeting) can be an effective ‘proactive tool’ with which higher education can redress social injustices. This requires an interrogation of the social, political and economic conditions of possibility that either inhibit or aid educational desire and attainment. An investigation of this nature entails a rigorous reappraisal of all three of the key principles within which higher education systems operate—academic freedom, institutional autonomy and public accountability—if they are to guard against the continued perpetuation of epistemic and social injustices. 相似文献
12.
吴泽林 《江苏广播电视大学学报》2012,(3):72-76
以市场导向型营销为特征的战略营销对中国公共外交的战略规划具有启发意义。中国公共外交的战略规划包括制定总体目标、分析内外部环境、细分目标市场、整合和实施公共外交策略、考量公共外交效果等五个方面。为此,需要对中国公共外交的机构设置作相应的调整,把公共外交机构独立出新闻司,并在内部设立反馈、评估、协调结构和分地区的部门机构等。 相似文献
13.
Michael Tomlinson 《Higher Education》2018,75(4):711-727
A critical analysis is developed of the dominant meanings of value in marketised higher education. In policy terms, this has become informed by the logics of the measured market whereby value has become synonymous with economic return and institutional accountability. The notion of value is one which permeates many discussions on the purpose of higher education and the perceived benefits it confers onto individuals and society as a whole. This, however, remains largely implicit and unearthing the specific meaning of value (and values) clearly presents challenges. This article critically examines a variety of concepts relevant to discussion of the value of higher education, including the relationship between value and quality, consumerism, goods and performativity. In each case, it unpacks their meanings and implications for the relationship between students and institutions, particularly at a time when this is seen to be increasingly transactional. It then outlines an alternative value framing to the utilitarian ‘value for money’ so prevalent in much market-driven policy. 相似文献
14.
Increased accountability is at the centre of widespread educational reforms which feature the rhetoric of deregulation in many countries across the globe. Not only have educational systems, institutions and practitioners been required to be more accountable, but arguably the nature of accountability has also changed from professional and democratic to managerial and market forms. In particular, within the hegemonic discourses of the market ideology associated with globalization, market accountability to paying customers (both within a nation-state and internationally) has been foregrounded. However, the hegemony is not complete. Governments have often positioned themselves as ‘market managers’, creating a complex and often contradictory relationship between new forms of market and managerial accountability, layered on top of more traditional notions of professional and democratic accountability. This paper explores the changing nature of accountability in Australian and English higher education, and makes comparisons between them. As we enter the twenty-first century, central higher education authorities in both countries are conducting major reviews and revisionings of mechanisms to enhance the accountability of universities in the new global knowledge-based economy. While the analysis finds convergence of policy objectives and discourses, it also finds divergences in the particular structures and processes employed. Further, it finds a disjunction between macro-level policy intent and institutional-level reactions and practices in both countries. We argue that with globalization ‘talk’, it is important not to gloss over policy differences between individual nation-states, and to problematize potentially globalizing concepts such as accountability within policy debates at both national and global levels. 相似文献
15.
Over the past few decades, America’s social compact for higher education as a public good has effectively lapsed as government
support of higher education has diminished. Given the need for a highly educated workforce in today’s knowledge-based global
economy, we propose a new compact for higher education that couples increased funding with increased institutional accountability.
While the compact must retain academic freedom as an essential component of higher education, this autonomy must co-exist
with rigorous accountability standards. Accountability systems should be multifaceted, as different methodologies have differing
strengths and limitations. All systems should, however, inform the public and provide for institutional improvement. 相似文献
16.
Gerald Wangenge-Ouma 《Higher Education》2008,56(4):457-471
This study addresses the implications of higher education marketisation for quality in Kenya. It focuses on full fee-paying
programmes, the de facto market source of revenue for Kenya’s public universities. The study argues that Kenya’s public universities
were precipitately subjected to diminished public capitation, and so was their plunging into marketisation. These institutions
started enrolling full fee-paying students at a time when they were strained in terms of institutional capacity. There were
not enough physical facilities, and most of those available were suffering decay following many years of neglect. They did
not have enough teaching staff, a problem, which the marketisation agenda has made worse. The desire to claim a bigger share
in the student market has seen the introduction of many new courses in advance of capacity to offer them. The study concludes
that by seeking economic self-determination through full fee-paying programmes, in advance of a well-developed institutional
capacity, the subsequent pressure seems to have made the quality situation worse. 相似文献
17.
Higher education reform in Romania 总被引：1，自引：1，他引：1
Thomas Owen Eisemon Ioan Mihailescu Lazar Vlasceanu Catalin Zamfir John Sheehan Charles H. Davis 《Higher Education》1995,30(2):135-152
This paper reviews the crisis in Romanian universities since the country's political transition in 1989, and describes the government's strategy for revitalizing the higher education system. Attention is drawn to the expansion of access to higher education, the dramatic increase of enrollments in social science fields, the spontaneous establishment of private higher education institutions, and to the many difficulties institutions are experiencing in coping with these changes especially because of resource constraints. Comprehensive reform of the role of the state in the financing and governance of higher education are proposed. The government's reform strategy involves accreditation of public and private institutions, establishment of open transparent mechanisms for allocating institutional and research funding, as well as changes in the structure of academic employment. Successful implementation will require strengthening the fragile management capacity of the Ministry of Education and the higher education institutions. 相似文献
18.
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
19.
CHRISTOPHER MARTIN 《Journal of Philosophy of Education》2020,54(1):164-182
How should a liberal democratic society value knowledge and understanding, and does this valuation inform how we ought to reason about the justice of our educational institutions? In scholarly and public discourse, it is orthodox to argue that because educational institutions bring about various goods—goods of character such as wellbeing or economic goods such as social mobility – they ought to be structured by principles of political justice. In this paper, I argue that knowledge and understanding valued for its own sake should also inform judgements of educational justice. 相似文献
20.
Gwen van der Velden 《Higher Education Quarterly》2012,66(3):227-247
Driven by the growing presence of market forces within higher education worldwide, universities are changing the way they engage with students. This article explores how a university's internal culture relates to engagement with students and their views. It builds on wider research into student engagement and organisational cultures. The organisational cultures of two universities are mapped against a typology developed by McNay, which was extended by the author to include aspects of institutional engagement with students. It appears that corporate and bureaucratic institutional cultures that may respond well to external pressures on institutions (regulation, performance indicators, audits and policy pressure) are not conducive to engagement with student opinion. The stronger preference of students remains a collegial, partnership‐based approach for enhancement of the student experience. This study will be of interest to institutional managers, student (union) leaders, academics and practitioners who seek to improve the student experience through effective engagement with student views. 相似文献