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1.
教育质量:政府与学校的责任 总被引：8，自引：0，他引：8
高等教育大众化引起人们对高等教育质量的关注。对此 ,应从多样化的社会需求和多元化的主体角度来确立多样化的高等教育质量观。在质量建设过程中 ,应充分发挥政府和高校的作用 ,政府的职责是制定标准与降低度量成本 ,高校的职责则是重视质量建设。在质量建设中 ,要处理好质量与发展、办学特色和管理之间的关系 ,把质量落实到学校教育教学等工作的全过程之中 相似文献
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20世纪80年代以来,随着高等教育的全球化和中国经济的发展,越来越多的中国学生留学海外接受高等教育。学生能否做出高回报的海外高等教育决策,与他们对海外高校质量信息的了解有着密切联系。本研究利用香港中文大学教育学院2007年对全国东中西7个城市12961名高三学生所做的“留学海外高等教育的看法和意愿”问卷调查数据,分析了我国高中生对海外高校质量信息的重视程度,以及可能影响这种重视程度的因素。研究发现,学生普遍重视海外高校的质量信息。同时,在各种因素中,不同留学付费方式、留学国家和专业选择偏好,以及学生个人特征（如家庭居住地特点、学业自评水平）因素,对学生对质量信息的重视程度都有着显著的影响力。 相似文献
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目前我国高等教育因为高校扩张和扩招产生了一些负面效果,高校应该重视科学的发展观,重视实施素质教育,推进教学改革的进程,追求高等教育的质量和效益提高。 相似文献
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关于建立高校内部质量保障体系的探讨 总被引：1，自引：1，他引：0
建立高等教育质量保证体系是世界各国保证和提高高等教育质量的共同做法.但国内对高校内部质量保障体系上没有引起足够重视,本文试从高校内部出发,围绕大学教育的各方面、全过程,探讨高校内部质量保障体系和运行机制. 相似文献
5.
我国高等学校已连续扩招几年。思考、分析、研究扩招后的高等教育质量，已成为当前高等教育发展的中心议题之一。在高等教育数量扩招的同时必须重视高等教育质量的提高。加强高校教学质量监控与评价。 相似文献
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高校教学质量管理原理与质量保障系统分析 总被引：1，自引：0，他引：1
高校教学质量管理原理与质量保障系统分析华东师范大学王良志高等教育质量是８０年代以来世界高等教育改革中最为关注的问题之一，无疑，作为高等教育质量的核心——高校的教学质量倍受重视，教学质量管理已成为高校管理中的重中之重了，并已成为高教理论研究中的一个热点... 相似文献
8.
当前,作为具有相对独立主体地位的高等教育面临的内外环境发生了一系列变化,高等教育质量也面临着更多的不确定性即风险。而将风险管理的理论和方法应用于高校教育质量风险管理实践,分析识别高校教育质量风险及其形成因素,做到提高认识,充分重视,完善高校内部的质量保障体系,建立有效风险管理信息系统,强化风险识别评估推行全面风险管理,深化高等教育改革以应对质量风险的挑战,是对高校教学质量保证建设领域的有益尝试,在当前高等教育进行质量风险管理具有重要的现实意义。 相似文献
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高等教育质量是未来十年我国高等教育发展的重心,提高高等教育质量必须厘清“什么是高等教育质量”、“为什么提高”和“怎样提高”三个基本问题。从高等教育的本质看,高等教育质量是一个系统性概念,是指高等教育所培养的学生毕业时的学业成绩和综合素质、毕业后的个人表现和工作绩效满足社会需要的程度。高校扩招以来,高校、学生、社会和政府对高等教育质量都表示不满。提高高等教育质量需要重视教学工作,加强实践育人,注重品质培育。 相似文献
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V. Lynn Meek 《Higher Education》1991,21(4):461-494
The policies of the Australian federal government are clearly intended to bring about a fundamental transformation of the country's higher education system. The Australian case, however, presents several paradoxes. Policy changes are being initiated by a federal government that has no legislative control over state chartered higher education institutions. While the federal government wishes to see a more diversified and adaptive higher education system, it seems to be implementing a reward structure for individual institutions and academics which encourages imitation of the elite universities. Although government claims that its new policy initiatives are designed to debureaucratize the system, a significant proportion of the Australian academic community claims that government is centralizing control. This article explores these and other issues facing Australian higher education, not for the purpose of resolving the seeming paradoxes, but to suggest a particular research agenda for investigating change in higher education. 相似文献
12.
Predictions and preferences for teacher education in Australia in the year 2000 were identified by surveying teacher educators. The survey was undertaken in 1991, soon after dissolution of the binary system in Australian higher education and at a time of increasing government concern about teacher education. Respondents commented on the future research and teaching missions of teacher educators, the representation and status of teacher education within Australian universities, and relationships between teacher educators, schools and government. Forecasts concerning teacher education in the year 2000 were generally pessimistic, and they conveyed the sense that the training of teachers will be governed by an agenda over which teacher educators have limited direct control. The results of the survey are discussed with reference to the impact that recent changes in the Australian higher education system have had on teacher educators. 相似文献
13.
Lyn Alderman 《Quality in Higher Education》2016,22(3):197-212
In Australia, a review of the higher education sector is usually triggered by a change in government leadership, followed by the development and implementation of the government’s response in the form of a reform package to enact change. The aim of this study was to conduct an independent evaluation of a large-scale national government policy implementation. This article concludes that the 2003 Government Reform Package was successful in bringing attention to learning and teaching practice in the Australian higher education sector through three national initiatives: (1) Learning and Teaching Performance Fund; (2) Australian Learning and Teaching Council; (3) Australian Universities Quality Agency. These initiatives were implemented with the full delivery of the initial funding cycle, each initiative applied a different model of quality and these models were found to be aligned to Bigg’s theoretical model of teaching and learning and to have a symbiotic relationship. 相似文献
14.
澳大利亚大学的教学质量和科研能力在世界一直保持着较高的声誉,其优良的教学质量与澳大利亚从联邦政府到大学、院系、教师发展机构各个层面对教师教学质量、教学学术能力的关注密切相关。澳大利亚的教师教学发展,从其发展方式上经历了从个人到组织、从实践到战略的过程。进入21世纪,澳大利亚的教师发展面临着诸多挑战,为此,高等教育机构、专业协会与政府相互合作,共同促进大学教学教学能力的发展。 相似文献
15.
Mahsood Shah Lucy Jarzabkowski 《Perspectives: Policy and Practice in Higher Education》2013,17(3):96-106
The Australian government initiated a review of higher education in 2008. One of the outcomes of the review was the formation of a national regulator, the Tertiary Education Quality and Standards Agency (TEQSA), with responsibilities to: register all higher education providers, accredit the courses of the non self-accrediting providers, assure quality against externally set standards and reduce risk by monitoring institutional performance on various measures. One of the key changes in Australian higher education quality assurance is the shift from a ‘fitness-for-purpose’ approach to quality assurance to a compliance-driven approach using an externally developed set of standards monitored by the national regulator, which has legislated powers to place sanctions on universities and other providers for non-compliance. This article outlines the new framework introduced by the government and analyses its limitations in assuring and improving quality in core and support areas. It cautions universities against being dominated by TEQSA's compliance agenda. Rather, it encourages the development and maintenance of shared governance principles and strong internal quality improvement processes along with the establishment of an outcomes focus, which will stand the test of external compliance auditing while allowing the institution to pursue its own educational objectives. The article is based on the authors’ experience and reflection on external, improvement-led quality audits in Australia over the past decade compared with the present compliance-oriented audits now required for institutional registration and ongoing accreditation. 相似文献
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Grant McBurnie 《Higher Education in Europe》2001,26(1):11-26
While globalization poses challenges, it also offers powerful opportunities for the higher education community to play a key role in shaping the future. This article explores globalization as a policy paradigm, both from international and local (Australian) perspectives. It first looks broadly at various strands of globalization - economic, political, cultural, technological - and suggests how each may relate to higher education. The specific example of Australia is then used to illustrate how one government is currently addressing globalization issues of particular concern to it: the promotion, protection, and quality assurance of education as an international enterprise. The government has used concerns about globalization as a "lever" to introduce new legislation extending control over the higher education sector. The author concludes by arguing that, like governments and other bodies, the higher education community can "leverage" globalization to judiciously move debate and shape future policy directions. 相似文献
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Trade in Australian education services has expanded rapidly over recent years. The sector is the third largest exporter of
Australian services. In 2001–2002, exports of education were about $A 4.2 billion. Government assistance to the sector includes
export market development, regulation of education standards, and funding education activities; university research and development,
for example. This paper examines the case for further government intervention in the export of education, and the appropriate
forms of assistance if further government intervention is justified. The paper predominately focuses on assisting higher education
exports because this activity dominates education exports. 相似文献
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V. Lynn Meek 《Higher Education in Europe》1998,23(1):45-57
This article describes how the Australian university system has become increasingly multi‐ethnic and multicultural as a reflection of the greater Australian society that is also increasingly multicultural and multi‐ethnic. As the universities have evolved from being elitist institutions, based on a British model and accessible to only a small proportion of the population, to units making up a mass system, they have had to contend with two contradictory forces: government mandated efforts to increase the representation on university campuses of disadvantaged groups and pressures to reduce government spending for higher education. Increasing efforts, after 1990, on the part of Australian universities to recruit full‐fee paying foreign students have intensified student multi‐ethnicity on Australian campuses while providing near windfall sources of extra funds. Yet there are voices being raised regarding the propriety and the ethics of selling higher education in this way. 相似文献
19.
为解决技能型人才短缺问题，澳大利亚联邦政府、行业协会和各州政府均采取了一系列措施，包括：政府追加资金，激发企业积极性；制止技能型人才移民；制定企业计划；实行培训和学徒制一体化；发挥政府引导职能等。联邦政府将继续与各州政府通力合作，通过优质培训开发公民潜力，保持职业教育的活力和质量。 相似文献
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Mahsood Shah 《Assessment & Evaluation in Higher Education》2012,37(6):761-772
External quality audits are now being used in universities across the world to improve quality assurance, accountability for quality education and transparency of public funding of higher education. Some countries such as Australia, New Zealand, United Kingdom, Sweden and Denmark have had external quality audits for more than a decade but there has been limited research as to their impact. This study analyses the extent to which external audits in Australia have improved quality assurance in universities over the past 10 years. The analysis is based on discussions with 40 participants in a workshop on the effectiveness of audits and the review of 60 external quality audit reports between 2001 and December 2010. The research found that while external audits have led to an improvement in systems and processes in Australian universities, they have not necessarily improved the student experience. This lack of impact on the student experience in Australia is similar to other countries, according to the literature review. This study is timely in its analysis on the effectiveness of the current improvement-led audits, as government in Australia is in the process of renewing quality assurance arrangements of higher education institutions with a focus on standards and outcomes. 相似文献