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1.
The landscape in consumer marketing is changing due to the rise in popularity of social media. This shift has also affected how higher education institutions build relationships with their stakeholders. This study explores how social media engagement impacts relationship quality between the university and one of its key stakeholder groups, students. Data were collected via an online survey and analyzed using the Mann–Whitney U test, regression and the Kruskal–Wallis test. Results indicated a positive association between students following a university via social media and the perception of having a high-quality relationship with their university, and that following a university on multiple social media sites leads to an even higher perception of relationship quality. The results provide important and timely implications for both universities and higher education marketers. Our findings suggest that higher education marketers should invest resources in social media communications to form high-quality relationships with their stakeholders. 相似文献
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Bruce Curtis 《Globalisation, Societies & Education》2008,6(2):179-194
The Performance‐Based Research Fund introduces research assessment and links this with the state funding of institutions of higher education in New Zealand. There has been considerable support from the university sector for this initiative in the belief that it will divert funding from polytechnics and other tertiary education organisations. This sectoral support borrows a thirdway rhetoric of rewarding excellence also used by Government, but becomes problematic at the point where institutional shares are determined. The paper explores how a rhetoric of rewarding excellence in research is subordinated to a new mangerialist thrust for efficiency and greater productivity from academics. The methodology of the Performance‐Based Research Fund is analysed as providing an imperfect local driver for the global phenomenon of new managerialism in higher education. 相似文献
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Similar to other European countries, the introduction of non-academic, especially managerial, criteria in higher education has shaped and altered Austrian universities since over a decade. This paper presents the results of a frame analysis of Austrian higher education debates from 1993 until 2010. It outlines how reforms in higher education were prepared and enhanced by a new policy discourse, with a special focus on the way gender equality is framed in reform debates. Our article describes three core frames: ‘from local to global’, ‘from ivory tower to business’ and ‘from civil servant to excellence’. We cluster these three frames around imaginations of space that are embedded in the normative foundations of academia, and discuss how this links up with arguments for gender equality. We furthermore propose to analytically separate two conceptions of the university: the ‘entrepreneurial’ and the ‘managerial’ university. 相似文献
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Hitendra Pillay 《Studies in Continuing Education》2013,35(1):93-102
In light of the significant changes happening in all sectors of our society, we in the education sector and in particular in the universities, have adopted a number of innovative ideas for delivering education. Many of these innovations deal with procedural aspects related to learning and consequently little concern has been shown to individuals' beliefs about knowledge and dispositions for learning. Beliefs and dispositions are powerful tools to effect a more meaningful and sustainable change to how individuals engage in learning. This paper discusses some recent findings from research into university students' beliefs about the nature of knowledge and their conceptions of learning, and identifies the implications for a learner-centred university education. Learners' beliefs both informal and formal may influence the way they approach learning. Do they learn to apply, or learn to understand? The effort they make to learn depends on their perception of how the learning will reward them. The paper also explores the cross-cultural beliefs about knowledge and conceptions of learning. 相似文献
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Scenarios of quality assurance of stakeholder relationships in Finnish higher education institutions
Anu Lyytinen Vuokko Kohtamäki Jussi Kivistö Elias Pekkola Seppo Hölttä 《Quality in Higher Education》2017,23(1):35-49
Although the role and significance of the external stakeholders of higher education institutions has grown in recent years, quality assurance of stakeholder relationships remains a new phenomenon in the management practices of higher education institutions and in higher education research. Based on interviews and expert panel data, this article analyses the internal and external stakeholders’ perceptions of scenarios of the quality assurance of stakeholder relationships in Finnish higher education institutions. It especially focuses on exploring how institutions can balance internal and external stakeholders’ perspectives with regard to quality assurance. The results show that an essential challenge for Finnish higher education institutions is to develop flexible quality assurance practices capable of balancing the academic goals of the institutions and the needs of the external stakeholders. This also requires seeking balance between the centralised coordination and the differentiated practices of disciplines and academic units inside institutions. 相似文献
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As the Chinese mainland has transitioned from elite to mass higher education, the race to attend university has escalated to become a race to attend selective universities. This study focuses on rural female university students and explores how they make sense of their higher education admission experiences. We rationalize that the inquiry into fairness is crystallized through examining rural female students’ voices, which remain largely marginalized from the literature. Drawing from in-depth interviews with 22 rural female undergraduates from five selective universities in northern China, we focus on their perspectives towards three key issues in higher education admission: entrance exams, region-based quotas that put them at distinct disadvantages, and new reform initiatives. 相似文献
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AbstractWith more investigation into the reception of evolution in non-Christian majority cultures, and the increased awareness that anti-evolution sentiment is a global phenomenon, new educational resources are being developed to meet newly understood needs. This article explores the situation in Israel regarding conceptions of the compatibility of evolution and religion, as well as the educational initiatives being developed to advance dialogue. Included in the article are data from a study in a Jewish, Muslim and Christian school regarding stakeholders’ views on evolution, as well as insights from the first professional development course for Israeli teachers on “Evolution and Faith.” 相似文献
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Vivien Hodgson 《Learning, Media and Technology》2017,42(2):198-213
While there are many studies exploring the phenomenon of lecturers’ use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani university context. We describe how lecturers’ use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers’ daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers’ pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts. 相似文献
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This article explores the place of teacher dispositions in English teacher preparation by contextualizing the issue of dispositions in English teacher preparation. This allows consideration for the importance of developing professional dispositions during English teacher preparation by recognizing that various stakeholders (teacher educators, university supervisors, mentor teachers, and preservice teachers) in teacher education often understand dispositions differently. The authors reflect and offer suggestions on how professional dispositions might be more effectively addressed in an English teacher education program through richer interactions among all stakeholders. 相似文献
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This paper explores new patterns of learning across cultures in higher education through a case study of a cohort of international
graduate students at a university in Chinese mainland. North University (NU) has hosted international students in its Chinese
language and culture programs for decades. However, between 2008 and 2010, a new Master’s degree program for international
students was established. This attracted 75 graduate students from different disciplinary backgrounds, from 21 developing
countries in Africa, Asia, Latin America, and Oceania. English is the common language to both students and faculty, but a
foreign language to all. This program marks a significant shift for China’s higher education as it reaches out to the world.
The paper describes this cohort’s lived experiences in China, including academic, linguistic and sociocultural learning. It
analyzes the challenges such programs pose for the Chinese higher education system, explores how these challenges have become
opportunities for growth and how barriers have been overcome. It also discusses the implications of this case for the upgrading
of higher education quality in China. 相似文献
12.
Graduate employability and educational context: a comparison between Great Britain and the Netherlands 
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下载免费PDF全文 Gerbrand Tholen 《British Educational Research Journal》2014,40(1):1-17
Within policy circles, graduate employability remains a problem. It is often understood as an individual phenomenon, overlooking the influence of the organisation of higher education on the competition for graduate jobs. This article explores and compares how graduate employability is socially constructed within Great Britain and the Netherlands. It provides an analysis of both Dutch and British systems of higher education and explains how they shape the positional competition for graduate jobs. In addition it shows how perceptions of employability of final year university students relate to these two educational systems. The article is based on an empirical study on graduate employability in both countries using both micro analysis as well as contextual analysis. The article shows a fit between educational structure and employability strategies. The educational context shapes graduates' understandings and expectations of the competition for graduate jobs. 相似文献
13.
Young Chun Kim 《课程研究杂志》2019,51(2):141-161
This article presents a new conceptualization of ‘shadow curriculum’, one component of the worldwide phenomenon of shadow education, i.e. learning outside of school. Traditional conceptions of curriculum are not applicable to shadow education, and so this article begins by exploring how shadow education practices qualify as a new focus of curriculum studies. Based on existing scholarship and our own field experience in South Korea, we propose that shadow curriculum can be defined as supplementary curriculum out of schooling provided by educational business industries that are aimed for individual students’ academic success in formal education. The following discussion explores the characteristics of shadow curriculum and shows that incorporating shadow curriculum as a new area of focus in the field of curriculum studies can broaden existing understandings of student learning and the concept of curriculum. Our hope is that this discussion will open a new intellectual space for analysis of the complex phenomenon of shadow education within the field of curriculum studies. 相似文献
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高等教育大众化阶段大学生学业失败成因分析及对策 总被引：1，自引：0，他引：1
王新峰 《黑龙江教育学院学报》2011,30(10):14-16
高等教育大众化阶段,地方普通本科院校大学生学业失败现象比较普遍。通过对某高校部分学生学业失败的成因分析,探讨学校教育教学工作中有待改进的问题,以期找到适合大众化阶段学生特点的人才培养新思路。 相似文献
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ABSTRACTThis study explores how conceptions of learning relate to quality of university life among deaf or hard-of-hearing (DHH) and hearing university students in mainland China. The Conceptions of Learning Inventory III and the Quality of University Life Measure were administered to 200 DHH and 240 hearing students. Results showed that deep-level conceptions of learning (learning as duty) significantly and positively predicted quality of university life among DHH and hearing students, while surface-level conceptions of learning (learning as gaining information) significantly negatively predicted quality of university life among DHH students. The significance, limitations, and implications of the present research for university administrators, teachers, and students are discussed. 相似文献
16.
The autonomy of knowledge and the decline of the subject: Postmodernism and the reformulation of the university 总被引：2，自引：1，他引：2
William G. Tierney 《Higher Education》2001,41(4):353-372
The article pertains to how one might employ postmodern assumptions in the study and analysis of comparative higher education. The text first critiques the idea of modernism by way of a discussion about postmodernism. The author then analyzes the implications of postmodernism for comparative higher education research. In doing so, the author outlines five tenets of postmodernism that revolve around alternative ways of thinking about knowledge production and identity construction. The premise of the text is that postmodernism offers a different interpretation from modernism about the twin ideas of knowledge and identity. The author concludes by offering suggestions about how postmodernism might reorient the work of comparative higher education research. Accordingly, the goal of the text is to delineate competing conceptions of reality with regard to knowledge production, identity, and the role of the university. 相似文献
17.
Michael Prosser Rosemary Millar 《European Journal of Psychology of Education - EJPE》1989,4(4):513-528
Recent research on student learning in higher education has increasingly focussed on experiential aspects of how students approach their studies and what they learn from their studies. In this paper we describe the results of a study using phenomenographic research techniques, which focusses on student learning in a first year university physics course. The study, using interviews with sixteen volunteer students from the course, shows that only those students who actively sought to change their conceptions of the subject matter did so, while those who sought only to reproduce that subject matter did not. 相似文献
18.
Gail Whiteford John Hunter Rhonda Pitson Deborah Breckenridge Yaegl Elders 《高等教育研究与发展》2017,36(7):1490-1502
In this article, findings of a qualitative study of an Indigenous widening participation program are presented. The program, River of Learning, has been in existence since 2010 and represents a powerful collaboration between a rural high school in New South Wales (NSW) Australia, a metropolitan university, Indigenous Elders and non-Indigenous community members. An analysis of the narrative data generated through individual and group interviews with stakeholders provided findings with respect to the program including how it has contributed to the building and strengthening of university and community relationships and how important the interaction with Indigenous Elders and school and university staff is in development of confidence to engage in higher education in the Indigenous students. These findings are discussed and the article concludes with reflections on the learnings generated through such university, school and community collaborations and what these may mean in ensuring greater Indigenous representation in higher education in Australia in the future. 相似文献
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近年来我国高等院校出现了"研究型大学"和"教学型大学"的提法,这两个概念的并列提出存在理论误区,在实践上会从发展战略的高度误导高校的办学思路,不利于高等教育"提高质量"、"优化结构",形成特色发展、多元优势互补的共同繁荣局面。 相似文献
20.
Research on professional socialisation in higher education has been conducted in nursing, pharmacy, teaching and law, but there is a lack of studies on professional socialisation in tourism and hospitality education. This paper contributes to the body of knowledge by revising the professional socialisation framework ‘Conceptualising Graduate and Professional Student Socialisation’ through the findings of a broader study on the professional socialisation of Chinese international students enrolled in tourism and hospitality degrees at a particular Australian university. The study examined diverse stakeholders’ perceptions of attributes needed by Chinese graduates with Australian university qualifications in tourism and hospitality management entering the Chinese hotel industry. The revised framework, ‘Higher Education Students’ Professional Socialisation Framework’, suggests different processes for enhancing the socialisation and career development of Chinese international students with an Australian tourism and hospitality management degree through work-integrated learning; language learning and communication; teamwork and mentoring; and interactions among different stakeholders. Furthermore, workplace socialisation emphasises mentoring and recognises different approaches to career development. Finally, the revised framework explains how the different stakeholders impact on the professional socialisation of students and graduates. The revised framework, which has a cross-cultural dimension, is generic and can be applied to other fields of study and to both international and domestic students in higher education. 相似文献