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1.
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
2.
Ibrahim Alladin 《Higher Education in Europe》1992,17(4):4-13
This article begins by posing some fundamental questions about global co‐operation and why co‐operation among nations is necessary. Co‐operation in higher education can foster global understanding and bridge cultural gaps. What is therefore called for is the globalization of universities. For positive international co‐operation in education to occur, the following initiatives are required: global perspectives in the curriculum, foreign students as learning resources, the globalization of universities and colleges, and the disengagement of educational policy from foreign policy. 相似文献
3.
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
4.
全球化、国际化与高等教育交流:香港的经验 总被引：4，自引：0，他引：4
为了应对日益激烈的全球市场竞争,许多新兴国家和地区的政府近年来都纷纷起草教育改革蓝图,并出台一系列针对教育体制改革的措施。香港特别行政区也把教育作为一项优先发展的公共政策,以增强本地公民的全球竞争力。在认识到人力资源是特别行政区拥有的唯一资源后,香港特区政府亦斥巨资投资教育。尽管特别行政区目前面临严重的预算赤字,但教育仍占到2004-2005年政府预算公共支出的最大份额22.5％。本文着重对在全球化的背景下,香港特别行政区采取怎样的措施来改善其高等教育体制,以及香港的大学如何与海外大学加强学术交流,以增强本港大学的国际竞争力进行论述。 相似文献
5.
国际化战略是大学顺应世界高等教育发展时代潮流、提升自身综合实力和国际影响力的重要途径。考察中外15所一流大学发现,其国际化战略都是以提升实力、服务全球作为国际化战略定位,以育人、科研和服务作为重要战略举措,以铸就卓越人才和推进科技创新获得战略成效。究其发展动因,与国家和院校两个层面的双重影响密不可分。同时,在实施大学国际化战略中,各方要共同努力,高校应加强自觉适应与自主发展,并将提高质量与质量保障、"引进来"与"走出去"相结合,全力助推"双一流"建设。 相似文献
6.
地方政府为对标“双一流”建设而实施的省域高水平大学建设为我国高等教育强国建设提供了“本土方案”,对其进行政策效应评估能够客观反映地方高等教育治理成效。本研究通过收集2010—2019年省际面板数据,采用双重差分法构建多时点DID模型评估了省域高水平大学建设的政策效应。研究发现：政策实施后,域内高校的学科水平、师资队伍建设成效、人才培养质量、社会服务能力和办学活力均得到显著提高,且通过一系列稳健性检验;同时,政策效应的异质性分析显示,省域高水平大学建设在东部沿海地区产生了更强的政策效应,“马太效应”持续加剧。在后续省域高水平大学建设的政策安排中,学科建设应注重“慢变量、长赛道”,既需立足国际前沿,还需回应本土需求,通过政策兜底、扶持“无用之用”学科,保持学科多样性;师资队伍建设需为新生代力量留有成长空间。 相似文献
7.
王素娥 《湖南师范大学教育科学学报》2012,(3):70-73
高等教育国际化是高等教育发展的趋势,也是我国高等教育发展的新方向。在这一背景下,对发达国家在教育国际化方面所推行的措施和经验进行研究,有利于改进和完善具有中国特色的高等教育国际化体系。针对美国高等教育中国际学生的语言问题以及美国高校采取的措施和对策的研究,将为中国下一步的留学生培养和教育国际化过程中可能出现的类似问题提供借鉴。 相似文献
8.
This article provides an international comparative overview of institutional strategies, collaboration patterns and governmental policies related to the use of ICT in higher education. It has been produced as part of an international comparative study on the use of ICT in higher education. A study commissioned by the Dutch Ministry of Economic Affairs and the Ministry of Education, Culture and Science and published as: “The Use of Information and Communication Technology in Higher Education: An International Orientation on Trends and Issues”, B. Collis and M. van der Wende (Eds). University of Twente, CHEPS, 1999. It covers the following range of countries: Belgium, Finland, the United Kingdom, Australia and the United States of America. Additionally some main initiatives at the European level have been taken into account. On the basis of this international comparison, the following main conclusions were drawn. Due in part to the fact that in many cases institutional strategies for ICT are still lacking, interesting experimentation does not generally lead to successful dissemination and adoption on a wider scale. In many cases, the push for a substantial use of ICT in distance learning programs has come from new educati onal markets, life-long learning and international education in particular. The response of higher education to these markets is leading in many countries to a convergence of distance and traditional (on-campus) education. Inter-institutional and inter-sectoral collaboration between universities and companies are characteristics of many successful ICT initiatives, although they do not generally continue into sustainable implementation in the individual institutions. Governments facilitate the use of ICT through the establishment of infrastructure, networks and inter-institutional and public–private partnerships, and try to create the right regulatory environment. Further deregulation will enable institutions to respond to new market demands and will inspire the necessary organizational change in higher education institutions. 相似文献
9.
Simon MARGINSON 《Frontiers of Education in China》2018,13(4):486-512
The paper reviews the rapid development of higher education and science in China in the last forty years. It discusses the conditions and strategies of that development, including the ways that it embodies a distinctive Chinese approach to higher education. In particular, the paper reflects on the policies whereby China coordinated with globalization in higher education and science after 1978, in building national capacity and global influence. Scale, nation-state policy goals and accelerated investment on their own are necessary but not sufficient (otherwise Saudi Arabia’s research universities would be stronger than they are). The effective national/global synergy developed by China, made possible by the international openness and part-devolution to science communities that was implemented in the Deng Xiaoping era, has been crucial in the rapid rise of China’s universities and science. This national/global synergy—and its potentials, tensions and limits—in turn has determined the nature of the achievement and will shape its future evolution. 相似文献
10.
《The Internet and Higher Education》2010,13(3):141-147
Many universities increase their recruiting efforts to reach a larger and more diverse audience. Some universities also extend their reach with cross-border initiatives and seek international students in order to promote enrollment growth and global learning. The economic potential of distance education and academic globalization has attracted numerous higher education providers, many of which operate on a for-profit basis. The result is an increase in competition for students, which leads to added pressure on universities to control costs and rising tuition. Those online programs unable to successfully adapt to this competitive environment are at risk of failing. This article draws from the research literature and US Securities and Exchange Commission (SEC) filings to examine seven important factors that help determine the success or failure of online programs. These factors are planning, marketing and recruitment, financial management, quality assurance, student retention, faculty development, and online course design and pedagogy. 相似文献
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12.
AbstractThe implementation of global citizenship programmes at universities has been taking place against a backdrop of growing internationalisation and marketisation in higher education, leading some to conclude that universities are cultivating global workers rather than global citizens. This small-scale exploratory study aimed to investigate these claims through the comparison of global citizenship education (GCE) programmes in two contrasting contexts – the UK and Japan. Through a combination of quantitative and qualitative content analysis, our findings suggest that the universities in both the UK and Japanese contexts demonstrate examples of adaptation and localisation of GCE to fit with institutional commitments, and both universities have significant elements of employability agendas infused into their programmes. We argue that while different in many respects, the two programmes both demonstrate an adaptation of GCE to fit within broader internationalisation strategies aimed at maximising global competitiveness and an alignment with the neoliberal trends shaping the global higher education sector. 相似文献
13.
European higher education is awash with educational reform initiatives that purport to transform universities into better-managed higher quality organizations that more directly contribute to national development. This exploratory study examines patterns of research discourse in higher education in Europe. We argue that these patterns are changing in the direction of greater isomorphism with globally favored models of the university. First, we show some global trends that reveal the rise of “world class universities” and “higher education and development” discourse. Next, we analyze discursive shifts in European higher education research publications in the period between 1990 and 2009. Our initial analysis of these publications shows changes in the expected direction: we find a growing emphasis on management, organization, and quality and less emphasis on student access to higher education, an earlier equity concern. We propose further research to see whether higher education has become a more consolidated research field over time, perhaps suggesting an erosion of the historical legacies that often informed higher education systems and universities in Europe. Lastly, we briefly reflect on the implications of influential world models on comparative studies of higher education. 相似文献
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15.
生存环境恶化、公共卫生危机频发、地缘政治动荡以及逆全球化趋势等一系列人类共同面临的世界性难题给各国高等教育国际化进程带来考验。在此背景下，高等教育在全球、国家、高校等多个空间场域中被各种主体力量塑造，高等教育国际化的行动场变得愈发复杂。然而，过去十年来的全球趋势是国家的作用愈发凸显，越来越多的国家将高等教育国际化与外交战略、科技创新、经济发展和人才规划等方面统筹谋划，以立法、战略规划、资金支持等形式将高等教育国际化纳入国家战略，与世纪之交时以高校为主体主导国际化发展的偶发性、碎片化、边缘化特征有较大区别。本研究从国家战略的利益相关者、动因和实施路径三个维度比较了近十年来美国、英国、澳大利亚、德国、俄罗斯、日本、马来西亚、印度、土耳其等九国高等教育国际化的特点与发展趋势。研究发现：高等教育国际化的趋同性特点包括高等教育国际化作为国家战略与科技、人才战略成为一揽子战略方案，战略制定动因由“国际贡献”向“国家贡献”倾斜，世界一流大学建设成为战略行动新趋势等；各国政府在高等教育国际化战略中的功能、动因、行动路线上存在差异。研究对我国谋划高等教育国际化的国家战略具有借鉴作用。 相似文献
16.
Nanzhao Zhou 《Educational Research for Policy and Practice》2007,6(2):141-159
International research findings and country experiences prove that, in coping with the tension between the global and the
local in education, three major forces contribute to the success of international reform: firstly, the national public authorities
in protecting education as a common good through political commitment and policy actions; secondly, the local community, in
responding to the diversifying educational needs through active participation and initiatives for innovation; and thirdly,
the international community, through technical, professional as well as financial assistance to member countries for desired
systemic changes. This paper examines the roles of international education in facilitating systemic reforms, and explores
strategies in promoting international education for educational change, citing evidence-based cases to examine the interaction
between international education and systemic educational reforms. 相似文献
17.
打造大学的核心竞争力,提升我国高教的国际竞争优势 总被引：17，自引：0，他引：17
应对WTO挑战的最基础性工作之一,是打造大学的核心竞争力,提升我国高教的国际竞争优势.本文对大学核心竞争力与高教国际竞争优势的关系进行了探讨;对大学核心竞争力的内涵和基本要素及主要特点做了剖析;对打造我国大学核心竞争力进而提升高教国际竞争优势的战略和政策选择进行了有益的探析. 相似文献
18.
Gifty Oforiwaa Gyamera 《International Studies in Sociology of Education》2015,25(2):112-131
Recently, various strategies have been adopted and adapted by universities in Ghana to re/position themselves in the international arena. Utilising postcolonial and neoliberal theories, this paper critically examines the internationalisation strategies of three public universities in Ghana. Although all the universities have adopted strategies to position themselves internationally, the rates at which these strategies have been introduced differ from one university to the other. Various factors including location, size, age and infrastructural strength influence the rate of involvement. It is argued that the strategies adopted by the universities appear to be embedded in postcolonialism and economic rationales based mainly on neoliberal economic thinking, which sees higher education as a quasi market place where knowledge is bought and sold. The paper argues that universities need to adopt strategies that are proactive and that promote alternative notions of internationalisation in ways that challenge the status quo. 相似文献
19.
高等院校培养创新人才的地位与机制 总被引：4，自引：0，他引：4
王言法 《扬州大学学报(高教研究版)》2004,8(3):39-42
当今世界，国家的综合国力和国际竞争越来越取决于教育发展水平，取决于高素质创新人才竞争，大力培养创新人才成为社会发展的迫切要求。实践证明，高等院校是培养高素质创新人才的基地。新世纪新阶段，党和国家提出了新的人才强国战略和人才观，高等院校要以此为指导，充分认识和发挥其应有的作用，主动承担起为现代化建设培养创新人才的历史重任。 相似文献
20.
为提升日本高校国际竞争力,日本文部科学省在2014年推出了"顶级全球性大学计划",并遴选出A类、B类共37所高校进行资助。研究以冲击世界百强为目标的13所A类高校为对象,基于注意力配置理论,采用文本分析的方法对13所高校提交审核的《改革构想书》中的国际化水平、治理改革、大学教育改革这三大维度的注意力配置情况进行分析。根据分析可知这13所高校在国际化发展中虽然聚焦维度比例各不相同,但大多集中关注国际化水平维度的多样性、语言教学能力、国际开放度,治理改革维度的管理机制,大学教育改革维度的教育质量这5个二级发展目标。高校结合自身特色,在注意力配置的方向、强度上做出不同的选择,规划绘制出一张共性与个性相结合的清晰的国际化发展蓝图,强弱结合保障国际化战略的可持续性发展。 相似文献