دانلود رایگان مقاله لاتین استراتژی ابتکارات دانشگاه از سایت الزویر
عنوان فارسی مقاله:
ابتکارات عالی دانشگاه در اسپانیا، یک استراتژی ممکن برای بهینه سازی منابع و بهبود عملکرد محلی
عنوان انگلیسی مقاله:
University excellence initiatives in Spain, a possible strategy for optimising resources and improving local performance
سال انتشار :2015
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بخشی از مقاله انگلیسی:
2. University strategies to improve quality
In the wake of globalisation, today's higher education landscape is characterised by growing internationalisation and competitive pressure. Huisman and Van der Wende (2004) noted that many higher education institutions around the world are implementing internationalisation strategies, as opposed to their former nationally-oriented focus. Since the creation of the Academic Ranking of World Universities (ARWU) in 2003, university listings have come into widespread use by scientific policy managers as well as by students, professors and researchers seeking the institutions of greatest prestige in which to pursue their careers. The appearance of such rankings has favoured the development of a global market for higher education in which all countries' major research universities participate. According to a European University Association report published in 2011, international rankings are biased toward research universities, inasmuch as the indicators focus primarily on research. Research-heavy universities are therefore seen to stand “at the pinnacle of the world's academic systems” (Kearney and Lincoln, 2013). These institutions compete worldwide and are characterised by a high concentration of talent as well as a wealth of resources to provide a favourable environment for advanced research (Altbach and Balan, 2007; Salmi, 2009; Liu et al., 2011). The main implication of these developments, theoretically speaking, is a change in the model. Universities have moved from country-specific institutions to organisational actors expected to have goals and strategic plans for their implementation (Ramirez, 2010). Visibility in the international listings of highest prestige has therefore become a matter of major consequence for educational institutions, for it enables them to attract resources more effectively. According to the European University Association (2011), however, one of the main objections to rankings is that they apply the same parameters to measure the activity of very diverse institutions (most such listings attach greater importance to research than to education), rendering many universities invisible. In light of such considerations, Jamil Salmi (2010) asks: “How many universities (in a country) can be in the top 500?”. The answer, obviously, is that only the ones with a fully consolidated international and research profile, such as the major American and European institutions that head the list, are in a position to access the top spots (Altbach and Salmi, 2011a,b). For most universities in non-core countries, however, ranking among the world's top 100 is a tall order. As prior studies showed, although the size of an institution is important, it is not sufficient to achieve a qualitative leap (De Filippo et al., 2012). Further to the authors, small improvements in productivity and visibility do not suffice. The introduction of significant change would call for implementing a clear strategy to launch a group of the highest performing institutions on an international scale. Combining institutional strengths might be a promising option, encouraging cooperation between high quality universities (Deiaco et al., 2009). Not just any network, alliance or partnership is valid, however: relationships must be furthered between research-oriented institutions characterised by scientific excellence and dynamic and entrepreneurial managements
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