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Descriptors:
Higher Education; Commercialization; Curriculum Design; Foreign Countries; Case Studies; Sustainability; International Education; Educational Quality; Excellence in Education; Networks; Educational Administration; Educational Practices

Abstract:
This article examines how commodification and consumerism have sharpened the discourse of internationalization in Taiwan's higher education. Given the strong sense of crisis in the less prestigious universities, this article argues that internationalization is only a means to survive instead of a pursuit of excellence to these universities. This empirical finding leads us to rethink the concept of internationalization and its relevance and application to Taiwan's higher education. This article adopts a case study approach to investigate the practices of internationalization, including program and institutional mobility, overseas networking, curriculum design, teaching, and administrative support. The implications of these internationalization practices for sustainability and quality in higher education development are then discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Productivity; Higher Education; Evaluation Criteria; Governance; Foreign Countries; Humanities; Global Approach; Competition; Reputation; Benchmarking; Educational Trends; College Faculty; Research; Faculty Publishing; Institutional Evaluation; Educational Policy; Financial Support; Periodicals; Citations (References); Social Sciences; Statistical Analysis; Academic Achievement; Excellence in Education; Student Recruitment

Abstract:
The increasing importance of the competition in global university ranking has resulted in a paradigm shift in academic governance in East Asia. Many governments have introduced different strategies for benchmarking their leading universities to facilitate global competitiveness and international visibility. A major trend in the changing university governance is the emergence of a regulatory evaluation scheme for faculty research productivity, reflected by the striking features of the recent changing academic profile of publication norms and forms that go beyond the territories of nation-states in the East and West. With the expansion of the Taiwanese higher education system in the last two decades, the maintenance of quality to meet the requirements for international competitiveness has become a key concern for policy makers. Since 2005, the Ministry of Education has introduced a series of university governance policies to enhance academic excellence in universities and established a formal university evaluation policy to improve the competitiveness and international visibility of Taiwanese universities. In so doing, the government has legalized a clear link between evaluation results and public funding allocation. Research performance is assessed in terms of the number of articles published in journals indexed by the Science Citation Index (SCI), the Social Science Citation Index (SSCI), and the Arts and Humanities Citation Index and in terms of citation rates and associated factors. Therefore, evaluation has taken on a highly quantitative dimension. Despite the efforts of concerned parties to encourage academic excellence, the above-mentioned quantitative evaluation indicators have resulted in bitter complaints from the humanities and social sciences, whose research accomplishments are devalued and ignored by the current quantitative indicators. In this paper, the authors describe the recent petition for collective action initiated by university faculty to protest the privileging of SSCI and SCI publications as critical indicators for academic performance regardless of faculty discipline and specialization. The article concludes its argument with a group petition calling for more diverse and reliable indicators in recognizing the research of different natures and disciplines while creating culturally responsive evaluation criteria for social sciences and humanities in the Taiwanese academe. The article not only sheds light on academic evaluation literature, especially on the uncertain paradox of globalization and market economy, but also proposes alternatives to the evaluation system for humanities and social sciences in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Higher Education; Foreign Countries; Public Officials; Universities; Reputation; Interviews; Educational Change; Policy Analysis; Government Role; Educational Quality; Excellence in Education

Abstract:
The purpose of this study is to provide an overview of the Korean government's policies for building world class universities (WCUs) and their implications for Korean higher education institutions. Primarily through an extensive literature review, but also through a discussion of field interviews and the experiences of one of the authors as a public official in education policy making, this study examines the Korean government's policies to establish WCUs, as well as the outcomes and consequences of these policies. Using the framework suggested by Salmi (The challenge of establishing world-class universities. The World Bank, Washington, DC, 2009), the study seeks to answer the following research questions: (a) What policies has the Korean government implemented to build WCUs since the late 1990s? (b) How has the government's quest to build WCUs transformed the Korean higher education system? Specifically, how have HEIs in Korea responded to the policies implemented? (c) What issues and challenges has the Korean higher education system confronted in its quest to build WCUs? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Assignments; Quarter System; Stress Variables; Depression (Psychology); Symptoms (Individual Disorders); Extracurricular Activities; Correlation; Tests; Undergraduate Students; Academic Achievement; Excellence in Education

Abstract:
This study seeks to find if the structure of the demands of the quarter system impacts the levels of depression reported in the school's student body. That is, can the external and systemic stressors at be linked to levels of depressive symptoms? This study proposes that depressive symptoms may be linked to external stresses exerted on the student in the form of school and extracurricular time commitments, as well as the occurrence of exams and other points of evaluation. Analyses were performed on self-reported time-series data on depressive symptoms and external stressors from a random sample of thirty-seven Stanford University students in the spring of 2009. Within the limitations of the study, results indicate that depressive symptoms have a strong relationship to the quarterly structure and tend to vary not with time constraints but with midterms and major assignments. Depressive symptoms peak sharply around the time of midterms. Further, Stanford undergraduates are remarkably more prone to depressive symptoms than the national average. These conclusions suggest that depressive symptoms may be linked to the structure of the quarter system due to the condensed occurrences of major assignments, particularly when considered in relationship to the campus culture of excellence and achievement. (Contains 2 tables, 5 figures and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Liberal Arts; Honors Curriculum; College Admission; College Applicants; State Universities; Excellence in Education; Enrollment Trends; Selective Admission; College Choice

Abstract:
Honors colleges housed in public universities began only in the last half century, but have become nearly ubiquitous over the last 20 years. This paper, using recent data from the oldest stand-alone honors college in the country, is the first to study how the application and enrollment decisions of honors college students differ from the general population of students considering a large public university. Overall, the empirical results suggest that honors college applicants and enrollees are drawn from the right-tail of its host institution's ability distribution, independent of residency status. Nonetheless, honors-college applicants are still more likely to enroll in selective and liberal arts institutions than the general pool of admits to a large public university, which is only partially offset by the effect of honors-college admission. It follows that honors colleges enroll academically stronger, but not the strongest, admits to a large public university. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Ethnic Diversity; Excellence in Education; Equal Education; Educational Opportunities; Affirmative Action; Comparative Analysis; Comparative Education; Foreign Countries; Schematic Studies; Educational Policy; Politics of Education; Administrative Principles; Academic Achievement

Abstract:
In her teaching, research, and community activities in Canada, the author has repeatedly confronted questions regarding equality, diversity, and power. In this article, the author discusses diversity and equal opportunity to achieve excellence in education. Reflecting on these issues should help everyone to understand the complexities involved in the phenomena of globalization and the expanded diversity associated with the expansion in higher education around the world. She argues that diversity and excellence reinforce rather than contradict one another. In the first part of this presidential address, the author proposes a definition of the problem and suggests a framework for how one can think about the issues of diversity and excellence by briefly elucidating the concepts. How can contemporary multicultural democracies devise effective equitable policies to deal with difference and build just societies? She next discusses the context of higher education and issues of diversity and excellence in knowledge creation. In the second part, she focuses briefly on Canada, the United States, and India to discuss the impact of policies of affirmative action in university admissions as a means of inclusion. Her reason for comparing Canada, the United States, and India is that in all three a common instrumentality and practice can be found despite their very different contexts and histories. (Contains 15 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Journalism Education; Journalism; Educational Needs; Scholastic Journalism; Reader Response; Change Strategies; Educational Change; Relevance (Education); Curriculum Evaluation; Educational Objectives; Educational Philosophy; Educational Practices; Academic Achievement; Excellence in Education; Academic Standards; Educational Quality

Abstract:
On June 4 this year, Howard Finberg of the Poynter Institute gave a speech called "The Future of Journalism Education" at the European Journalism Centre's twentieth anniversary celebration in Maastricht, the Netherlands, in which he presented the results of a survey of journalists and journalism professors about the value of a journalism degree, among other things. Finberg spent the rest of his speech bragging about Poynter's News University, encouraging journalism schools to offer a lot of News University-type online courses, saying that "maybe a journalism degree isn't the endgame" (after earlier having said "I do NOT suggest that this survey says that a degree is unimportant"), suggesting that journalism and mass communication (J&MC) programs do "practical research, not just academic exploration," and pushing a combination of student work portfolios that go way beyond "just traditional clips or tapes" and "digital badges that represent skills or other competences" of students in addition to the uber-portfolio and the course transcript. Finberg packed quite a bit into this Maastricht speech, and it requires more than a little bit of unpacking, which the author does in this article without defending the status quo. In sum, the author points out that a sincere goal of true excellence, which would involve, among other things, all journalism students producing News21-like work, would lead to meeting Carnegie Corp.'s three journalism "needs." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Partnerships in Education; Cultural Awareness; Foreign Countries; Honor Societies; Sustainable Development; Student Teachers; International Education; Excellence in Education; Global Approach; Organizations (Groups); Teacher Exchange Programs; Teacher Education; College Faculty; Workshops; Educational Research; Cooperation

Abstract:
As an "international" honor society in education, Kappa Delta Pi (KDP) recognizes the importance of encouraging and promoting education internationally in the 21st century. The challenge shared by educators in many countries is to achieve higher levels of learning for all students. Committed educators around the globe are already working to improve the academic achievement of students, so there is a unifying appeal to partner with others who are committed to excellence in teaching. To facilitate this need, KDP is working to establish partnerships and opportunities for members of the KDP community and other educators to learn from their peers in other countries. To advance KDP's mission of globalizing its impact, the Society's specific goals include strengthening current international partnerships and establishing new ones with Chinese educational institutions and educators. Areas of possible collaborative opportunities include the exchange of student teachers, practicing professionals, administrators, and teacher preparation faculty; workshops; and collaborative research projects on topics such as Education for Sustainable Development (ESD). Through international collaborations, teachers and school officials are learning to differentiate instruction to better meet the needs of diverse learners. Moreover, two new KDP chapters were installed in China--the Shanghai Far East School Chapter and the Asia-Pacific Network for International Education and Value Education-China (APNIEVE) Chapter. With a shared commitment to professional growth and high standards, many opportunities for Sino-American exchanges were identified for student teachers, practitioners, administrators, and faculty. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Minimum Competency Testing; Evidence; Immigrants; Minimum Competencies; Global Approach; Educational Trends; Trend Analysis; Hierarchical Linear Modeling; Excellence in Education; Mathematics Achievement; Science Achievement; Gender Differences; High Achievement; Educational Change; Cross Cultural Studies

Abstract:
A recent study in the USA documented the existence and growth of "excellence gaps" among students. These gaps are similar to the minimum competency achievement gaps that proliferate in policy discussions in many Western countries, but excellence gaps focus on the highest level of achievement rather than minimum competency. We extend this research using an international approach, data from the most recent Trends in International Mathematics and Science Study, and a multilevel model for change to examine excellence gap trends with specific emphasis on sex and immigrant status of the student. At an international level, sex-based findings are encouraging. Specifically, we found evidence of shrinking sex-based excellence gaps in both science and mathematics. With respect to immigrant status and excellence gaps, small gaps in the proportion of advanced achievers persist over time. In the context of large demographic changes worldwide, we argue that these findings are generally encouraging. (Contains 6 tables, 12 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; Inclusion; Educational Change; Models; Expertise; Educational Practices; Educational Research; Guidelines; Educational Objectives; Teaching Methods; Trust (Psychology); Self Concept; Excellence in Education; Personal Autonomy; Talent Development

Abstract:
In their commentary, from the very start, the authors welcome the opportunity to face the inefficacy of the currently existing educational paradigm gifted people. For many years, they have verified and supported the difficulties of a paradigm whose philosophy and anthropological foundation are incapable of guaranteeing the promotion and development of gifted people's potential. It is now urgent to review, as the author has done, the results of an educational practice and a traditional research that have not met the experts' expectations (Lipsey & Wilson, 1993). This proposal is timely because gifted people's education should be in tune with education in general, the paradigm of which (institutional, administrative, instructional and personal) has given way to the new paradigm of inclusive education (Banathy, 1984), and it should somehow reflect their coincidence, especially with regard to their common roots, goals, and guidelines. Besides being timely, this proposal is also necessary because, from this perspective, gifted people's results and the trust placed in the people who may one day be the social, scientific, and political leaders of society would not only improve, but the gifted people would also benefit by achieving a more realistic personal self-image and, especially, by developing their whole potential. The author provides a concrete model of the systemic approach, which is original, novel and useful, because it serves as a referent both when designing new approaches to the gifted person's education and to diverse research projects. Summing up, the authors believe that the author's proposal is timely, necessary and useful, and could guide and promote excellence in gifted people's education, provided that their autonomy is respected. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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