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U.S. – China Higher Education Leadership Programs: Quality Standards and the Implications for Student Learning, Policy & Practice. Dianne Wright, Ph.D. Associate Professor of Higher Education Leadership Florida Atlantic University-Davie Campus Department of Educational Leadership
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Dianne Wright, Ph.D.
Associate Professor of Higher Education Leadership
Florida Atlantic University-Davie Campus
Department of Educational Leadership
College of Education
Higher Education Leadership Preparation Programs in China
Rationale– waning confidence; general lack of information about the internal workings of C&Us (Reisbert, 2011; p. 129).
Assessing Student Learning and Program Quality:
U.S. System initially emphasized primarily “inputs” (e.g., size of the library, # of professors with advanced degrees, etc.)
-Measurement criteria expanded to include “outcomes” over “inputs” in an attempt to measure “impact.”
In Addition to the Five U.S. Regional
“China exhibits a great need for better regulation as well as more academic qualifications; …. to this end many of China’s major universities now function as centers of excellence that drive the entire higher education system to a higher level” (ACE home page, p.2).
What we do know, however, is that:
- there are a number of research studies that support the contention that there is a set of skills and knowledge competencies that should be incorporated in graduate higher education leadership preparation…..
“These fast changing and complex times require movement away from amateur leadership and toward a trained higher education leadership possessing measurable knowledge and skills that set them apart from those who cannot be put to such a test”
(Wright & Miller, 2007,p.38).
Adelman, C. (July 2008). Learning accountability from Bologna: A higher education policy primer.
American Council on Education http://www.acenet.edu/Am?Template.cfm?Section=Insights&TEMPLATE=/CM/ContentDi
Altbach , P. & Knight, J. (2011). Higher education’s landscape of internationalization. In Philip G. Altbach (2011) (Ed.). New York: Routledge.
Leadership for world-class universities: Challenges for developing countries.
Brown, R. (2004). Quality assurance in higher education: The UK experience since 1992. London: RoutledgeFalmer.
Reisberg, L. (2011). Where the quality discussion stands: Strategies and ambiguities. In Philip G. Altbach (2001) (Ed). Leadership for world-class universities. Challenges for developing countries. New York: Routledge.
Rhoades, G. (2004, September). Technology enhanced instruction and a mode III organization of academic work. Paper presented at the European Meeting of the Association of Institutional Research (AIR). Barcelona.
Schneider, C.J. & Gaston, P. (2009). The challenge of Bologna: What United States Higher Education has to learn from Europe, and why it matters that we learn it.
Tight, M. (2007). The development of higher education in the United Kingdom since 1945. New York, NY: McGraw-Hill.
Vlasceanu, L., Grunbert, L. & Parlea, D. (2007). Quality-assurance and accreditation: A glossary of basic terms and definitions. Bacharest, Romania: UNESCO
Wright, D. & Miller, M. (2007). Training higher education policy makers and leaders: A graduate program perspective. Charlotte, NC: Information Age Press/Greenwood Press.