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1.
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
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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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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
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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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We attempt to prove the hypothesis that, under certain conditions, a phenomenon of propitious selection may arise on the higher education market: When talented university entrants favor applying to branded universities, the latter are able to automatically build up a positive reputation without having to actually improve the quality of their educational process. We have performed an econometric modeling and regression analysis on a set of data that were obtained from a survey of Moscow university freshmen to show that high school graduates with high scores on the Unified State Exam (USE) really are oriented toward branded universities and that these prospective students believe that obtaining a prestigious degree is even more important than entering any particular profession. Entrants lack complete information about the quality of education at any given university. The analysis of university rankings presented in this article shows that they are unable to completely solve this information asymmetry since they contain signal distortions introduced by their ranking methodology. These rankings primarily prioritize the research activity of faculty members, and they ignore their teaching performance and work with students. Therefore, often universities design their policies in such a way as to privilege the criteria that are used in rankings, and they focus on improving precisely these indicators at the expense of other considerations. As a result, branded universities are able to distinguish themselves from conventional higher education institutions not by actually providing higher quality educational services, but by selecting the best applicants and benefiting from the powerful peer effect of having these students study together. In this way, these universities can produce excellent graduates that ensure their positive reputation in the eyes of employers and at the same time increase their brand value by raising their position in the rankings. 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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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
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In this article we explore the dual role of global university rankings in the creation of a new, knowledge-identified, transnational capitalist class and in facilitating new forms of social exclusion. We examine how and why the practice of ranking universities has become widely defined by national and international organisations as an important instrument of political and economic policy. We consider the development of university rankings into a global business combining social research, marketing and public relations, as a tangible policy tool that narrowly redefines the social purposes of higher education itself. Finally, it looks at how the influence of rankings on national funding for teaching and research constrains wider public debate about the meaning of ‘good' and meaningful education in the United Kingdom and other national contexts, particularly by shifting the debate away from democratic publics upward into the elite networked institutions of global capital. We conclude by arguing that, rather than regarding world university rankings as a means to establish criteria of educational value, the practice may be understood as an exclusionary one that furthers the alignment of higher education with neoliberal rationalities at both national and global levels. 相似文献
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评价对大学的发展具有积极作用。所谓大学评价排名化,主要指排名成为一些大学评价结果的唯一表现形式,参与大学排名的机构愈来愈多,大学排名涉及的领域愈来愈广。值得思考的问题是,这么多的大学排名是否必要?大学排名的评价指标是否合理?所谓大学评价国际化,主要指21世纪之后流行的世界大学排名的实质是评价机构用一个尺度或者说一个国际性的尺度去评价不同国家的大学。四大排行榜已经对一些国家政府的高等教育政策、众多大学的办学理念、方向和行为、普通大众对高等教育的认识等产生了不可低估的影响。世界大学排名评价的科研偏好、英语偏好、理科偏好的特征是值得认真关注的。 相似文献
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日本高等教育改革所依据的市场原则主要体现在以下几方面：日本高等教育市场的不均衡性；国立与私立大学的学费差额与考试竞争成本之音质关系；教学的质量-成本费用函数与消费者效用的关系；日本的雇佣制度与大学的作用；大学的遴选机能与劳动市场的变化。市场原理的有效笥在日本高等教育改革中得到较充分的应用，特别是国立与私立大学并存的高等教育结构体制将会发生重要的改变。 相似文献
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澳大利亚是高等教育产业化发展的典型,国际教育产业为其带来了巨额的经济收益。在产业化进程中,澳大利亚高校对于国际学生的依赖程度不断增加。自道金斯改革以来,澳大利亚高等教育系统被分化为一个高度管制的国内学生市场和自由放任的国际学生市场,在公共经费匮乏和大学排名的压力下,扩张国际教育产业成为大学经济理性下的必然选择。然而对教育经济价值的强调和市场效率的过分倚重,引发了舆论对教育公平、教学质量、教育目的多方面的质疑,也导致一场高等教育公共性的危机。 相似文献
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In just a decade, the international university rankings have become dominant measures of institutional performance for policy-makers worldwide. Bolstered by the façade of scientific neutrality, these classification systems have reinforced the hegemonic model of higher education – that of the elite, Anglo-Saxon research university – on a global scale. The process is a manifestation of what Bourdieu and Wacquant have termed US “cultural imperialism.” However, the rankings paradigm is facing growing criticism and resistance, particularly in regions such as Latin America, where the systems are seen as forcing institutions into a costly and high-stakes “academic arms race” at the expense of more pressing development priorities. That position, expressed at the recent UNESCO conferences in Buenos Aires, Paris, and Mexico City, shows the degree to which the rankings have become a fundamental element in the contest for cultural hegemony, waged through the prism of higher education. 相似文献
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This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., study abroad vs. twinning) between Malaysia and Japan. Based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant effects on the labor market outcomes. We observed no significant differences in the labor market outcomes between the two programs. Instead, the degree fields, internship, and university rankings are significant for the first employment. For current work, post-graduation qualifications and skills such as English become important. 相似文献
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大学排名的产生、演化及其治理，有其特定的市场逻辑。出于政府、高校以及社会公众在大学综合信息占有上的非对称性，这些利益相关者演化为大学排名的首要需求者。当社会过分依赖排名识别高校办学水平信息、政府更多依据排名结果配置高等教育资源时，大学排行榜逐步完成了“知识—物品—商品”的属性转变，大学排名也成了既受追捧又受诟病的商品生产，迫使政府和公众在大学排名上做出无奈化决策和模糊化认同，高校在大学排名中予以选择性参与。要求得大学排名由“乱”向“治”的转变，需要在更好发挥政府作用的基础上，以市场规律为核心优化大学排名资源配置，统合行业自律和政府引导，实施“排名机构成长专业化”和“高等教育治理现代化”的统筹发力。 相似文献
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Even though Japan and Switzerland are characterised by comparatively low youth unemployment rates, non-standard forms of employment are on the rise, posing a risk to the stable integration of young labour market entrants. Drawing on the French approach of societal analysis, this paper investigates how country-specific school-to-work transition systems stratify the risk of non-standard employment in early career differently in Japan and Switzerland. Our results reveal that in Japan, young entrants who completed university education are least at risk of becoming employed in non-standard work. On the contrary, it is the highly educated university graduates who mainly enter the labour market via non-standard employment in Switzerland, where vocational education promotes smooth transitions into standard employment relationships. Our findings suggest that the transition systems of the two countries differ in the way they revert to non-standard forms of employment. However, while job insecurities may not endanger labour market integration of highly skilled university graduates holding good career prospects in Switzerland, they may go hand in hand with social exclusion processes for the low-educated young entrants lacking bargaining power in the segmented Japanese labour market. 相似文献
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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
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Academic quality,league tables,and public policy: A cross-national analysis of university ranking systems 总被引：5，自引：0，他引：5
The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US. 相似文献
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20世纪90年代以来,日本进行了高等教育市场化改革。进入21世纪,日本高等教育市场化改革更加频繁和深入,推行了国立大学法人化、事后监督制度和认证评价制度等改革措施。这些改革措施的目的在于通过"放宽对大学的限制"和"让大学具有像民间机构一样的活力"来增加大学的自主性和自律性,在高等教育领域引进市场竞争机制。但是,这些改革的实际影响却并非一定符合改革的初衷,而改革的很多副作用也在改革实施之后渐渐显现出来。 相似文献
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WALDEMAR SIWIN´SKI 《Higher Education in Europe》2002,27(4):399-406
The editor-in-chief of Perspektywy, a major educational publication house in Warsaw, Poland, describes a major activity of his organization, namely the ranking of secondary schools and higher education institutions. Indeed, Perspektywy is the major Polish organization providing rankings and elaborating league tables of Polish higher education institutions. In particular, Perspektywy has teamed up with a leading Polish newspaper, Rzeczpospolita, to produce major rankings in separate listings of the main state-operated and private higher education institutions. The author explains the methodologies employed for both sets of rankings and argues that his organization provides a valuable service to college-bound youth and their parents. 相似文献