共查询到20条相似文献，搜索用时 31 毫秒
1.
Gareth Parry 《Higher Education Quarterly》2003,57(4):308-337
One of the distinctive features of the English encounter with mass higher education has been the uncertain and ambiguous role of further education colleges as providers of undergraduate education. Both before and during the major expansion that marked the shift to a mass scale of higher education in England, the higher education offered by colleges in the further education sector was commonly regarded as a residual or ancillary activity; its courses mostly at levels below the first degree and its growth in numbers among the slowest in higher education. In the period that followed, these same colleges were accorded a special mission in the delivery of short‐cycle undergraduate education and, through their involvement in foundation degrees, were expected to lead a large part of the expansion in future years. The elevation of this provision, from a zone of ‘low’ or no policy to one of ‘high’ policy, has coincided with a radical reform of the planning, funding and quality arrangements for post‐compulsory education. Under conditions less than favourable to the achievement of their higher education goals, colleges remain the responsibility of one administrative sector and higher education institutions the responsibility of another. 相似文献
2.
The expansion of the higher education system and widening access to undergraduate study has led to growing diversity within the graduate labour supply, including increasing numbers who studied for their degrees as mature students. Analysis of graduates entering the labour market prior to the major expansion in the early 1990s indicated that those over the age of 30 had considerably more difficulty than younger graduates in accessing the career opportunities for which their education had equipped them. Is this still the case for more recent graduates? Drawing on a major qualitative and quantitative study of a class of graduates who completed their undergraduate degree courses in 1995, this paper explores early career development and employment outcomes according to age at graduation. Although we find considerable diversity among all age groups, mature graduates were more likely than their younger peers to experience difficulty in accessing appropriate employment, had a lower rate of earnings growth and expressed higher levels of dissatisfaction with their jobs. 相似文献
3.
Yinmei Wan 《Asia Pacific Education Review》2006,7(1):19-32
This paper examines an important development in Chinese higher education in the late 1990s and early 2000s, namely, its radical
expansion of enrollment starting from 1998. After a brief review of the related literature on educational expansion, the paper
analyzes the higher education expansion in China in detail. The paper argues that a variety of factors have led to the enrollment
expansion, including the expectation to stimulate domestic consumption and to ease the immediate pressure on the labor market,
the high public interest in and demand for higher education in Chinese society, and the political will of the Chinese government
to develop higher education. The outcomes of the enrollment expansion are also examined. The paper argues that the expected
short term impact of enrollment expansion on Chinese economy is not warranted by reality. Enrollment expansion has also put
pressures on Chinese higher education to further reform its structure, curricula, and administration. More importantly, enrollment
expansion has brought the issue of equity to the front. 相似文献
4.
This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful ‘products’ and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy‐makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA‐based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education. 相似文献
5.
Michelle Morgan 《高等教育研究与发展》2014,33(6):1150-1165
The global growth in postgraduate (PG) study since the mid-1990s has been attributed to the expansion in Masters by Coursework participation (Bekhradnia, B. (2005). Postgraduate education in the UK: Trends and challenges higher education policy institute. Paper presented at a conference The future of postgraduate education supporting the students of today and tomorrow, London, 17 March). However, unlike at undergraduate level, research into understanding PG growth has been under-researched. This paper aims to contribute to the knowledge gap by identifying and comparing the growth in PG study in Australia, Canada, the USA and the UK. It explores the possible drivers behind the growth and concludes by highlighting potential challenges facing the future of PG study across the sector. 相似文献
6.
A. R. Welch 《Higher Education》2007,54(5):665-687
If, as some have argued, private higher education is now the most dynamic segment of higher education, it is also the case
that its growth, partly in response to the increasing mismatch between spiralling demand and limited state capacity, is often
ad hoc. The article examines the contours of this trend in Indonesia, where the balance of public and private higher education
has shifted sharply over the last two decades. While the private sector has been responsible for much of the expansion in
higher education, its role in relation to quality is more questionable. Indonesia’s economic burdens, sharply exacerbated
by the effects of the Asian financial crisis of the late 1990s, make it likely that the trend towards privatisation, including
of its public institutions, will continue. Together with the current rise of trans-national higher education, however, this
is only likely to sharpen existing difficulties around longstanding issues of quality, equality, and regulatory capacity. 相似文献
7.
This paper analyzes the dynamics of rate of returns for postgraduate education and the determinants of wage premiums for postgraduate
labor, especially for the impact of higher education expansions, in terms of quantity and quality, since the late 1990s in
Taiwan. Utilizing quasi-panel data over the 1990–2004 period and employing the double fixed effect model, the empirical results
first confirm the existence of wage premiums for workers with postgraduate degrees. However, the analysis on the dynamics
of wage premiums finds that it ranged from only 1.40 to 11.67% and decreased sharply in 2004, indicating that the pecuniary
reward for postgraduate qualification seems not to be as high as expected. Along with the rapid expansion of higher education,
the concern about its negative impact on rate of returns to education is witnessed in this study. The sharp increase in the
supply of postgraduate labors appears to have a negative impact on an individual’s wage premium. Similarly, a decline in the
postgraduate labor quality along with higher education expansion has contributed to a negative wage effect. 相似文献
8.
徐品中 《湖南师范大学教育科学学报》2007,6(1):111-113
随着我国市场经济体制以及全球经济一体化、社会信息化格局的形成,我国高等院校英语本科专业多年所形成的以外国语言文学为依附的"经院式"单科型教学模式已难以适应社会市场对英语专业人才的需求.社会形态尤其是经济形态的多样性决定了高等教育职能和办学目标的多样性.英语作为一种技能、载体和工具,不仅依附于语言文学,在现当代更多地依附于其他各种应用性专业,构成复合型知识构架,这乃是高等院校英语本科专业的发展趋势和方向.探讨目前纯英语本科专业所面临的危机和挑战,说明和论证高校大力兴办复合应用型英语本科专业的必要性和可行性,构建复合型、应用型英语本科人才培养模式,已是大势所趋. 相似文献
9.
Part‐time study in the UK is significant: nearly 40 per cent of higher education students study part‐time. This article reports on a literature review that sought to understand the economic and social benefits of part‐time study in the UK. It concludes that there are substantial and wide‐ranging benefits from studying part‐time. The article also aims to place the discussion in the current policy context by drawing attention to the fact that while part‐time study is seen as important for increasing the global competitiveness of the UK economy, expansion of higher education has tended to focus on the young, full‐time student; furthermore, part‐time study is less generously resourced compared to full‐time study. New policy pronouncements made in 2009 appear to recognise these policy contradictions, which state that most future growth will be in provision other than the full‐time, 3‐year undergraduate degree. Indeed, the Government's independent review of fees has recognized that parity of funding is an issue and its recommendations on part‐time study have been endorsed by the government. 相似文献
10.
Brenda Little 《Tertiary Education and Management》2013,19(3):227-245
Increasing expectations are being placed on higher education institutions to ensure the economic relevance of research and knowledge creation as well as developing the skill needs of workers in modern knowledge‐based societies. In the UK, workplace learning has long been a feature of higher education in certain subject areas, and in the late 1990s the idea of work experience for all students re‐emerged as a significant issue. Various studies have considered the relationship between work placement experiences during higher education and students' subsequent transition into employment after graduation, but there has been less recent research exploring how the placement experience translates into academic development. This article presents some of the findings of a study on the effects, as perceived by undergraduates themselves, of work experience placements on aspects of learning as well as employability. The majority of placement students indicate personal and intellectual development and report increased levels of confidence and enhanced motivation towards study. However, national data show a continuing decline in the numbers of UK students taking up placements, and the study suggests that more general moves towards flexibility within undergraduate programmes may be contributing to this decline. 相似文献
11.
The article attempts to assess the major sources behind the exceptional Irish growth performance in the 1990s. Unlike other Tigers, Ireland's growth is due to efficiency gains, rather than capital deepening, but the causes for the swift growth in total factor productivity cannot be pinned down to a single factor. Human capital, foreign direct investment, social partnership agreements, sound budget and economic policies since the late 1980s, EU membership, all seemed to have interacted to produce this high‐growth economy. This article focuses on the two mostly quoted catalysts, i.e. FDI and human capital. It provides evidence that — although crucial as enablers for the Irish economic performance — neither the rapid expansion of the compulsory education system in the 1970s and 1980s nor the sheer volume of FDI inflows can by themselves explain why Ireland has grown so much faster than other world economies. Instead, it argues that higher education, especially the vocational/technical stream of educational provision, and the sector composition of FDI in favour of high‐tech industries, were self‐reinforcing factors and have been decisive for the Republic's extraordinary boom.
相似文献
12.
Daniel Couch 《Globalisation, Societies & Education》2019,17(1):44-60
ABSTRACTThis paper explores how a national higher education sector can be assembled upon a relatively narrow ideological foundation during and in the aftermath of violent conflict. It analyses the case of Afghanistan's higher education system, and argues that the violent disintegration of this system during the 1980s and 1990s created the conditions for a neoliberal reassembly and subsequent expansion of higher education from 2001. This paper draws on data gathered from document analysis, and semi-structured interviews with key policy actors. It identifies an ideological grounding in neoliberalism within higher education policies which are responsible for directing the sector's growth since 2010. I argue that this neoliberal agenda, largely driven by globalised influences, has exploited Afghanistan's conflict-affected context to position higher education primarily as a driver of economic growth, thus limiting policy emphasis on higher education's non-economic dividends. The paper concludes by critiquing the underlying assumption that this role is sufficient if higher education is to serve as a key institution in Afghanistan's ongoing national development. 相似文献
13.
Trends in Higher Education Participation in Scotland 总被引：1，自引：0，他引：1
Lindsay Paterson 《Higher Education Quarterly》1997,51(1):29-48
Scottish higher education has expanded and diversified in the last two decades. Most notably, compared to the early 1980s, participation in the mid-1990s has risen disproportionately among people aged over 21, people from socially disadvantaged backgrounds, women, and (probably) minority ethnic groups. Students are more likely to move away from their home region on entering undergraduate courses, although they are not much more likely than before to leave Scotland altogether. Although participation from Scotland generally has risen more rapidly than participation from elsewhere in the UK generally, at some Scottish institutions the proportion of undergraduates coming from outside Scotland is growing. The system as a whole is not becoming markedly more part-time, although there has been a rise in the very small proportion of people who are studying for first degrees part-time (as opposed to HNDs etc). The share of higher education taking place in further education colleges has grown sharply, but nearly all of that has been for HNDs etc rather than degrees. The expansion has been driven partly by general social change (including the intergenerational effects of previous educational expansion), partly by special entrance schemes to encourage students from social backgrounds that have not in the past been strongly associated with entering higher education, and partly by government policy. These pressures will continue, and will probably be reinforced by the imminent reform of post-16 assessment and curriculum in Scotland, producing for the educational stage immediately preceding higher education for most students a unified framework embracing both academic and vocational courses. 相似文献
14.
This is the first part of a review of research on higher education in Australia and New Zealand since World War II. The review is organised around four themes which more or less characterise higher education and society in the successive decades since 1945: post‐war reconstruction, rising expectations and expansion, the search for equality and the end of expansion. Much of the first post‐war research was motivated by a concern for efficiency, that is, predicting those students who would benefit from higher education. Later, researchers began to question the representativeness of participation in higher education and the nature of the education process. During the most recent decade some of the research questions are reminiscent of the late 1940s, that is, how can the efficiency of higher education be improved? However, whereas expansion and optimism characterised the first thirty post‐war years, the context now is one of contraction and some pessimism.
15.
Jan Kohoutek 《Higher Education Quarterly》2013,67(1):56-79
The article adopts a comparative approach to review three periods of theory development in research into higher education policy implementation. Given the conceptual affinity between Cerych and Sabatier's 1986 seminal study into higher education policy implementation and public policy implementation theory, the field of public policy is chosen for reference and comparison. The article argues, first, that the underlying characteristics of higher education research such as sector‐isolatedness, application drift and sensitivity to political agendas hindered the development of sector‐specific theories of policy implementation. Second, this gap in theory formation started to be narrowed from the late 1990s onwards, due to critical reappraisal of the 1986 study and due to limited utilisation of mid‐range theory concepts conceived within or related to the public policy field. It is through the utilisation of such public policy theory that higher education implementation research may reach a more mature stage. 相似文献
16.
A pressing question about the expansion of higher education is whether it tends to be inclusive, in the sense of bringing in larger proportions of persons from disadvantaged backgrounds, or diversifying, in that higher education tends to differentiate as it expands, or both, by bringing more persons into an increasingly stratified system of higher education. This paper addresses the question with evidence on higher education expansion in Scotland. Data are drawn from six waves of the Scottish School Leavers Survey from the late 1980s to the start of the new millennium. Binary and multinomial logit models are estimated to examine changes in inequality during this period, which was characterised by substantial expansion in both secondary qualifications and postsecondary enrolment. The results show that, in contrast to the general pattern of stable inequality observed in most nations, overall social inequalities in Scottish higher education enrolment declined over time. However, this decline did not occur in all sectors but was limited to the lowest-status institutions. These findings illustrate how expansion can serve both inclusive and diversifying ends. 相似文献
17.
This is the second part of a review of research on higher education since World War II. Fart I, published in the previous issue of this Journal, examined how research responded to post‐war reconstruction of the later 1940s and the rising community expectations for education of the 1950s and 1960s. In Part II the themes are equality of opportunity and the end of expansion. By the mid‐1960s many researchers were questioning the representativeness of participation in higher education and the nature of the education process. More recently some of the research questions have been reminiscent of the late 1940s, that is, how can the efficiency of higher education be improved. Whereas expansion and optimism characterised the first thirty post‐war years however, the context is now one of reduced resources and some pessimism. 相似文献
18.
John Ashworth 《Higher Education Quarterly》1997,51(2):164-188
Since 1990, there has been considerable debate concerning the benefits of the expansion of higher education and the appropriate way to fund such an expansion. This paper demonstrates that three factors are decisive to the individual contemplating higher education: national economic growth; the relative earnings of graduates and non-graduates; the difference between the average and the marginal student. The results, of analysis based on rates of return, reaffirm the view that a proportion of the costs involved in higher education can be transferred to the graduates themselves in the form of loans. However, there appear to be limits to the costs that can be transferred if all students are to judge that undergraduate study is a worthwhile proposition. Notwithstanding this, most students could be lent more income to study than is now the case and indeed an average student would be advised to take any loans despite the greater debt. Marginal students, however, are making a risky private investment and, therefore, any decisions to further expand may result in students not taking up the places. 相似文献
19.
Haim H. Gaziel 《European Journal of Education》2012,47(2):290-298
The purpose of this study is to seek to understand the process of privatisation and deregulation of Israel's higher education system which had been until the late 20th century predominantly public. Since 1994, public and governmental agencies became major clients of private universities. Thus the public sector played a major role in the expansion of international universities and in the operation of their academic programmes and became their major financial source. This partnership between the public and the private sector could be explained by the following: the increased demand for higher education by native born Israelis and the large flux of immigrants from the former USSR and Ethiopia on the one side, and the socialist ideology which deeply rooted in the Israeli society, to enable for everyone who wishes to attain higher education to find a place in the undergraduate system (particularly the population of the developmental towns and minority groups) on the other, pushed the Israeli government to expand its boundaries. Israel's public universities have been subjected to relax admissions requirement, which they refused to do. Another reason is the increasing demand from the public service in general and particularly from the education service that having a BA degree would increase the teacher salary and it does not matter whether the degree comes from an Israeli university(with its higher standards) or from a branch of an international university(with its lower standards). That explains the expansion and diversification that occurred in the higher education system in Israel. The 1998 Branches Act stipulating that any overseas institution intending to open an off shore branch must obtain a licence from the Council of Higher Education. The new regime demonstrates the paradox in higher education policy, on one side privatisation by the backdoor, on the other, regulation and control by the Israeli government. 相似文献
20.
《Australian Journal of Learning Difficulties》2013,18(4):175-184
Abstract As the Australian Remedial Educational Association (AREA) approached its silver jubilee in 1990, significant changes were occurring in education. The principle, if not the practice, of integration into mainstream schools for students with disabilities had been widely adopted by education authorities, one outcome being an expectation that class teachers would provide for much greater diversity within the mainstream. Broader changes in education, including in end‐of‐school assessment, posed further challenges. During the decade from the mid‐1980s to the mid‐1990s, AREA was occupied in much internal discussion as Council searched for a framework that would encompass new ideas about special education while maintaining its service for remedial consultants as a priority. The association overcame financial and other difficulties, surviving with a new name, the Australian Resource Educators Association, to reflect an expansion of membership beyond the traditional concept of remedial teacher. 相似文献