Higher education in the global knowledge economy

Technology and globalization have the potential to make higher education more affordable and accessible. In practice, however, rising costs limit educational access, and competition threatens the sustainability of many colleges and universities (Grummon, 2009). With the relevance of traditional curricula in question and the demand for alternate delivery methods expanding, many higher learning institutions face a challenge to reinvent themselves (Barnatt, 2008; Grummon, 2009; Lee, Brennan, & Green, 2009). We asked four higher education leaders from demographically and structurally diverse institutions to address the question, “How will colleges and universities serve the global knowledge economy in the coming decades?” Our respondents represent perspectives from multiple educational paradigms—public and private, local and international, for‐profit and nonprofit, brick‐and‐mortar and online. George Mihel, president of Sauk Valley Community College in Illinois, offers a position paper on the need to transform some of higher education’s deep‐rooted institutional traditions. George Miller, chancellor of American InterContinental University, teams with Caroline Molina‐Ray, a University of Phoenix faculty member, to address how higher education can foster both technological competency and critically reflexive thinking. Naana J. S. Opoku‐Agyemang, vice chancellor of the University of Cape Coast in Ghana, offers insight into the unique challenges and accomplishments of higher education in Africa. Finally, Vicki T. Purslow, associate dean of the College of Arts and Sciences at Southern Oregon University, and Christine Cook Florence, a higher education marketing consultant, present a commentary synthesizing the symposium contributions and issuing a call to action for higher education leaders. Together, these diverse perspectives offer a glimpse into the higher education of the future.     

Serving the global knowledge economy

Technology and globalization have the potential to make higher education more affordable and accessible. In practice, however, rising costs limit educational access, and competition threatens the sustainability of many colleges and universities (Grummon, 2009). With the relevance of traditional curricula in question and the demand for alternate delivery methods expanding, many higher learning institutions face a challenge to reinvent themselves (Barnatt, 2008; Grummon, 2009; Lee, Brennan, & Green, 2009). We asked four higher education leaders from demographically and structurally diverse institutions to address the question, “How will colleges and universities serve the global knowledge economy in the coming decades?” Our respondents represent perspectives from multiple educational paradigms—public and private, local and international, for‐profit and nonprofit, brick‐and‐mortar and online. George Mihel, president of Sauk Valley Community College in Illinois, offers a position paper on the need to transform some of higher education’s deep‐rooted institutional traditions. George Miller, chancellor of American InterContinental University, teams with Caroline Molina‐Ray, a University of Phoenix faculty member, to address how higher education can foster both technological competency and critically reflexive thinking. Naana J. S. Opoku‐Agyemang, vice chancellor of the University of Cape Coast in Ghana, offers insight into the unique challenges and accomplishments of higher education in Africa. Finally, Vicki T. Purslow, associate dean of the College of Arts and Sciences at Southern Oregon University, and Christine Cook Florence, a higher education marketing consultant, present a commentary synthesizing the symposium contributions and issuing a call to action for higher education leaders. Together, these diverse perspectives offer a glimpse into the higher education of the future.     

Higher education's future

Technology and globalization have the potential to make higher education more affordable and accessible. In practice, however, rising costs limit educational access, and competition threatens the sustainability of many colleges and universities (Grummon, 2009). With the relevance of traditional curricula in question and the demand for alternate delivery methods expanding, many higher learning institutions face a challenge to reinvent themselves (Barnatt, 2008; Grummon, 2009; Lee, Brennan, & Green, 2009). We asked four higher education leaders from demographically and structurally diverse institutions to address the question, “How will colleges and universities serve the global knowledge economy in the coming decades?” Our respondents represent perspectives from multiple educational paradigms—public and private, local and international, for‐profit and nonprofit, brick‐and‐mortar and online. George Mihel, president of Sauk Valley Community College in Illinois, offers a position paper on the need to transform some of higher education’s deep‐rooted institutional traditions. George Miller, chancellor of American InterContinental University, teams with Caroline Molina‐Ray, a University of Phoenix faculty member, to address how higher education can foster both technological competency and critically reflexive thinking. Naana J. S. Opoku‐Agyemang, vice chancellor of the University of Cape Coast in Ghana, offers insight into the unique challenges and accomplishments of higher education in Africa. Finally, Vicki T. Purslow, associate dean of the College of Arts and Sciences at Southern Oregon University, and Christine Cook Florence, a higher education marketing consultant, present a commentary synthesizing the symposium contributions and issuing a call to action for higher education leaders. Together, these diverse perspectives offer a glimpse into the higher education of the future.     

Coda

Technology and globalization have the potential to make higher education more affordable and accessible. In practice, however, rising costs limit educational access, and competition threatens the sustainability of many colleges and universities (Grummon, 2009). With the relevance of traditional curricula in question and the demand for alternate delivery methods expanding, many higher learning institutions face a challenge to reinvent themselves (Barnatt, 2008; Grummon, 2009; Lee, Brennan, & Green, 2009). We asked four higher education leaders from demographically and structurally diverse institutions to address the question, “How will colleges and universities serve the global knowledge economy in the coming decades?” Our respondents represent perspectives from multiple educational paradigms—public and private, local and international, for‐profit and nonprofit, brick‐and‐mortar and online. George Mihel, president of Sauk Valley Community College in Illinois, offers a position paper on the need to transform some of higher education’s deep‐rooted institutional traditions. George Miller, chancellor of American InterContinental University, teams with Caroline Molina‐Ray, a University of Phoenix faculty member, to address how higher education can foster both technological competency and critically reflexive thinking. Naana J. S. Opoku‐Agyemang, vice chancellor of the University of Cape Coast in Ghana, offers insight into the unique challenges and accomplishments of higher education in Africa. Finally, Vicki T. Purslow, associate dean of the College of Arts and Sciences at Southern Oregon University, and Christine Cook Florence, a higher education marketing consultant, present a commentary synthesizing the symposium contributions and issuing a call to action for higher education leaders. Together, these diverse perspectives offer a glimpse into the higher education of the future.</     

The Significance of Historically Black Colleges and Universities (HBCUs) in the 21st Century: Will Such Institutions of Higher Learning Survive?

The United States is still dealing with institutional racism in higher education. For most of the past two centuries, African Americans were forced to attend segregated colleges and universities. Historically black colleges and universities (HBCUs) played a particularly important role during that long period. In many states, there would have been no institutions of higher education at all, were it not for federal legislation (the Morrill Act of 1890), the actions of religious institutions, and the persistent efforts of black Americans to gain an education, despite the obstacles. Even the seemingly race‐neutral G.I. Bill of 1944 had the pernicious effect of reinforcing racial segregation in both higher education and housing. Given this history, it comes as no surprise that some predominantly white institutions of higher education (PWIs) do not show a sustained commitment to educate African‐American students in this country, although they are often eager to recruit black student athletes for their various sport programs without much regard to the education received by those same athletes. Our inability as a nation to even talk intelligently about these intractable educational problems is disturbing. Indeed, diversity is not paramount for some PWIs, particularly in regards to hiring minority faculty. Perhaps more significantly, HBCUs are still necessary in our society today because they have been the mainstay of educating African Americans at the college and university levels. Black communities throughout our nation are still being devastated by economic polarization and by racial discrimination endemic to higher education at white institutions. The need to address the problem of racial discrimination in higher education remains as strong as ever.     

How Institutional Identity Shapes College Student Recruitment: The Relationship Between Religious Distinctiveness and Market Demand

Institutional diversity has long been recognized as a signature strength of the American system of higher education, yet the sector contributing most to this remarkable feature—small and midsized private colleges—currently finds itself under significant financial pressure as a result of recent social and economic disruptions. To overcome such challenges, campus leaders must understand the market positioning of the institutions they serve. This article investigates the relationship between market demand and organizational distinctiveness within one segment of the diverse private sector—religiously affiliated colleges. It draws upon longitudinal data from the membership of one national professional association, the Council for Christian Colleges & Universities, to develop an empirical typology of institutional religious distinctiveness and examine patterns of market demand over time. Results suggest that religious distinctiveness has a medium effect on student demand at both the application and matriculation phases of the admissions process. The article concludes by considering appropriate recruitment strategies for faith‐based colleges and universities depending on their degree of religious distinctiveness.     

A Shared‐Cost‐Profit Model of Teaching Materials for Higher Education

In this article, I assess the cost‐value crisis facing institutions of higher education; as the cost of higher education grows, students grow increasingly skeptical of the value of their degrees. The COVID‐19 pandemic has accelerated this crisis as institutions across the country have been forced to move to a fully or partially online model of instruction. In an effort to reduce costs, institutions have increased the number of low‐paid, part‐time adjunct faculty teaching introductory courses and have promoted the use of free and open online educational resources (OER). Both solutions lack sustainability and do little to solve the “value” question of higher education. I demonstrate how a shared‐cost‐profit model could address both issues of sustainability and value.     

IAEP项目对我国审计高等教育的启示

IAEP项目是国际内部审计师协会在全球高等院校中推行的教育项目。IAEP项目的特色主要体现为国际前沿的内部审计职能理念、全新的项目开展模式和明确细致的评价要求。国外高校IAEP项目经验为我国转型中的审计高等教育改革提供的启示主要体现在课程设置、教学方法、课程考核模式、教师自主教学模式、实践教学以及与实务部门的紧密结合等方面。     

Higher education: marketing in a quasi‐commercial service industry

The UK Government is promoting widening participation and asking universities to develop their student intake of 18–30 year‐olds by 50 per cent by 2010. The financing of these changes is encouraging a marketing emphasis shift, as funding is reduced and alternative revenue methods sought. Traditional marketing of charitable educational institutions sought to ensure sufficient student enrolments for solely government‐funded core activities. Further marketing is now seen in quasi‐commercial activities. This paper investigates the need for a further marketing approach to satisfy these government policy changes. Using the comparative method, the paper looks at the complexity of the issues around US and UK higher education and their revenue value conflicts, marketing perspectives and, finally, the differences in perspectives and expectations between commerce and education. As the matter is current and ongoing, the main form of collecting evidence is through personal interview and recent media releases. Copyright © 2003 Henry Stewart Publications     

大学“应试教育”的透析与思考

文章从大学英语四、六级考试“考研热”“标准化”的期末考试和“考证热”四个方面论述了大学“应试教育”的存在及其产生的不良效应；从社会树立多元人才观，理性看待学历与文凭；从高校明确培养目标，深化高等教育教学改革和大学生端正个人价值观、成才观三个层面论述了如何消解大学“应试教育”负面影响。     

试论以核心竞争力为着力点的高校评估标准的确立

培育与提升高校核心竞争力是高等教育强国建设的必然要求。促进高校间的竞争,形成科学合理的评估机制,建立有效的激励机制,是实现我国从高等教育大国向高等教育强国转变的内在诉求。加强高等学校核心竞争力的提升的着力点在于建立科学的多元化的以"高校核心竞争力"为本质特性的衡量不同类型高等学校的评估标准。     

Intercultural and sustainable leadership: A professional program for emerging educational leaders

This research reports on an investigation into the changing perspectives of educational leaders from the Asia‐Pacific region attending an AusAID‐funded Australian Leadership Award Fellowships (ALAF) program hosted by Australian Catholic University's (ACU National) Flagship for Creative and Authentic Leadership (the Flagship). The ALAF program aimed to strengthen the capacity of educational leaders from the Asia‐Pacific region to work more effectively in education systems and to better manage the competing demands of governments, education bureaucracies, educational organizations, and funding agencies. The research focused on how the Fellows viewed leadership, and how they viewed themselves as leaders before and at the conclusion of the program. What emerged was a growing interest in intercultural leadership and the concern for sustainable leadership.     

高等院校财务管理模式创新探究

高等院校的迅速发展,对高校的管理水平提出了更高的要求。要从根本上完善现有的管理体制,就需要结合具体的情况,从制度建设、发展方向、财务管理等多个方面对高校的运转加强管理,而财务管理更是整个高校管理体制改革的重中之重。文章结合我国高校财务管理模式的现状,在分析问题的基础上,提出了财务管理模式进行创新的具体内容。     

地方高校女大学生创业意识调查及其培养策略

地方高校女大学生创业意识及其培养策略问题,是地方高校创业教育理论研究中的关键内容,也是理论研究的薄弱环节。对这一问题作进一步的深入探讨,不仅能满足时代发展的理论需要,而且能更新地方高校教育思想观念,创新教育理论。本文以宜春学院为例,对地方高校女大学生创业意识进行调查和分析,发现一些地方高校女大学生大多都有较强的创业意愿,但真正进行创业时又存在犹豫动摇、不敢行动、自信心不足、经验能力欠缺、融资渠道不畅等现象。对此,在深入调查的基础上就如何培养地方高校女大学生创业意识,从政府和高校层面提出了一系列培养策略。     

独立学院电信专业应用型创新人才培养探究

华南理工大学广州学院以培养应用型本科人才作为办学目标,创新人才培养模式改革是教育的重大任务。本文分析了独立学院应用型创新人才应具备的素质,探索了培养电信专业应用型创新人才的有效措施。     

Exploring a New Kind of Higher Education with Chinese Characteristics

The future of China's system of higher education will depend on which aspects of its past are most highly valued. This article explores the history of higher education in China from its ancient academies to the modern Western‐influenced university. Although the May Fourth Movement of 1919 recommended the complete elimination of traditional elements in Chinese culture, the past century has revealed problems with the wholesale embrace of Western institutions. Modern higher education, based first on European models and later on American colleges and universities, has been a major part of the transformation of China in the past century. But cracks have appeared in the façade. The balance between tradition and innovation has been lost, students are being produced by universities like products of a factory assembly line, and college graduates often remain unemployed or underemployed for years after completing a degree. To remedy this condition, a number of reformers in China are looking to the past for answers. The article discusses both official and private experiments with “organic” educational programs that aim at creating well‐rounded persons, not merely students crammed with facts. A number of these new programs combine physical work with academic study as a reminder that life is a balance between mental and physical factors. More generally, the reform of modern education reclaims elements of the Chinese tradition that have been neglected, elements that recognize that education should ultimately aim at cultivating wisdom and not merely at accumulating knowledge.     

教育管理工作中有关学生干部的问题与对策

学生干部在老师与学生之间起到不可替代的桥梁纽带作用。但是现在高校学生干部中存在很多问题,如何掌握学生干部的动态,合理的选拔和培养学生干部,引导校园文化氛围是大学教育管理工作的重中之重。     

我国质量工程高等学历教育研究

通过对质量工程和我国高等院校学历教育的研究,探讨了质量工程高等学历教育的重要性和可行性。     

探讨高职院校与培训机构联合办学中存在的问题

我国的高等职业教育已成为高等教育的重要组成部分。随着国民经济的不断发展,职业教育迎来新契机同时,却也面临着巨大的挑战。近年来很多高职院校已意识到可持续性发展的紧迫性,纷纷开始探索新的办学理念与模式。本文从高职教育、校企合作办学理念等方面,就高职院校与培训机构联合办学过程中存在的问题进行探讨。     

Inter-threshold resource planning for public higher educational systems

Efforts to design comprehensive systems of long-range resource planning for public colleges and universities in the United States are frustrated in the sense that most states follow a social demand approach to educational planning. Literally thousands of decision makers—including students, parents, formal administrators and faculty members-affect the overall behavior of the system. Nevertheless, more and more states are creating centralized higher educational coordinating agencies to conduct long-range planning and to recommend policies for the future development of the higher educational system. This paper describes research which has attempted to link together three decision thresholds in the resource planning process. These are (a) academic departments or colleges which are combined into (b) a total college or university, which is one part of (c) a state system of higher education containing several colleges and universities.