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1.
余好 《浙江教育学院学报》2012,(4):69-74
随着高等教育大众化的扩展,全球范围内出现各种世界大学排名,世界大学排名逐渐成为许多国家对高等教育机构进行价值评判的一种重要形式,在一定程度上影响各国发展高等教育所采取的战略决策。尽管各大排名在指标的设定上都会考虑科研能力,但由于排名机构的价值判断不同,各种排名具体采用的指标体系有所区别,它们在价值判断上的差异必然带来排名结果的不同。 相似文献
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Maru&#x;a Hauptman Komotar 《European Journal of Education》2019,54(2):299-310
Global university rankings are a worldwide trend that emerged in times of the globalisation and internationalisation of higher education. Universities worldwide are now striving to become “world‐class” institutions and are constantly aiming to improve their ranking position. Global rankings of universities are thus perceived by many as an ultimate tool for assessing the level of internationalisation at individual higher education institutions. This article first discusses the meaning of and relationship between the globalisation and internationalisation of higher education, as their influence on the emergence of global rankings is undeniable. It then outlines the methodological designs of four main global university rankings which serve as key prerequisites for the subsequent analyses of both the international(‐isation) indicators that these rankings include and of the international ranking initiatives that focus exclusively on the international outlook of higher education institutions. In the concluding discussion, the article reveals that, due to the predominantly quantitative orientation of global university rankings (on the internationalisation of higher education), their results should not be generalised or understood as a means to improve the quality of (internationalisation of) higher education. 相似文献
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Since 1989, Polish higher education has been characterized by the emergence of a private sector of higher education as well as by the development of procedures and institutions for the evaluation and accreditation of higher education institutions and programmes in both sectors. Currently, the two sectors are evaluated separately by separate institutions. The authors call for the convergence of the two higher education sectors. Not only would evaluations of Polish higher education institutions thus be made more accurate and comprehensive, but the two sectors would learn from one another, and the private institutions and their students would become eligible to receive state grants. 相似文献
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Japan has a highly diversified mass higher education system, consisting mainly of private institutions. In their highly developed and matured "market", higher education institutions have been ranked in terms of selectivity for many years. However, the university rankings that began in the 1990s took a different approach, that is, showing multiple rankings in order to enrich the perspectives of university applicants. This article aims at tracing the development of university rankings in Japan and at explaining the link between rankings and the mature, but drastically changing, Japanese higher education market. 相似文献
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Józef Szabłowski 《Higher Education in Europe》2001,26(3):411-419
The development of private higher education institutions in Poland since 1989 has become a thorny political issue. The question is discussed in terms of the overall expansion of higher education in Poland, the Polish national development strategy, the spatial distribution of higher education institutions in Poland, and the role of higher education in the formation of the Polish national e´lite. The author argues strongly in favour of the equal treatment of private higher education. 相似文献
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随着大学排名的不断流行和多样化,关于对大学排名的影响的关注也不断增加。围绕大学排名对学生、高校和政府的影响的争论已经成为高等教育研究和主流新闻媒体的一个普遍话题。越来越多的证据表明,大学排名对高等院校的决策和发展战略的制定与实施、人事招聘及组织结构、资源分配和资金募集、学生择校和高校招生、高校教育教学质量保证等方面都产生了巨大影响。如何避免大学排名的消极影响,提高大学排名的科学性和合理性,以发挥其应有的功能和作用是全球大学排名活动中当前和今后面临的一个重要问题。 相似文献
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随着大学排行榜的不断流行和多样化,对大学排行榜影响的关注也不断增加。围绕大学排行榜对学生、高等院校和政府的影响的争论已成为高等教育研究和主流新闻媒体的一个普遍话题。越来越多的证据表明,大学排行榜对地区及国家的高等教育发展政策、高等院校的决策和发展战略的制定与实施、人事招聘及组织结构、资源分配和资金募集、学生择校和高校招生等方面都产生了巨大影响。如何避免大学排行榜的消极影响,提高大学排行榜的科学性和合理性,以发挥其应有的功能和作用是全球大学排名当前和今后面临的一个重要问题。 相似文献
8.
Joanna Musial 《欧洲教育》2014,46(3):55-74
This study analyzes degrees of differences between the private and public sectors of Polish higher education. It finds them to be strong: Polish private institutions function very differently from Polish public institutions and these differences correspond with those found in the literature on higher education elsewhere in the world. Polish intersectoral differences follow directions anticipated from the global literature. The study also provides material usable in policymaking by government agencies, public-private universities, and families. 相似文献
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大学排行榜:现状·困境·展望 总被引：3，自引：0，他引：3
大学排行榜在我国出现具有重要的历史意义,它标志着社会参与高等教育评价的开始.目前大学排行榜仍面临着诸多方面质疑,集中地表现在其评价指标设计的科学性方面.本文从利益相关者角度出发,提出从"全覆盖、非冲突、非重合、可量化、典型性"五原则来提高评估指标体系的科学性.本文认为,大学排行榜发展状况能够折射出我国高等教育评估的未来走向. 相似文献
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Przemysław Deszczyn´ski 《Higher Education in Europe》2003,28(4):461-470
In December 2000, five Polish state institutions of higher education in economics established the Foundation for the Promotion and Accreditation of Economics Programmes. Its mission, as stated in its charter, is to improve the quality of economics and management education by disseminating and supporting its best models. This mission takes on particular importance on the eve of the inclusion of Polish higher education institutions into the European Higher Education Area. This article serves as a case study based on the experience of the Poznan´ University of Economics and what it gained from its accreditation in early 2003. 相似文献
14.
Magdalena Jaroszewska 《Higher Education in Europe》1999,24(3):405-413
Beginning with a discussion of the need for and the criteria of quality assessment and accreditation in higher education, the author gives a rapid survey of western European practice. She then introduces the Polish situation in which two organizations have proposed higher education evaluation and accreditation systems: the General Council for Higher Education and the Institute of Contemporary Civilisation. Both organizations have developed pilot projects with selected Polish higher education institutions. The author summarizes the criteria and procedures of the evaluation systems of both organizations. She concludes by mentioning the results of a recent Polish‐American Seminar on Accreditation and Quality Assessment. 相似文献
15.
理想的大学排名目的和意义在于,作为服务于公共问责的有益工具,为排名使用者提供关于大学教育质量的可靠信息,同时激励大学提升质量。然而,当前大学排名所采用的大部分指标与院校选择性程度高度相关,为学生提供的大学教育质量信息不充分;且由于大学排名主要是大学教育作为准商品参与市场竞争的产物,指标设计偏重于高等教育对训练人力和发展科研的价值,忽视学生个人发展、教育公平等这些隐蔽但影响深远的社会价值,导致高等教育生态恶化,社会不公加剧。要解决这些问题,＂教育增值＂评价的发展是一个可能的改进途径,但不是根本的解决之道。归根结底,大学排名只是众多评价方式之一,不应也不可能承担质量评价的全部责任。Abstract： The idealistic purpose of university ranking is to encourage the self-improvement of universities as well as providing reliable information to users on higher education quality for public accountability.Nevertheless,most current rankings advocate indices related highly to the academic selectivity of institutions,while having nothing to do with quality of their performances.At the same time,since the rankings are mostly pushed by competition among universities as quasi-merchandise,it was inevitable that some social values of higher education as labor training and research were emphasized more than others such as student individual development and social justice,which are more invisible but influential from a long term.The rankings therefore ruined the ecology of higher education competition and made social injustice more serious.Value-added evaluation might bring some light to the darkness of rankings but not the primary way to solve the problem since it is functioned as one of the many measures in quality assessment. 相似文献
16.
Ellen Hazelkorn 《European Journal of Education》2014,49(1):12-28
Ten years after the first global rankings appeared, it is clear that they have had an extraordinary impact on higher education. While there are fundamental questions about whether rankings measure either quality or what's meaningful, they have succeeded in exposing higher education to international comparison. More so, because of the important role higher education plays as a driver of economic development, rankings have exposed both an information deficit and national competitiveness. Accordingly, both nations and institutions have sought to maximise their position vis-á-vis global rankings with positive and perverse effects. Their legacy is evident in the way rankings have become an implicit — and often explicit – reference point for policymaking and higher education decision-making, and have reinforced an evaluative state's over-reliance on quantitative indicators to measure quality. They are embedded in popular discourse, and have informed the behaviour of many stakeholders, within and outside the academy. This paper reflects on three inter-related issues; i) considers the way rankings have heightened policy and investment interest in higher education, ii) discusses whether the modifications to rankings have resolved some of the questions about what they measure, and iii) looks at how rankings have influenced stakeholder behaviour. Finally, the paper reflects on what we have learned and some outstanding issues. 相似文献
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The Polish higher education system has undergone profound changes since 1989. In particular, state institutions have gained a great deal of autonomy, and private institutions have been organized. Student enrollments have skyrocketed, but funding per student has decreased, along with faculty salaries. The system of higher education as it stands today requires deft strategic management based on competent analyses and accurate information. Thus, in order to better address matters of policy, governance, and management collectively, the Polish doctoral degree granting institutions have formed the Conference of Rectors of Academic Schools in Poland (CRASP) that in turn has decided to support the creation of an independent research institute. The work of this Institute will cover almost all aspects of higher education and science. It will function foremost according to a networking principle. The results of its research projects will be made available, not only to CRASP itself, but also to other interested parties. 相似文献
18.
William Locke 《European Journal of Education》2014,49(1):77-90
Rankings and online comparison sites have both facilitated and shaped the marketisation of higher education in England, the UK as a whole and elsewhere. They have facilitated marketisation by introducing greater competition between and within higher education institutions. Ultimately, they accomplish the transformation of qualities into quantities, which is both required by, and a consequence of, the commodification and privatisation of higher education. Rankings have also helped to embed the logic of the market within organisational structures and processes and within the minds and practices of organisational members. In some ways, in a highly regulated UK higher education market, rankings became a substitute for more authentic market mechanisms. However, these processes have intensified with the transfer (in England) of the majority of the cost of study to students and the emergence of more sophisticated websites presenting detailed statistics that enable prospective students to compare courses and institutions on indicators such as modes of student assessment and employment outcomes. This article seeks to understand how different types of university and college are responding to this intensification of rankings logic amidst the further marketisation of higher education in the UK. It employs the concepts of internalisation and institutionalisation to analyse how these responses evolve and vary between institutions at different places in the rankings, but eschews a completely Foucauldian interpretation which, in the author's view, cannot fully explain the responses within institutions (and over time) to ‘data-driven technologies’. 相似文献
19.
The dynamic changes in tertiary education that were observed in Poland for the last 20 years transformed the Polish educational
market and led to the immense expansion of educational institutions. The rapid increase in the number of students that continued
until 2006 is however over and Polish universities have begun to compete for their clients. Increased competition along with
the pessimistic forecasts for Poland with regard to demographic changes result in the growing demand for the knowledge on
determinants of student educational choices and satisfaction. Although the amount of studies in this field is growing, Poland
is still substantially underrepresented in the current research. The purpose of this article was to examine the underlying
factors behind the choices that Polish students make while pursuing their tertiary education. The research method that combines
focus groups’ discussions and a survey study among 1,420 business major students helped us to identify the factors behind
three phases of the decision making process: pursuing higher education; information search along with final choice of a university;
and satisfaction from chosen studies. Our research implies that decision making with regard to tertiary education is multifaceted
and longitudinal as it combines a different set of factors in each stage of the decision making process. 相似文献
20.
William Yat Wai Lo 《Globalisation, Societies & Education》2013,11(4):459-478
This paper argues that global university rankings can be understood as a mechanism upholding Taiwan's interests in light of cross-national analysis of university ranking and recent discussion on regionalisation of higher education in Asia. To draw an analytical framework, it begins by delineating a conceptualisation of university ranking, in which ranking exercises are seen as a form of institutions in the globalised field of education politics and policy. In anticipation of the emergence of the Greater China higher education region, the paper suggests that global university ranking can be used as a zoning technology to form an imaginary line of cultural and academic sovereignty, and to affect university strategies and government policies. This analysis not only explains how global university rankings can be used to uphold interests of Taiwan's higher education, but also sheds light on the way to constitute subjectivity in the process of regionalisation of worldwide higher education. 相似文献