Thesis (Ph.D.)--Ohio University, November, 2006. / Title from PDF t.p. Includes bibliographical references.

Thesis (PhD (Public Affairs))--University of Pretoria, 2006. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Higher education state governance fulfils an important function in providing policies and procedures, which in turn provides guidance and strategic vision to higher education in South Africa. The reformed South African higher education policies have to guide, rebuild the nation and drive transformation that is necessary in post-apartheid society. However reformation and transformation of regulations require change and restructuring in order to ensure alignment within the entire system. The Faculty of Art, Design and Architecture (FADA) is positioned in a newly restructured and merged educational landscape within a comprehensive university, in which new strategic goals and objectives have been formulated. The faculty is also in the midst of a programme offering debate due to the circulation of the draft Higher Education Qualification Framework (HEQF), which revealed the lack of inclusion of previous technikon type qualifications in this framework. FADA is considering recurriculation and conversion from diploma to degree programmes in order to create a competitive advantage, and ensure a postgraduate future for the faculty. However the majority of the FADA academic staff are specifically qualified and experienced in technikon type programme offerings. The aim of this study is therefore; to determine the challenges and expectations presented in reformed state regulation that should be considered in the strategic management of faculty programme offering in order to ensure strategic alignment to state regulation. The primary research objectives of this study are: • To determine the role and impact of reformed state regulation and state policies on the strategic management of the programme offering in FADA. • To establish the challenges and expectations that the faculty face, in order to strategically manage programme offering that is in line with relevant state policy expectations. • To identify and assess the concerns and expectations expressed by FADA academic staff, that will impact on the strategic management and strategic alignment of faculty programme offering. The research design follows a qualitative research approach in order to observe and document the perspective of the academic within higher education. A case study approach is adopted in examining FADA which is a single higher education faculty. Using literature survey, documentary and policy analysis and interviews with academics within the faculty, the study has provided a comprehensive review of higher education state policies. This review also presents the challenges and expectations that will be required within strategic management, of faculty programme offering to ensure strategic alignment to state regulation. The most important findings revealed that greater focus is placed on management in higher education. An increasing move towards a management paradigm is evident in the restructured higher education environment. Furthermore, the reformed higher education system is described as being extremely rigid with an increase in bureaucracy, which relates to the increase in the number of reformed higher education policies and procedures. The increase in policy requirements resulted in a greater administrative workload which impacts on teaching contact time and interaction with students. The research recommendations have identified that FADA should ensure that the faculty management team is experienced and skilled in strategic management and that they include a market orientated approach in strategic planning. FADA should also aim at reducing the negative impact of state regulation on lecturers and ensure that continuous growth and development takes place in the faculty. / Ms. M. Clark

The massification and marketization of higher education in the early 1990s, in addition to the termination of free teacher education (FTE) in normal universities in 1997, created three major challenges for teacher education in China—low admission rates of prospective students, a loss of identity as teacher education institution, and the beginning of a bottleneck period for development, all of which served to marginalize teacher education in the higher education arena. In addition, education inequality has always been a problem in China. To address these problems the Government decided to re-implement FTE policy in six pilot universities in September 2007. Along with the implementation of this policy, the six pilot universities were required to reform their curricula and set examples for teacher education programs at provincial/regional levels for when this policy was to be implemented nationwide. As required, the six pilot universities reformed their curricula upon re-implementing FTE policy in 2007. A qualitative case study approach was employed to study teacher education curricula under the FTE initiative. The main aim of this research was to present a picture of teacher education curricula in actuality through looking at the documented and experienced curricula, exploring the views and reasons for the views of major university stakeholders. This included administrators (Vice Director of the Teaching Affair Office and Associate Head of certain departments who were in charge of FTE program), teacher educators and student teachers in FTE program, and novice teachers graduating from FTE program in 2011 and 2012. Data were collected through documents and archives, interviews, open-ended questionnaires, observation and online communications. Documents and archives were obtained through three channels—libraries, websites, and people. Participants in interviews were the above mentioned major university stakeholders. Respondents to the open-ended questionnaires were novice teachers graduating from Y University. Observation was mainly conducted in student teachers’ teaching classrooms and university classrooms, universities campuses, and interview sites. Online communications were instant online talk and email communications. Constant comparative and content analysis methods were utilized to analyze the collected data. Since two cases were explored, cross case analysis was also used. This study found that FTE in a way helped improve teachers’ quality in western and rural regions in China. Though some were involuntary participants, quite a number of students had been inspired to teach. FTE also helped economically disadvantageous students to receive higher education. However, this policy caused some student teachers to lose motivation to study. Student teachers in the two case study universities experienced three concurrent curricula namely formal curriculum, extracurriculum, and hidden curriculum. More credit hours were allocated to general and pedagogical education. Contents of formal curriculum started to establish the relationship between what was taught in university and in basic education. Extracurriculum and hidden curriculum, which increased in number and variety as a result of re-implementation of FTE, had an edifying influence on student teachers in terms of their practical skills, choice of future career, beliefs, values, professional ethics, and identity establishment. Problems existed concerning different aspects of teacher education curricula. There was a disconnection between what was taught at university and in basic education classrooms. General and pedagogical education was insufficient. Also clinical experiences were inadequate in terms of their frequency, variety, and duration. These resulted in student teachers lacking opportunities to relate theory to practice. Additionally, there were cooperation problems between university and schools. There were also problems related to the quality of university teachers who taught pedagogy and cooperating teachers who supervised student teachers’ teaching. This study recommended that autonomy be given to teacher education institutes to set their own curriculum standards for subject matter knowledge and general education. Clinical experiences should be arranged earlier and with greater frequency. Not only should the period of supervised student teaching be lengthened but student teachers should also be given more opportunities to teach in actual classrooms. Continuous academic and financial support to extracurriculum should be provided. To obtain a comprehensive picture on the impact of FTE on a long term, it is recommended to conduct a longitudinal study on its implementation with the involvement of stakeholders in cooperative schools.

National policy for higher education in the United States and England is examined with respect to provision of highly qualified manpower. The context is set by study of the different environments within which American and English higher education take place. The background is amplified into a review of literature on manpower, government and higher education. Four agencies concerned with manpower policies were selected in two centers of national government, Washington, D.C. and London. Each was analyzed in terms of the contribution made to decision making and policy formulation. American and British approaches to national agencies, and theoretical implications for educational planning. Findings emphasize the importance of provision of trained manpower through higher education to the economy, identify shortages of mechanisms to incorporate study of common problems, and pinpoint the need for intellectual frameworks for analysis. Stimulating flexibility of response to changing labor market demands is delineated national center by the other would contribute to greater understanding of the interactions between manpower, higher education and government.

高等教育全球化与大众化的发展增强了提升高等教育质量的诉求。国家之间的竞争及新公共管理改革促发了国家政府越来越多以灵活的高等教育质量政策干预大学活动。在中国内地，运行中的本科教学质量工程政策指示了中国大学与国家关系在当下的特征。学界近年来对高等教育质量政策研究的关注也聚焦于借由具有实操性的公共政策研究理论探索高等教育质量政策工具调整及大学与国家在微观政策层面的实然关系变化。 / 本文以基于情境互动考虑的政策演绎理论为视角，追问演绎中的高等教育质量工程政策如何体现中国大学与国家的关系。在质量工程政策的实证案例研究中，通过访谈大学中实际操作政策的老师，参与观察他们的政策实践，分析相关政策文本，具体地回应大学中的政策行动者如何解读新政策的情境特征并将政策再情境化，大学中的个体政策行动者如何理解和实践自己在新政策过程中的角色，处于特定情境中的政策演绎如何形成具有群体特征的政策理解路径与实践行为轨迹，又指示了怎样的大学与国家关系。 / 研究发现，质量工程政策执行过程中，大学老师感受到来自政策的多元刺激，他们对新政策的关注及意义赋予最终通过质量工程项目的形式固定下来，也将本科教学领域的大学与国家关系实体化了。政策执行过程具体由担纲不同角色的政策行动者演绎出来，而不同的政策角色分层次于微观政策层面进行着建立大学与国家关系的工作。在这次由国家政策发起的教学改革中，形成了学术性和行政性两种典型的群体性政策互动，分别强调了大学与国家关系在教学与教学管理两个方面的特征。 / 本研究的研究意义在于，以具有启发性的概念工具划分出具有建设性的政策过程分析单元，增强了对复杂政策过程的解释力，更挖掘出鲜活运行中的大学国家关系深层结构。研究发现有助于更好地理解质量工程政策执行及中国高等教育质量政策的发展态势，为解决时下政策问题及拓展相关政策研究提供了启发性概念及数据。 / The state has increased focus on improving the quality of higher education through external intervention in terms of higher education quality policy under the national and global competition in higher education and new public management reform. In Chinese mainland, the characteristics of ongoing Quality Project Policy of higher education are indicating the changing relations between the State and the Chinese university. The research is a qualitative case study of Quality Project Policy in the theoretical perspective of policy enactment, exploring the micro-level university-state relations in mainland China. In the study, the first-hand policy response of the university teacher has been collected to analyze how the teacher interpret the new policy instrument, what kind of role they enact in the policy process, and how their interactions indicate the feature of Chinese university-state relations. / It finds that during the enactment of Quality Project Policy, (1) the university teacher recognized the mixed stimulus of policy instruments, and the Quality Project Programmes had solidified the teacher’s policy concern and meaning-making in this national undergraduate teaching reform; (2) the university teacher enacted different policy roles and contributed differently to build micro-level university-state relations; (3) there were two typical patterns of interaction among multiply policy roles - academic one and administrative one, and these two patterns of policy interaction emphasized two different aspects of Chinese university-state relations in the field of undergraduate teaching and learning - teaching quality and administration quality of teaching. / The study facilities in building a better understanding of ongoing Quality Project Policy of Chinese higher education through a heuristic conceptual framework, and contributes to explore the deep structure of Chinese university-state relations. The empirical data and analytical ideas of policy enactment shall enrich the discussion on higher education quality policy and the role of state in higher education quality reform. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 孟瀏今. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 214-237). / Abstracts also in English. / Meng Liujin.

本研究探討國家高等教育與國際社會體系之關係。透過比較各國高等教育的入學情況及教育目標，檢視國家高等教育組織制度化的過程。 / 本研究的理論框架建基於新制度主義之中的世界文化/社會理論。該理論提出即使各國內在社會發展狀況有所不同，高等教育的組織模式都以國際盛行的教育意識形態為參考藍本。透過審視高等教育膨脹的世界性社會現象，本研究闡釋跨國環境之內嵌存一套價值、標準及常規，促使現代社會的發展藍本趨向同一化的表述模式。 / 本研究採用比較及縱貫研究方法，進行量性及質性數據分析。量性研究結果顯示，全世界高等教育入學率有三方面持續性增長女性參與增多，社會科學學科亦有擴展，與及本科課程急速膨脹。研究結果反映入學增長的趨勢為全世界高等教育帶來組織性的改變，例如傳統高等教育的性別差異、知識組合及課程層級。本研究多變量分析結果顯示，二次大戰後的亞洲社會也有同樣趨勢，但國內發展需要及國外教育霸權主義並非亞洲地區內高等教育急速膨脹的主要因素。為了更深入探討高等教育的膨脹與組織，研究以香港社會的高等教育發展作個案分析。個案文本分析結果顯示，回歸中國以後，香港的高等教育目標包含更多對本土關注的內容，當中不乏經濟增長及社會改進的功能性規範，同時也強調現代社會對個人發展的集體想像。文本分析進一步比較香港的高等教育改革文本與其他亞洲社會的高等教育目標，結果顯示亞洲社會的高等教育改革論述愈來愈相近的趨勢。由此可見，高等教育論述的轉變，並非香港社會獨有的現象。透過比較文本分析，亞洲社會的高等教育論述說明一種強調主動參與建構公民實體的跨國價值，漸漸體現於高等教育目標的更替之間。因此，高等教育改革不僅有著推動本土社會改進的功能，高等教育亦可被視為本土或國家向跨界域跨國意識形態作出回應的集體構想。 / This study explores the relationship between national expansion of higher education and the international system. It examines the process through which countries expand higher education enrollments and reorganize goals of national higher education. / The theoretical framework of this study draws on the world culture/society theory, one of the strands from the new institutionalist perspective. Based on universalized ideas about the value of national progress and individual development, countries organize their national higher education enrollments and goals with reference to exemplary templates of world educational ideologies independent of local conditions. / In this study, both comparative and longitudinal methods are employed to conduct quantitative and qualitative analyses. The findings suggest that world-wide higher education enrollments have expanded consistently over time. Widened openings to higher education have transformed traditional classification of gender partition, knowledge categories, and program intensity. A new organization of knowledge creation and transmission is emerging with an increasing number of women, a progressive rise of social sciences, and a rapid expansion of undergraduate programs in world higher education. / The study further investigates regional variations in higher education expansion. By regional comparison, the expansion in Asia displays a consistent world pattern that is not associated with national characteristics and educational hegemony. / The expansion of higher education is elaborated in greater detail through a specific case. The findings suggest that the case of Hong Kong has moved towards a more "national" framed orientation that puts more emphasis on fulfilling the needs of human capital storage or satisfying demands from various competing social constituencies within Hong Kong society. But through a cross-national comparison of Hong Kong and some other Asian societies, the reorganized goals of Hong Kong’s higher education are also homogenous to a "model" that emphasizes economic efficiency, social betterment, and individual development. The results indicate local or national responses to the legitimated institutional rules and conventions embedded in the increasingly transnational environment. The case-based investigation into the reorganization of higher education discourses further explicates the central role that formal statement of goals play in shaping the expansion of an active and participatory model of citizenship building in Hong Kong. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Cheung, Ho Yan Yannie. / "November 2012." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / ABSTRACT --- p.i / ACKNOWLEDGMENTS --- p.iv / LIST OF TABLES --- p.ix / LIST OF FIGURES --- p.xi / Chapter / Chapter 1 --- INTRODUCTION --- p.1 / Notes --- p.7 / Chapter 2 --- THEORETICAL APPROACHES TO MODELS OF ORGANIZATIONAL EXPANSION IN HIGHER EDUCATION --- p.8 / Chapter A. --- Introduction --- p.8 / Chapter B. --- The World Culture/ World Society Perspectives --- p.8 / Chapter C. --- Mainstream Theoretical Approaches --- p.14 / The Normative Realist Approach --- p.15 / The Social Differentiation Realist Approach --- p.18 / Some Recent Realist Approaches (I): Rational Choice Theory --- p.21 / Some Recent Realist Approaches (II): Post-nationalist Approach --- p.23 / Chapter D. --- Summary of the Theoretical Approaches and Their Implications --- p.25 / Chapter 3 --- RESEARCH DESIGN, MEASUREMENT, AND DATA SOURCES --- p.28 / Chapter A. --- Units of Analysis --- p.28 / Chapter B. --- Variables: Measurement and Indicators --- p.28 / Chapter C. --- Data: Sources and Characteristics --- p.36 / Chapter D. --- Analysis --- p.37 / Chapter 4 --- THE EXPANSION AND ORGANIZATION OF HIGHER EDUCATION: 1950-2007 --- p.41 / Chapter A. --- Introduction --- p.41 / Chapter B. --- The General Trend --- p.42 / Chapter C. --- National Consistency Over Time --- p.56 / Chapter D. --- Regional Variations --- p.62 / Chapter E. --- Summary and Its Implications --- p.68 / Chapter 5 --- REGIONAL ANALYSIS OF HIGHER EDUCATION EXPANSION IN ASIA: 1950-2007 --- p.71 / Chapter A. --- Introduction --- p.71 / Chapter B. --- Multiple Regression Analyses of Higher Education Expansion in Asia: 1950-2007 --- p.71 / Chapter C. --- Results and Discussion --- p.77 / Chapter D. --- Empirical Notes and Concluding Remarks --- p.88 / Notes --- p.91 / Chapter 6 --- BORROW FROM THE WORLD AND DRESS UP THE SHOWCASE FOR ASIA: A CASE OF THE EXPANSION AND ORGANIZATION OF HIGHER EDUCATION IN HONG KONG --- p.92 / Chapter A. --- Introduction --- p.92 / Chapter B. --- A Case of Higher Education in Hong Kong --- p.93 / Chapter C. --- Reforms as Collective Projects of Individual Competence and National Development --- p.95 / Chapter D. --- Portraits of Higher Education as a Normative Good around Asia --- p.102 / Chapter E. --- Decreasing Emphasis on National Needs as the Normative Focus of Goals --- p.111 / Chapter F. --- Borrowing World Prerequisites and Making Distinct and Significant Presence in the Region --- p.120 / Chapter G. --- Mobilizing Individuals into the Collective Project of Transnationalism --- p.124 / Chapter H. --- World Knowledge Revolution Celebrating Schooled Personhood . --- p.127 / Chapter I. --- Conclusion --- p.140 / Notes --- p.143 / Chapter 7 --- CONCLUSION --- p.144 / Chapter A. --- Summary --- p.144 / Chapter B. --- Concluding Remarks --- p.146 / Chapter C. --- Theoretical Implications for Policy Making and Practice --- p.148 / Chapter D. --- Limitations of the Study and Suggestions for Further Research . --- p.150 / APPENDICES / Chapter I. --- Data Set (x) for Periods 1 (1998-2001), 2 (2002-2005), and 3 (2006-2009) --- p.153 / Chapter II. --- Country Coding for the Prevalence of Islamic Ethics and Confucian Traditions in Asia --- p.154 / Chapter III. --- Typology of World Regions --- p.155 / Chapter IV. --- List of Data Sources for the Dependent and Independent Variables . --- p.156 / Chapter V. --- Higher Education Enrollments in Hong Kong, Women and Men, 1970 2009 --- p.159 / Chapter VI. --- Country List of Most Frequent Participants in International Education Tests --- p.160 / Chapter VII. --- Types of Stakeholders Responding to the Higher Education Reform in 2002 --- p.161 / BIBLIOGRAPHY --- p.162

published_or_final_version / Public Administration / Master / Master of Public Administration

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 270-291). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 476-496).