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An Comparative Study On The Social Evaluation Standards Between Chinese And American Colleges

Posted on:2014-12-20Degree:MasterType:Thesis
Country:ChinaCandidate:D XieFull Text:PDF
GTID:2267330425461195Subject:Public Management
Abstract/Summary:PDF Full Text Request
With the development of higher education, society, as the third evaluate subject,plays a vital role in social evaluation. The college social evaluation contains highereducation accreditation and college ranking. In order to evaluate the quality of highereducation, it needs to set comprehensive, fair, reasonable and scientific standards.Whether the evaluation standards are fair or reasonable, it determines the justice andscientific of college social evaluation and the acceptance by society. The UnitedStates, as one of the most developed countries in education, the higher educationaccreditation and ranking is an important part of American higher education qualityassurance system, however, China’s development in those two parts are slower.Therefore, the writer selects the typical and representative standards in universities ofChina and the United States of their social evaluation criteria to be compared.In the accreditation criteria aspects, this thesis selects the New EnglandAssociation of Schools and Colleges accreditation standards as a representativeexample in United States, and selects colleges and universities undergraduate teachinglevel evaluation as an example in China. In the college ranking standards, this thesischooses U.S News and World Report as an example in America, and WuhanUniversity of Chinese science evaluation research Center who released the Chineseuniversities’ competitiveness evaluation as an example in china. Their commons inhigher education accreditation criteria are elaborated from four aspects, including thepurpose of school, school conditions or educational resources, educational processand the quality of education. In the mean time, their commons in colleges rankingstandards are elaborated from educational investment, the educational process and theeducational output. As to their differences, the accreditation criteria are discussedfrom school self-evaluation, qualitative and quantitative, diversity andindividualization, student learning outcomes. The college ranking standards arediscussed from the quality of education, research conditions and alumnidonations.What’s more, it explains the causes of the evaluation criteria from thepolitical, cultural and technological aspects. Eventually, based on the elaboration onthe above, it concludes some enlightenment and recommendations as follows, totransform government functions and establish a professional certificationintermediaries; based on national conditions, establish a reasonable university classification criteria and classification assessment; to increase ranking reliability andexpand data sources. Specific recommendations are as follows, to emphasis onself-assessment, the combination of the outside observation and self-assessment; tocombine quantitative and qualitative index system; to establish the general indicatorand personalized indicators index system; to emphasis on the assessment of studentlearning outcomes and some specific recommendations on college rankings.
Keywords/Search Tags:social evaluation on higher education, evaluation standards, comparison, accreditation criteria, ranking standards
PDF Full Text Request
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