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1.
Kerry J. Kennedy 《Educational Research for Policy and Practice》2003,2(1):55-70
Governance is currently a key issue not only for higher education institutions but for society as a whole. The way organizations are managed, the directions they take and the values they hold send clear signals about their role and functions in society. For this reason, the governance structures of universities were unquestioned for most of the twentieth century. Yet in the final decades of that century significant changes were starting to be felt. The most important of these changes related to the way universities were viewed by governments. In particular, the role of universities in contributing to national economies was being recognized. Greater accountability and more intense scrutiny from the outside meant that the traditional values of universities were being challenged. The task of universities, and for society as a whole, is to develop strategies that will retain the best of what universities have traditionally stood for while responding positively to new pressures and priorities. This paper advances the concept of `deliberative partnerships' as one way to reconstruct university governance in a positive way for the future. Key Words: accountability, education policy, higher education, management, organizational efficiency, public sector, university governance 相似文献
2.
试论民族高校开展生态环境教育的必要性和措施 总被引：1，自引：0，他引：1
我国高校生态环境教育较为滞后,少数民族高校学生的生态环境教育更为薄弱。以民族高校为平台,开展生态环境教育十分必要。增强环境意识是提高全民族科技文化素质的一个重要方面,也是经济发展和社会进步的具体体现。民族高校中的生态环境教育应加强生态环境教育方面的师资队伍建设,提倡教师的科研工作与民族地区生态环境保护教育相结合;加强学科教育中生态环境教育的渗透;加强课程设置改革,对不同专业学生采取不同的方式或方法;鼓励学生积极参加主题实践活动,如社团、暑期实践、志愿者行动等,在实践中培养学生的能力,以此发挥来自少数民族地区学生在生态环境教育方面的作用。 相似文献
3.
大学形象识别系统从企业形象识别系统转化而来,在高等教育竞争日益激烈的环境下得到了越来越多高校的重视。新建本科院校在形象建设中导入大学形象识别系统,能够促进院校实现特色发展,在竞争中突围制胜;能够将特色理念贯彻到制度和行为中,切实提高院校的实力;能够有效传播、打造院校的知名度。新建本科院校在导入大学形象识别系统时要注意避免模仿其他高校而产生形象上的雷同;注意避免急于求成的心态;注意调动全校师生职工的积极性,全员参与。 相似文献
4.
5.
Recent economic pressures have demanded higher education institutions respond with strong, authentic brand promises. This mixed method multi-case study explored the authenticity of common brand promises at three Universities in Canada through Twitter and Facebook postings from February to April 2016 using a cloud-based text and network analytic tool. Our study revealed the content shared on social media channels, while largely trustworthy, was fraught with shades of gray and revealed that sometimes brand promises were used against the university when they appeared disingenuous or threatened institutional norms around equity and social justice. Further, social media strategies are still largely limited to push notification suggesting universities are missing opportunities to strengthen their brand and counter negative messaging. For marketing managers it reinforces investments should be directed toward creating engaging and authentic content that can be expressed through multiple touch-points including social media and this can be monitored through low-cost analytic tools. 相似文献
6.
Abraham Yogev 《Higher Education》2007,54(5):629-645
Expansion trends of higher education systems involve the planned growth of new universities, frequently stratified lower than
established ones in academic breadth and excellence as well as in the socio-demographic origins of their students. The persistence
of this internal stratification of the university system subsequent to its expansion remains a controversial issue. Between
the early and mid-1990s the Israeli Council for Higher Education has expanded the three ‘‘target’’ universities, aimed at
peripheral or specific sectors. Compared to the three established elitist institutions, these universities have concentrated
on the liberal arts and attracted students of lower social origins. The present study examines the stratification of students
into elitist and target universities a few years after this particular expansion policy was abandoned in favor of college
accreditation. Though the overall growth rate of university freshmen since 1995 has subsequently declined, the relative share
of the target universities is still steadily growing. Our analysis of data from a 1999 national survey of freshmen in all
six universities reveals that students of the target universities still tend to originate from lower status groups and ethnic
minorities regardless of academic ability. Furthermore, their general study motivations, particular study considerations,
and institutional choice orientations are more practical and vocationally oriented than those of students in the elitist universities.
It therefore seems that expansion policies of university systems should not overlook their long-term consequences for the
stratification of universities and their students. 相似文献
7.
This article addresses problems facing universities because of external pressures for changes in their teaching, research, and governance and management policies and practices to align them with public policies. The view is put that governments are introducing public policies in times of economic recession to achieve rationalisation of human, physical and financial resources in higher education and to foster initiatives that shape university teaching and research to serve the needs of society and assist in national economic recovery. Examples of these external pressures, which have resulted in intrusions into the autonomy of university governance and management, are provided in the context of general system theory. It is assumed that the pressure of public policies on universities will continue and that each university should have a development plan for its present and future teaching and research activities, which has the endorsement of the government higher education advisory agency so that university management can function on a secure basis. The effectiveness and efficiency of functioning at the various levels of the university system should be assessed by periodic evaluative reviews. The quality of management by academic leaders should be fostered by the establishment of national centres for the study of higher education management and policy. The relationship between government higher education advisory agencies and universities should be renegotiated so that, as interdependent and interrelated parts of the higher education system, they work in joint co-operation to ensure the most effective and appropriate development of each institution. Nevertheless, a state of equilibrium between the university system and the supra (social) system within which it exists will never fully be achieved. The fundamental role and functions of a university require that it be concerned with teaching and researching both ageless and current phenomena. Hence, a perfect equilibrium state cannot exist if external social pressures are for the main weight of university activities to be shifted to providing service for the current needs of society. 相似文献
8.
The present study aims to investigate the role of rankings in Kazakhstani higher education policy and their influence on a group of national universities in Kazakhstan. The analysis draws attention to the role of the Kazakhstani government and accreditation agencies in developing coercive and normative isomorphism in Kazakhstani higher education. The analysis of university missions and development strategies of a group of universities with a special status has revealed that national universities are pushed towards an Anglo-American model of a research university. Further research is suggested to assess the response of Kazakhstani higher education institutions (HEIs) to these coercive and normative pressures. 相似文献
9.
This article opens with an overview of the pressures that have led to heightened calls for accountability in higher education, both in the US and Europe. Noting that doctoral programmes have, to date, drawn minimal attention in the accountability debates, the authors note that these programmes cannot stay forever on the sidelines. Drawing on their knowledge of the American context in particular, the authors go on to outline current efforts to assess the quality of doctoral programmes in the US with attention to how these efforts respond to accountability demands. They urge the higher education community to re-shape the accountability discussion, shifting its centre from government to higher education and the institutions training doctoral students who will become faculty. Crucially, they argue that graduate programmes should train doctoral students to undertake and use discipline-appropriate assessment measurement and scholarship as part of their future work as college and university instructors. If doctoral students emerge as faculty with an understanding of how to conduct assessments for the purpose of improving student learning, they will advance not only their fields, but higher education more generally. 相似文献
10.
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
11.
After the Revolution of Dignity (2014), Ukraine signed an Association Agreement with the European Union. In the context of European integration, new legislation on higher education has been adopted. Changes in the institutional environment expect responses from higher education institutions, in particular changes in the organizational identities of Ukrainian universities that are claimed through the mission statements. As Ukrainian universities are in the stage of transition from the Soviet past to the European future, it is of primary importance how they interpret and respond to the changes in the institutional environment, claiming their organizational identity through mission statements. To answer this question, sociological institutionalism is applied as a theoretical framework for the exploration of how institutions shape the organizational identities of universities. A content analysis of the mission statements of 46 Ukrainian universities was conducted: 26 defined before the adoption of the new legislation on higher education in 2014 and 20 formulated after this date. 相似文献
12.
论教师教育转型期综合性大学与师范大学的竞争与合作 总被引：2，自引：0，他引：2
刘慧阳 《湖南师范大学教育科学学报》2005,4(3):34-36
目前，我国教师教育呈现出多元化的局面，教师教育机构形成综合化态势，教师培养模式出现多样化趋势。综合性大学与师范大学举办教师教育有着各自不同的竞争优势，双方要在教师教育的人才培养模式、教师培养规格和教师教育的一体化等方面发挥各自的优势特色，相辅相成，共同建设我国现代教师教育体系。 相似文献
13.
Andrés Bernasconi 《Higher Education》2006,52(2):303-342
The expansion of private sectors of higher education has usually been regarded as a factor of diversification in higher education
systems. Some of this differentiation has been found to arise from the affiliation of private institutions with organizations
outside the field of higher education. This article reports the results of a study of this form of interorganizational relationship
in private universities in Chile. Cases include universities founded or sponsored by religious, business and military organizations.
A typology of private universities is proposed, on the basis of the forms affiliation (or its absence), was observed to take
in the cases examined. Weak and strong forms of affiliation are described, and affiliated universities are compared to “proprietary”
universities, i.e., those owned by individuals who govern them from their positions in the board of directors, and “independent”
universities, in which governance lies with internal – academic or administrative – constituents. Albeit derived from the
case of Chile, the typology could be applied to the analysis of private higher education in other national systems. The second
part of the article seeks to ascertain whether affiliation operates as a source of differentiation in Chilean private higher
education. Results show that, compared to the other types of private universities, the affiliated ones possess distinctive
mission statements and declarations of principles, consistent with the orientations of their sponsor institutions, they tend
to be smaller, and to have more full-time and better qualified faculty. Some receive financial support from their sponsor
organization or its members. Distinctiveness was not found in indicators of prestige and student selectivity, nor in tuition
levels, program offerings, curriculum design, the weight of research and graduate programs in their functions, student socioeconomic
profile, and faculty involvement in governance. This is not to say that there are no differences in these dimensions among
private universities: much diversity exists, but most of it cuts across all categories of interest for our study. Overall,
affiliation does not appear to be a strong factor behind the diversification that exists in the Chilean private university
sector. 相似文献
14.
Ratings in the Research Assessment Exercise 2001 – the Patterns of University Status and Panel Membership 总被引：1，自引：0，他引：1
Ratings awarded to university departments in the UK Research Assessment Exercise (RAE) 2001 were analysed to determine whether they were influenced either by the status of the university (pre‐1992 or post‐1992) or by whether the university was represented on the panel that determined the ratings. There was little evidence that panel membership has any effect on ratings, but an analysis of covariance also showed that, among universities not on the panel, pre‐1992 universities were more favourably assessed, relative to post‐1992 universities, than would be expected on the basis of their ratings in the 1996 RAE. This finding, along with the preponderance of pre‐1992 universities on all panels (even those where the majority of the research is conducted by post‐1992 universities), is used to urge strongly that in future RAEs, panel membership should be made much more representative of higher education in general and of the institutions submitting the research considered by each panel in particular. 相似文献
15.
LI Mei 《Frontiers of Education in China》2010,5(4):507-530
Three different “logics”—that of the internal strategies of the institutions, the economic pressures of the socialist market
economy and the political policies of the state drive the development of a university. The dynamic interaction and coexistence
of the three logics has determined the transformation models of teacher-education or normal universities in China. This paper
aims at describing and analyzing both the process and the forces that led to these transformations by taking East China Normal
University (ECNU), Southwest University (SWU) and Yanbian University (YBU) as examples. Reliance on government and market
resources has put these universities into a dilemma: On the one hand, they wanted to retain their original features so as
to preserve their leading position in the “teacher education” market, and on the other, they needed to merge, expand, restructure
and enhance their quality as they pursued overall development. The case analyses show that the teacher-education university’s
need for self-development, which is the internal determinant, plays a critical role in its transformation. At the same time,
the socioeconomic environment and national policies influence the institution while it displays considerable capacity for
self-adjustment. 相似文献
16.
青年教师是地方高校的主力军与教育十二五规划纲要的主要推动者,是地方大学重构与教育发展的承担者,他们的人格健全与否直接关系到高校教育改革创新的成败与地方院校的健康发展。鉴于青年教师作用的重要性及其面临的现实境遇对其人格的挤压,青年教师的精英品格、大学理想、大学精神面临不能承受之重的尴尬。因此,从优化青年教师的经济环境、科研环境和自我内在环境出发,塑造、培育青年教师的独立人格是地方高校实现特色发展的必经之路和当务之急。 相似文献
17.
开放大学是在以现代信息技术为支撑,以实体综合性大学为依托,在开放的公共教育环境下以满足学习者各种类型及层次的教育需求为目标,既坚持高等教育学历提升,又积极推进非学历继续教育及公共教育服务支持的开放性高等教育机构。作为一种新型的高等教育机构,开放大学促进了世界高等教育的民主化和公平化,也将终身教育的理念推行至实处。开放大学的质量保障涉及多个因素,要在学生、教师、课程和良好的师生互动等方面进行严格把关。开放大学不仅仅应该充当一种新型的教育机构,更应该成为一种无形的教育理念贯穿于有形的教育机构中。鼓励开放大学与传统大学走向融合,这将会为高等教育全民化的到来作出更大的贡献。 相似文献
18.
Nick Chown Joanna Baker-Rogers Liz Hughes Kleio Nicola Cossburn Pam Byrne 《Journal of Further & Higher Education》2018,42(6):837-854
In the UK autism is classed as a disability under the Disability Discrimination Act 2005. Under the Special Educational Needs and Disability Act 2001, higher education institutions in the UK are legally required to make reasonable adjustments for students with disabilities who are placed at a substantial disadvantage in comparison to students without disabilities. Despite the social difficulties associated with autism, and autistic students being at a heightened risk of dropping out of university, high-functioning autistic students are often high achievers academically. The National Audit Office recognises university as a desirable option for academically gifted students with autism. As there have been few studies directly examining the needs of autistic students in post-secondary education by established researchers, we undertook an online questionnaire survey of all UK universities, other than those under foreign ownership, to ascertain current levels of support for students with autism in higher education. This was followed up with Freedom of Information Act requests to establishments that did not respond to the survey. We report our findings based on responses from 99 universities out of approximately 160 establishments in total. As autistic university graduates are at a disadvantage when compared to their non-autistic peers in obtaining employment after graduation, we propose that all higher education establishments follow the government recommendation for providers of services not covered by the Autism Act 2009, but who support people into employment, to adopt the Statutory Guidance issued in connection with the Adult Autism Strategy. Universities should consider seeking accreditation under the National Autistic Society’s accreditation scheme. 相似文献
19.
J. Travis McDearmon 《Research in higher education》2013,54(3):283-302
With the decline in state and federal support for higher education continuing to plague colleges and universities across the U.S., many institutions are looking to increase the levels of support annually received from alumni and other constituencies. Research on alumni relations in American colleges and universities has historically focused on different factors related to charitable giving. Although this study has resulted in some valuable information for institutions to use for alumni involvement purposes, most of the research has not been able to produce a meaningful look into how alumni identify with their college or university after graduation. The purpose of this study is to assess how college and university alumni view their role with these institutions after graduation and how that perception relates to behaviors of support. An online survey was constructed to assess three dimensions of alumni role identity based upon previous research on the identification process of blood donation. This study took place through the alumni association at a large, public research university in the Midwest and found that those who displayed increased alumni role identity were more likely to support the university through joining the alumni association, attending university sponsored events and charitable giving. This study breaks ground for a new method of measuring the role of alumni within colleges and universities in efforts to increase support and ease the financial pressures of today’s institutions. 相似文献
20.
大众化背景下大学使命的重新审视 总被引：10，自引：0，他引：10
张学文 《北京师范大学学报(社会科学版)》2006,(6):13-20
我国高等教育大众化过程需要解决四方面的问题:理解高等教育规模扩张的本原,加强人文素质教育,平衡优秀与平等的关系,协调大学与政府、市场间的关系。所有这些都要以明析高等教育的根本使命和目标如何定位的问题为前提。在任何社会形态里,没有只有一种类型的大学、大学只有惟一使命的情况。现代大学的根本使命依然是把传统的智慧和时代的思想传递给未来的一代,而领导人训练、创造新知识、高层次专业训练、特定社会高雅文化的培养、社会既定道德的传承以及社会的改造等都应该只是成为大学的“附加功能”。一定要使学生和公众理解大学不是提供获利的计谋和就业单位的场所,而现代大学最终和最基本的使命应该是要激发他们理性的光辉和力量,培养他们坚持长远地、全面地看待个人、社会与历史的发展所需要的能力。 相似文献