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Tsinghua University in Beijing, a leading Chinese university, has emerged as a pioneer in the decentralisation and marketisation of adult and continuing education in China. Recent development at Tsinghua has had a significant influence on the ways in which other universities in China have approached change. The university has decentralised power to the (continuing education) school level, implemented a corporate style of management and adopted market-driven programme development and management. This paper explores the ways in which decentralisation and marketisation has reshaped the provision of adult and continuing education at Tsinghua University, and its implications for China's higher educational institutions. After examining both the promise and the perils of adopting Western models for application in a diversity of Chinese contexts, the paper suggests that the decentralisation and marketisation of adult and continuing education in China will not lead to the complete withdrawal of government control over this sector of the educational system for both practical and political reasons. This Chinese case study therefore helps to improve theoretical understanding of the process of globalisation and the fact that the globalisation of neo-liberal decentralisation and marketisation does not necessarily imply or lead to homogenisation in policy or practice. 相似文献
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Creative Thinking in the Classroom 总被引：1，自引：0，他引：1
Ingolfur Asgeir Johannesson Sverker Lindblad Hannu Simola 《Scandinavian Journal of Educational Research》2013,57(3):325-339
The article discusses how current changes in the system of reasoning about education in Finland, Iceland and Sweden are characterised by culturally woven patterns where marketisation strategies, for instance budget reform, are introduced as technically effective devices both for educating the best and to increase inclusion. This system of reason presupposes that the neo-liberalist restructuring changes are inevitable global phenomena and that they are a progress compared with the old arrangements, but is silent about socio-economic issues and the equity goals of the 1960s-1980s. The article also argues that school-based self-evaluation as a practice and as a language is a normalising technique that ensures that school actors will identify the obstacles encountered in the restructuring transition so that neither state nor other authorities intervene. 相似文献
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Andreas Fejes Caroline Runesdotter Gun-Britt Wärvik 《International Journal of Lifelong Education》2016,35(6):664-681
The marketisation of education is a global phenomenon and has attracted increased interest during the last three decades, not least in terms of research on school choice and its consequences. However, while much research has been conducted on the marketisation of schooling, less attention has been directed at adult education. In this paper, focus is directed at institutional logics and institutional responses to the process of marketisation of adult education. More specifically, we focus on how a procurement system, implemented in order to create competition and to increase quality in adult education, influences how students construe themselves, as well as the way principals and teachers work. Our results indicate that teachers emerge as the main source of resistance towards an institutional logic emerging in the wake of marketisation, while principals and students to a large extent conform to the emerging institutional demands. 相似文献
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Denis Feather 《European Journal of Education》2013,48(4):586-596
The question addressed by this article is whether lecturers delivering HEBCs in FECs in England perceive their institutions to be fragmented, i.e. has Cinderella lost her identity via the demands and pressures placed upon her by the UK government and other stakeholders? The research adopts a qualitative approach, where 26 interviews were conducted in FECs in the Yorkshire and Humber regions. The findings, although not surprising, were quite candid and indicated that there may be some role conflict, as management seemed to prioritise funding over everything else, including the well-being of their employees. 相似文献
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The strategic importance of information policy for the contemporary neoliberal state: The case of Open Government Data in the United Kingdom 总被引：1，自引：0，他引：1
The article analyses the role of Open Government Data policy as part of the broader public policy agenda of the UK government. A thematic analysis of interview, observational and policy documentation is presented which suggests that since 2010 the Open Government Data agenda has been used strategically by the UK's centre-right coalition government to progress a range of controversial policies, which are aimed at the continuation of the neoliberal form of state through its current crisis. Specifically, the relationship between Open Government Data policy and the neoliberal objectives of the marketisation of public services and privatisation of public assets, the leveraging of financial markets and the pharmaceutical industry, and the embedding of OGD into a broader agenda aimed at rebuilding trust in political elites are analysed. These findings are examined in relation to Braman's (2006, 2011) arguments regarding the strategic implementation of information policy by Governments in the exercising of state power, and the development of the ‘informational state’. 相似文献
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Michael Tomlinson 《British Journal of Sociology of Education》2017,38(4):450-467
This article first offers a survey of what has become an area of increasing interest in higher education: the rise of the so-called ‘student-consumer’. This has been linked in part to the marketisation of higher education and the increased personal financial contributions individual students make towards their higher education. Drawing upon a qualitative study with students across seven different UK higher education institutions, the article shows that while there is evidence of growing identification with a consumer-orientated approach, this does not fundamentally capture their perspectives and relationships to higher education. The article shows the degree of variability in attitude and approaches towards consumerism of higher education and how students still perceive higher education in ways that do not conform to the ideal student-consumer approach. The implications for university relations and how policy-makers and institutions themselves approach the issue are discussed. 相似文献
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Gerald Wangenge-Ouma 《Higher Education》2008,56(4):457-471
This study addresses the implications of higher education marketisation for quality in Kenya. It focuses on full fee-paying
programmes, the de facto market source of revenue for Kenya’s public universities. The study argues that Kenya’s public universities
were precipitately subjected to diminished public capitation, and so was their plunging into marketisation. These institutions
started enrolling full fee-paying students at a time when they were strained in terms of institutional capacity. There were
not enough physical facilities, and most of those available were suffering decay following many years of neglect. They did
not have enough teaching staff, a problem, which the marketisation agenda has made worse. The desire to claim a bigger share
in the student market has seen the introduction of many new courses in advance of capacity to offer them. The study concludes
that by seeking economic self-determination through full fee-paying programmes, in advance of a well-developed institutional
capacity, the subsequent pressure seems to have made the quality situation worse. 相似文献
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