scholarly journals A Comparative Study of Higher Education Governance in Greater China

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Claire Y.H. Tao
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Good Governance ◽  
Driving Forces ◽  
Mainland China ◽  
Higher Education Reform ◽  
Greater China ◽  
Nation States ◽  
National Capacity ◽  
Governance In Higher Education

During 1980, many Western countries launched public administration reforms. These reform waves also blew over to many Asian countries. With the advent of globalization and the rise of knowledgebased society, education and innovation are regarded as the driving forces behind social and economic growth and development. To enhance the national capacity, education reforms have also become common agendas among nation states since the 1980s. This paper aims at critically reviewing and comparing majorpolicies and strategies of the higher education reform adopted by the respective government in Greater China, including mainland China, Hong Kong, Macau, and Taiwan and Singapore. The key research questions are why these countries attempted to reform their higher education and if these countries achieve the desired results and comply with good governance. In this paper, four areas, "Rule of Law," "Transparency," "Effectiveness," and "Accountability" are evaluated to examine how these selected cases’ governance in higher education have been implemented in the past 30 years.

scholarly journals Ontario Higher Education Reform, 1995-2003: From Modest Modifications to Policy Reform

2004 ◽  
Vol 34 (3) ◽  
pp. 39-54
Author(s):  
Glen A. Jones
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Western Europe ◽  
Driving Forces ◽  
The United States ◽  
Higher Education Reform ◽  
Higher Education System ◽  
Policy Initiatives ◽  
The Past ◽  
Liberal Government

Ontario higher education system has moved far and fast in the past decade. The early 1990s saw "modest modifications and structural stability." Since 1995, under a neo-liberal government in Ontario, major policy initiatives, with objectives not unlike those already at large in western Europe and most of the United States, have quickly followed one another. The author proposes an explanation of the timing and dynamics of the Ontario reforms, describing the driving forces behind 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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