This paper explores the application of agency theory in understanding funding mechanisms for higher education institutions(HEIs),with a particular focus on performance-based funding(PBF).Agency theory,which examines the principal-agent relationship,provides a framework for analysing how economic incentives align HEIs'actions with public policy goals.The paper discusses the strengths of agency theory,such as its clarity and predictive capabilities,in framing funding and monitoring modalities.It also highlights the theory's limitations,including its narrow focus on self-interested behaviour and the challenges posed by informational asymmetries.Empirical evidence on the effectiveness of PBF in enhancing HEI performance is reviewed,revealing mixed results and a need for further rigorous research.The paper concludes that while agency theory offers valuable insights into HEI funding dynamics,it requires empirical validation and a nuanced understanding of real-life complexities.It calls for more comprehensive studies to test the assumptions and impacts of PBF,especially in diverse contexts.The findings underscore the importance of designing effective funding policies that consider both economic incentives and the broader organizational environment of HEIs,ultimately aiming to improve educational and research outcomes.
This article presents the reader to the cornerstones associated with the study of complex systems with an anchoring on the phenomenon of resilience,broadly defined as a system/entity/individual's ability to adapt to emerging demands(adversity)while retaining both function and a sense of identity.Following a presentation of key concepts and perspectives,the article sheds light on their applicability to the field of higher education research,within the context of change and adaptation dynamics,in the form of strategic review of the existing literature in the European context.This study seeks to alert higher education scholars to the explanatory power associated with the systemic and resilience perspectives and help set in motion a research agenda for future inquiries.
Higher education institutions(HEIs)face increasing pressures from financial constraints,technological advancements,sustainability requirements,and societal expectations.This article revisits Adaptive University Structures(Sporn,1999)and proposes an updated analytical framework to address contemporary challenges.It explores governance models,strategic leadership,and institutional adaptation mechanisms,integrating insights from organisational theories,network models,and higher education research.The revised framework categorises HEIs into three adaptive models:resilient,strategic,and innovative,each reflecting different approaches to complexity,governance,and institutional response.Furthermore,the study highlights the significance of quality,sustainability,and impact in shaping the future of universities.By reassessing adaptation strategies in a volatile environment,this chapter provides theoretical and practical implications for enhancing the responsiveness and effectiveness of HEIs globally.
本文阐述了 ChatGPT等聊天机器人在教育培训中的性能和局限性.为了确保此类人工智能工具的适当使用,必须全面了解相应算法的基本原理和局限性.本文首先梳理了人工智能领域从ELIZA、CSIEC到WATSON等聊天机器人系统的发展路线,然后介绍了 ChatGPT的功能原理:人类语言的统计概率模型、人工神经网络、基于大规模文本的深度学习算法、应用人类反馈的强化学习算法等.基于以上技术基础,本文讨论了 ChatGPT为代表的新一代人工智能技术对教育政策带来的挑战,包括学生就业招聘、法律和新闻等相关专业教学设计、学生论文写作、学生考试和其他评价方式等,并提出应对这些挑战的方案,以保证未来在教育和培训领域中人工智能技术能够得到合理、有效、公平的应用.
在教育研究的范式争议中,对教育研究对象的本体论探讨是一个重要的基础议题.本文首先梳理和检讨二十世纪中叶以来有关个人意识、社会集体意识以及社会制度之本体论基础的主要论述,并综合出一个可应用于教育研究之对象的本体论探讨的分析架构,在此基础上尝试厘清与界定教育研究的本体论基础;最后指出教育研究指向"树人"之事业,其研究对象横跨个人自我意识的培育、社区文化的构建以及国家民族集体意识之铸造.面对这庞杂繁复多层次的主题内容,立足人文科学与实在主义的教育本体论概念架构,教育研究中质性与量化方法的分隔表征是对教育不同向度与不同层次主题的不同聚焦.
