公立研究型大学的战略规划与变革管理——杜德斯达特高等教育改革发展的实践

密西根大学是美国公立大学的旗舰,享有公立大学之母的美誉。杜德斯达特在1988-1996年担任密西根大学校长之际,以战略规划和变革管理为突破口,将密西根大学成功转变为一所公立私助、文化多元、技术先进的新型院校——21世纪的大学。本文对杜德斯达特高等教育改革发展的实践进行了考察,认为以战略规划和变革管理推动研究型大学的跨世纪转型的经验值得借鉴,对我国一流大学建设也有一定的启示。     

Strategic Plan for a Processed Foods Company Using Megaplanning and Balanced Scorecard

This article presents a case study for a strategic plan developed using a megaplanning model approach, as well as the balanced scorecard proposal, for a company that produces processed foods in the southern state of Sonora in Mexico. The strategic planning process began with the ratification of the business mission and vision in an internal analysis of the company with the help of its employees in a dynamic participatory workshop in which they discussed perceived strengths and weaknesses. The next step was to perform the external analysis of the environment surrounding the company. Both analyses of the SWOT matrix immediately identified strategic objectives and strategies, as well as the scorecard, and concluded with a project proposal. The most significant results fall under the scope of two key strategies. The first regards innovation in business models; and the second, the expansion into new markets, which, along with the organization's philosophy, guides the future of the company. The main lessons learned are presented in the developmental stages of this case study, so it is important to emphasize that a special development in the results section, which can be useful for similar studies using the proposed methodology, be carried out. Finally, a strategic planning–oriented approach focusing on megaplanning represents a vision on how to add value to society, seeking to create interest among stakeholders to meet performance indicators that have a positive impact on the communities where the company is located.     

美国杜克大学的发展战略规划研究

美国杜克大学是一所很有个性和特色的国际性大学,重视教育质量、跨学科、多样化、国际化等是杜克大学历次战略规划的重点和特色.21世纪的杜克大学增加了对战略规划的投资,并制定了详细的投资战略规划.杜克大学的发展战略规划对我国高校的规划具有一定的借鉴意义.     

Perceptions of rewarding excellence in teaching: motivation and the scholarship of teaching

This article explores the challenges presented in using the scholarship of teaching as a model of teaching excellence when devising an appropriate approach to reward. It argues that the complexity of staff motivation has to be addressed by a critical evaluation of institutions' commitment to the scholarship of teaching. An expectancy model of motivation drawn from organizational behaviour literature is suggested as an approach to analysing the distance between espoused commitment to the scholarship of teaching and academic staff perspectives. The context of the discussion is set against the background of the UK Government's approach to funding incentives to promote reward for teaching excellence in higher education and the literature related to practices employed in HEIs. The views of academic staff drawn from seven focus groups across all subject areas in one institution demonstrate the need to take account of the motivation process and the need to have a shared understanding of what constitutes excellence.     

IT Planning for Strategic Support: Aligning Technology and Vision

While the appropriate adoption of moderntechnology creates new opportunities to facilitatelife-long learning, universities have to grapple withhow to provide on- and off-campus students withappropriate knowledge and transformative skills in anincreasingly competitive environment. As universitiesrevisit their mission and consider ways of dealingwith the expectations of both society and students, amajor challenge comes from aligning strategic planningand Information Technology (IT) planning. It isessential to have a strategic Information TechnologyPlan which assists in achieving core academicpriorities. The challenge is to maximise the benefitsof ongoing investment in IT by focusing on ways whichensure that the educational aims of the University areoptimally supported. This paper considers such anapproach to strategic IT planning in the context of alarge international technological institution andcritiques the implications of such an approach in thelight of experience and in the broader context of thenew geopolitical realities.     

公共行政组织中的组织承诺问题研究

组织承诺一直以来被用作预测工作绩效和离职意向的重要指标,公共行政组织独特的性质决定了其在社会中的重要性,所以,研究公共行政组织的组织承诺变得尤为重要。基于此,试图通过梳理现有关于公共行政组织组织承诺的研究,分析影响组织承诺的因素,并试图提出当前提高公共行政组织的组织承诺的有效途径。     

University continuing education in a neoliberal landscape: developments in England and Aotearoa New Zealand

This paper explores the impact of changing higher education policies and funding on university adult and continuing education in England and Aotearoa New Zealand. It discusses some of the contextual factors contributing to sustaining continuing education in New Zealand, against the tide of developments elsewhere, and in spite of its subjection to the influence of neoliberal policies since the 1980s: an ethos of public knowledge dissemination, acknowledgement of the universities' role as ‘critic and conscience’ of society, a broad commitment to educational equality and a strategic as well as pragmatic approach. The paper describes developments in one New Zealand continuing education department as it experiences institutional and political change. The author concludes that, in spite of demonstrating considerable resilience, the structures and activities of continuing education departments in New Zealand are as fragile as they have been in England. ‘Radical hope’ is advocated as the university‐based adult educator's response in difficult times. It involves challenging the assumptions of neoliberalism, and reaffirming the political nature of adult education.     

Publications Received and Noted

The South Australian College of Advanced Education was formed in 1982 from an amalgamation of four Colleges of Advanced Education existing under their own Councils. Management of the new institution with a centralised decision‐making structure was complex. In 1986, it was agreed to develop an Institutional Plan using a process which acknowledged the distinctive characteristics of higher education institutions. Over a period of eighteen months and using a strategic approach, with emphasis on process, a Plan was developed. Involvement of staff at all levels of the institution, the leadership and commitment of senior management, the plan's quality and flexibility, a provision for evaluation of goal achievement and annual review and revision, were highlighted as important. The process was widely welcomed and acknowledged as a successful approach to planning in an institution of higher education.     

Bursaries and Student Success: a Study of Students from Low-Income Groups at Two Institutions in the South West

This article draws on quantitative and qualitative data from two institutions to compare the student experience of those with and without bursary awards. Using the student life cycle model, the article examines the ways in which bursaries impact on the student experience before they enter the institution, in the early weeks of their studies and as they progress through their programmes. At these two institutions, students with bursaries were more likely to be retained and to perform well during the first year than those without bursaries. The study found that bursaries can ease financial pressures during their transition to higher education (HE) and that institution‐specific bursaries can affect students’ perceptions of an institution and their commitment to succeed. After 2006, those institutions wishing to charge variable fees will be required to provide bursary support for low‐income students. The findings from this article suggest that HE providers should consider the timing of the bursary payments and the implicit message the bursary sends to applicants if they want to ensure that their bursaries have a positive impact on the student experience.     

HPT in the classroom: Practical applications

Human performance technology (HPT) is an area of professional practice most often found in the business world rather than in education. As adjunct professors at several universities, we have incorporated the principles of HPT into our classes. This article describes some of the courses where we have used aspects and models of HPT to teach students about subject areas in business. In addition, an entire graduate program based on HPT has been started at ITSON University in Mexico.     

The impact of the GATS on transnational tertiary education: Comparing experiences of New Zealand,Australia, Singapore and Malaysia

This paper examines the impact of the World Trade Organization’s (WTO) General Agreement on Trade in Services (GATS) on transnational higher education in four countries: New Zealand, Australia, Singapore and Malaysia. The GATS is a multilateral agreement through which WTO members commit to voluntary liberalisation of trade in services, including education. Transnational (or offshore) education refers to education that is delivered by an institution based in one country to students located in a different country. Two of the countries considered, New Zealand and Australia, have made commitments under GATS to allow relatively unrestricted cross-border provision of education in their countries, while the other two countries, Singapore and Malaysia, have made no such commitment. There is currently considerable activity in renegotiating countries’ commitments to GATS as part of the Doha round of WTO negotiations, and simultaneously bilateral free trade agreements are being proposed between countries in the region. In this context, this paper examines the practical impact that GATS has had on these two countries that have made commitments regarding education, and the likely impact that similar commitments by Malaysia and Singapore would have on the tertiary education systems in those major importing countries.     

The university,democracy and the public sphere

This article takes a historical approach to the rise and fall of the public university, relating its fate to specific developments in public policy. Particular attention will be paid to the United Kingdom since it has developed an explicit drive towards the marketization of higher education in the context of an earlier commitment to public higher education, although the latter was initially first developed in the United States. Both countries are typically characterized as liberal policy regimes and therefore the article considers how wider social structures are implicated in recent changes to higher education. In particular, the article addresses how the functions of the university and its corporate form are being transformed and relates this to wider developments in the nature of the corporation and the relation between business and citizenship (or market and democracy).     

The struggle to satisfy need: exploring the institutional cues for teaching support staff

The decision-making around resource allocation in universities is complex. It plays out through the structures of governance and bureaucracy, through interactions with colleagues, workplace cultures and through day-to-day individual work practices. To survive and succeed within this complex environment, teaching support staff need to be sensitive to the cues provided by their institution. This paper focuses on the cues available to teaching support staff within university strategic plans and considers the effects these cues may have on their day-to-day decision-making. The results provide a sample of the competing cues that have an impact on teaching support staff and provide a foundation for a reconsidered approach to university strategic planning.     

我国公立大学内部资源的配置机制探析

在创建世界一流大学目标的推动下,我国公立大学近年来得到了快速的发展,掌握和控制了庞大的经济资源。但与此同时,资源进入大学以后,如何在大学内部各院系和行政部门之间进行有效地分配却并未引起足够的关注。本文运用公共产品和公共选择的有关理论对大学内部资源的性质及其配置方式进行了研究,根据权利的明确程度将大学内部的资源分为私人资源和公共资源,并提出了分配大学公共资源的三种方式:传统、绩效和战略。我国公立大学内部资源配置主要是依据传统,欠缺依据绩效和战略而进行分配。更为欠缺的则是公共资源分配所要求的公开性、稳定性和合法性。     

领先服务——西安欧亚学院案例研究

民办高校如何在强手如林的公立大学之间求得生存,如何在众多的民办高等学校之间求得发展,是社会各界关注的热点话题.西安欧亚学院是民办高等学校“西安模式“的代表之一,是民办高等学校自主创新的一个典型.其成功之处在于,它有效地运用了营销理论,提供了一种优于一般公立高等学校的“领先服务“.为此,他们实施了一系列战术,克服了不利的制度和政策环境,并及时地实现了战略转移.民办高等学校的发展决定于政府、高校领导和高校自身.     

Addressing Educational Accountability and Political Legitimacy with Citizen Responsibility

In this essay, Sarah Stitzlein addresses a key current crisis in public education: accountability. Rather than centrally being about poor performance of teachers or inefficiency of schools, as we most often hear in media outlets and in education reform speeches, Stitzlein argues the crisis is at heart one about citizen responsibility and political legitimacy. She claims that the recent accountability movement has shifted the onus of curing society's problems almost exclusively onto schools, but contends that these burdens should not just be unidirectional. There is, Stitzlein maintains, a corresponding obligation on the part of citizens to public schools. This includes all citizens, not just those closely tied to schools through their children or employment. Moreover, this obligation entails a robust commitment that extends beyond merely supporting public schools through taxes, voting for levies, and choosing to send one's children to them. The responsibility of citizens includes upholding a commitment to schools as a central institution of democracy — something that sustains democracy but also, in its best forms, is democracy in action.     

Antecedents of organizational commitment among faculty: an exploratory study

Faculty are the main asset of a university and determine its success. The attitudes of faculty toward their institution play an especially important role in the academic profession. This study examines the specific antecedents of affective, normative and continuance commitment of faculty to their university. This study is an online survey of 317 faculty of Russian higher education institutions. The results of the regression analysis showed that being an undergraduate inbred (i.e. working at the university from which one graduated) predicted affective and normative commitment toward the university, while having a post at another higher education institution predicted only affective commitment. Faculty who work at several universities have lower levels of emotional attachment to the primary university.     

Research Experiences of Staff within a Specialist UK Higher Education Institution: Challenges,opportunities and priorities

The study discussed here was based on a collective case approach involving a specialist UK higher education institution. Six individual interviews were carried out with a cross-sectional sample of the institution’s staff members. Additional information was gained through observations and examination of relevant documents. These data were interrogated with the purpose of exploring how the institution had made the transition from a teacher training college to a teaching-led higher education institution with a particular commitment to developing research capacity. This analysis yielded a number of key findings: first, the institution had experienced a cultural shift, with research forming a more noticeable profile; second, practitioner-oriented research was the dominant research endeavour; and third, there appeared to be an incomplete understanding of the potential of research to change a staff member’s career and teaching practice. The article concludes by giving consideration to the implications of the findings.     

State Policy and the Affordability of Public Higher Education: The Influence of State Grants on Persistence in Indiana

The coordination of state finance strategies has been widely advocated as a means of maintaining affordability in public colleges and universities. This article examines the influence of state grants on equalizing opportunity for persistence among full-time resident students in Indiana's public system of higher education. The findings indicate that the state has maintained a commitment to a balanced approach to higher education finance, with increases in state grants that corresponded with tuition increases in the middle 1990s. This investment has been sufficient to equalize opportunity to persist.