scholarly journals Accelerating social sciences reach a fork in the road

2020 ◽  
Author(s):  
Quan-Hoang Vuong ◽  
Pham Hung Hiep
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Education Reform ◽  
Development Strategy ◽  
Technology Development ◽  
Science And Technology ◽  
Higher Education Reform ◽  
Master Plan ◽  
Reform Agenda ◽  
The Road

Vietnam’s Higher Education Reform Agenda 2006-2020 made the promotion of research a critical priority for the country. This emphasis was underlined again in a later master plan, the Science and Technology Development Strategy 2011-2020. *URL: https://www.universityworldnews.com/post.php?story=20201118123527565

scholarly journals On mission of Education: Times of Higher Education

2018 ◽  
Vol 2 (4) ◽  
pp. 20-23
Author(s):  
Yanfei Liu
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Reform ◽  
The Road ◽  
Development Cycle ◽  
The Relationship

The higher education reform course with the change of time is closely linked. Recalling the road of sixty years development of higher education, higher Jiaoyugaige must clarify the relationship between the development and changes of the era, explore the effect of the development cycle of change, and change their understanding in the mission of times to the development of a reserve force in the transformation steadily forward.

scholarly journals Exploration and Practice of New HSS Construction in the Public Affairs Administration Major of Medical Colleges: An example of Southwest Medical University

2021 ◽  
pp. 361-372
Author(s):  
Xue Sun, Weili Hu
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Education Reform ◽  
Higher Education Reform ◽  
Public Affairs ◽  
Humanities And Social Sciences ◽  
Teacher Workforce ◽  
Deep Integration ◽  
Medical University ◽  
Medical Colleges

The new humanities and social sciences construction is an important part of the current higher education reform in China. It is an exploratory reform in the field of humanities and social sciences in the sense of adapting to the national strategic development and responding to the scientific and technological revolution. Taking the opportunity of the new humanities and social sciences construction, the major of public affairs administration in Southwest Medical University upgraded the concept, mode, content and means of personnel training, gave full play to the platform advantages of medical colleges, realized the deep integration of medicine and management, explored and constructed a new HSS construction program that integrates the three systems of “talent training, teacher workforce and quality culture”, which is expected to provide reference for the advancement of higher education reform.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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