共查询到20条相似文献，搜索用时 31 毫秒
1.
Anthony Potts 《Educational studies》1997,23(2):229-241
Governments of Australia have, at least since the 1960s, desired the control of tertiary education. From the mid-1960s to 1988 Australia had a binary system of higher education comprised of universities and colleges of advanced education. The latter were subject to much stricter government regulation. One of the main intentions was to have a system of tertiary education which was more attuned to the economic needs of the nation and less expensive than traditional universities. Colleges of advanced education were supposed to be ‘equal but different’. Historians of education have been criticised for concentrating on facts and acts and for ignoring the human and social dimensions of institutional history. This paper redresses some of these shortcomings. The paper focuses on the individual working lives of a group of academic staff in one of Australia's oldest colleges of advanced education. It examines the influence of government regulations at the individual level. The paper investigates how system-wide restraints were reflected in the institutions they were supposed to influence. The issues covered include academic recruitment, induction programmes, institutional history, the use of sanctions and rewards and controls on teaching. 相似文献
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Len Moore 《Distance Education》1987,8(1):18-37
This paper deals with the statutory protection of copyright in works created in the course of employment with illustrations of copyright in employer institutions. Distance teachers and their employers — universities, TAFE colleges, schools and colleges of advanced education — are all subject to the law of copyright in making, reproducing and distributing teaching materials. Copyright protection under the Commonwealth Copyright Act, 1968 and Amendments (1980), (1984), is given to literary, dramatic, musical and artistic works as expressions by authors of their creativity. International copyright conventions apply in Australia. Educational institutions are prohibited from ‘authorising’ the making of infringing copies. Certain dealings by educational institutions with hard copy or software materials do not constitute breach of copyright. 相似文献
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Research-intensive universities, such as the Russell Group in the UK, the Ivy League Colleges in the USA and the Sandstone Universities in Australia, enjoy particular status in the higher education landscape. They are, however, also often associated with social elitism and selectivity, and this has led to critique as higher education systems seek to widen access. This article looks at how academic staff are discursively constructed in five such institutions in South Africa through an analysis of documentation submitted as part of a national review. Three interrelated discourses are identified: a discourse of ‘staff as scholars’ whereby research is privileged over teaching, a discourse of ‘academic argumentation’ whereby a critical disposition is valued and is called upon by academics to resist development initiatives and a discourse of ‘trust’ whereby it is assumed that academics share a value system and should thus be trusted to undertake quality teaching without interference. 相似文献
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Georgia Rotidi John B. Collins Konstantinos Lavidas 《Journal of Further & Higher Education》2017,41(5):611-624
This study examined the relationship between different views of teaching and dimensions that differentiate academic disciplines. A total of 114 academics within Greece and 127 academics from similar disciplines but other countries were compared using the Teaching Perspectives Inventory (TPI). Distinctions among disciplines for both groups were based on Biglan’s 3-dimensional classification (Pure/Applied; Hard/Soft; Life/non-Life). The objective of this study was to examine to what extent the teaching perspectives of the academics differ from one classification category to another. Greek academics represented participants in 15 departments across 9 universities throughout Greece, while the international sample was drawn from the TPI database. Statistical analysis indicated better differentiation of Biglan’s classification for its Life/non-Life dimension than for Pure/Applied or Hard/Soft between the combined samples for four Teaching Perspectives: Transmission, Developmental, Nurturing and Social Reform. No perspectives differences existed for Biglan’s Hard/Soft categorisation, although Greek professors were significantly higher in Soft rather than Hard disciplines in the Developmental, Nurturing and Social Reform perspectives compared to their global counterparts. They also demonstrated overall higher ‘Transmission’ scores. The authors conclude that disciplinary differences are real, but that they are small compared to the interpersonal ones or even to the international ones. The relationships between the teaching perspectives and Biglan’s classifications are further discussed. 相似文献
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Grant Harman 《Higher Education》1977,6(3):313-335
The Australian colleges of advanced education have been developed since the mid-1960s mainly on the initiative of the federal government with the aim of creating a separate sector of higher education parallel to the universities. They illustrate well what has been referred to in the literature as academic drift, a process whereby non-university institutions aspire to become more like universities. Academics in the colleges of advanced education have contributed to the process of upward drift. Academic drift in turn has produced important changes on some key characteristics of college academics. 相似文献
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The internationalisation of higher education in Australia over the past two decades has brought about dramatic changes in Australian universities. Growing numbers of international students have enrolled in Australian universities and the number of students studying offshore has also increased dramatically. While considerable material has been published on the ramifications of the increased numbers of onshore international students studying at Australian universities, there is relatively little published research on the specific challenges facing academics participating in offshore programs. The aim of this project was to examine the current pre-departure cross-cultural training taking place in the business faculties of three Australian universities in order to gain a better understanding of the adequacy of the support given to Australian academics teaching offshore. Twenty staff involved in offshore education were interviewed as part of this project, including academics with considerable offshore teaching experience, senior academic managers and cross-cultural trainers. While these institutions engage in little formal preparation for offshore teaching, a great deal of informal mentoring and briefing is taking place. We consider the implications of the new quality assurance framework for Australian universities, which requires that institutions be able to demonstrate the ways in which they ensure the quality of teaching and learning. Under this new system, universities are bound by the Australian Vice Chancellors' Committee's guidelines for the provision of education to international students. It appears that Australian universities will need to establish more formal mechanisms to ensure that offshore staff are adequately prepared for offshore teaching posts. 相似文献
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Lee Dunn 《高等教育研究与发展》2006,25(4):357-369
Australia is now the third largest provider of education to overseas students. Between 1994 and 2000 the number of overseas students taught by Australian universities increased by 150% to 107,622. It is estimated that 41% of the recent growth in international education has been in offshore enrolments, with each of Australia’s 38 universities now providing offshore education. This paper reviews recent Australian literature on transnational teaching and presents an overview of a study with academics who teach transnationally and who are drawn from nine Australian universities. The study covers the professional development and teaching experiences of these academics and their perceptions of the induction/orientation and ongoing professional development needed to support the delivery of quality trans‐cultural education offshore. 相似文献
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立足社会需求 坚持学生至上——地方性本科高校应用型人才培养模式的改革 总被引：1，自引：0，他引：1
林华东 《泉州师范学院学报》2010,28(5):5-10
地方性本科高校最重要的特征之一：地方性、教学型;特征之二：大多数是世纪初新建校;特征之三：本科教育为主。这类学校的办学主旨应是培养社会急需的人才,定位应当坚持立足社会需求,学生至上。本文从地方性本科高校新形势下的转型、新一轮教学改革的路径、培养方案与教学模式的优化、专业建设的错位发展等四个方面展开论述,深入探索了保证和提高高等教育质量、促进地方高校适应和引领社会发展的途径和举措。 相似文献
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W. Newman 《Higher Education》1986,15(1-2):165-174
Research conducted during the past twenty-five years has consistently indicated that Australian universities are subject to considerable overseas influence in their staffing. It is not known to what extent this influence also extends to the staffing of the country's more recently established colleges of advanced education. This study looks at overseas staffing influence in schools and departments of Education in a sample of ten universities and ten colleges of advanced education in Australia. It compares the extent of such influence in these two different types of institutions and analyses its nature and scope in terms of particular types of qualifications and particular countries. 相似文献
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English has always occupied a key position in China’s education. The quality of English education depends largely on the quality of the English teaching force. Improving the overall quality of Teaching English as a Foreign Language (TEFL) teachers entails advancing both their teaching and research competence. This study, with its focus on Chinese TEFL teachers working in a higher education institution, was set up in a context where Chinese higher education colleges are being transformed into universities and research is becoming a crucial aspect of all teachers’ work. This small-scale case study investigated a group of Chinese TEFL teachers’ perceptions about research and their individual and workplace characteristics that influenced their research endeavours. The findings revealed that Chinese TEFL teachers recognised the significance of research for teaching, professional growth and career advancement. However, lack of individual characteristics such as research and disciplinary knowledge, confidence in research and intrinsic motivation impeded their research efforts. Their institution and departments seemed to encourage research; yet, more specific financial and academic support to start and sustain their research endeavours is required. This study’s findings provide implications for both individual teachers and their institutions to engage TEFL teachers more actively in research. 相似文献
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陈九双 《开封教育学院学报》2013,(4):225-227
高校思想政治理论课承担着对大学生进行系统的马克思主义理论教育的重任。高校政治理论课教师要充分发挥思想政治理论课的这种作用,就要努力提高自己的思想政治素质、业务科研能力、教学水平和制作多媒体课件辅助教学的能力,努力实现高校思想政治理论课教育教学重心转移的创新、教学功能拓展的创新、教学内容的创新、教学手段的创新、教学方法的创新,从而提高教育质量和教学的效果。 相似文献
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《Journal of Further & Higher Education》2012,36(9):1284-1298
ABSTRACTIn the current higher education (HE) environment, indicators of ‘teaching excellence’ (TE) are increasingly under the spotlight. The literature offers a wide range of models and perspectives, but also highlights the need for greater (comparative) scrutiny of the perceptions of those at the centre – staff teaching across the disciplines in different countries. This article aims to contribute to ongoing debates by investigating and comparing the views of 120 academic staff teaching in one of two countries – England and Australia – in an attempt to deepen our appreciation of their definitions and understandings. The findings from this two-stage enquiry using online questionnaires and interviews indicate broad commonalities in the ways in which academics define TE, centred on facilitative, interactive pedagogy related to individual professional aspirations; they also reveal widely shared reservations about the term’s legitimacy and institutional/marketised (ab)use. As such, the findings offer policy-makers and institutions useful insights at a time when TE definitions and metrics are growing global pre-occupations.Abbreviations: teaching excellence (TE); higher education (HE) 相似文献
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钟东荣 《南昌教育学院学报》2012,(1):75-76
公安高等院校实验教学环节是公安教育教学中的一个非常重要的组成部分,它直接关系到能否实现公安专业人才培养目标。目前,大多数公安高等院校对实验教学环节开始重视,但仍有部分公安高等院校并未构建相应的实验教学体系。本文立足公安高等院校教育的人才培养目标,阐述公安高等院校实验教学体系的构建,通过完善公安高等院校实验验学体系的构建,确保公安教育的实验教学质量。 相似文献
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Abbey MacDonald Kit Wise Kate Tregloan Wendy Fountain Louise Wallis Neil Holmstrom 《The International Journal of Art & Design Education》2020,39(1):227-241
A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined. 相似文献
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《Journal of Further & Higher Education》2012,36(2):265-286
After the 1992 Further and Higher Education Reform Act enabled polytechnics and the qualifying franchised colleges to be renamed universities or higher education institutions, the dominance of the rhetoric of skill development aggravated long‐standing schisms between further and higher education about whether or not degree‐level courses should be available in further education. One aspect of these disagreements concerns the dominance of a skills deficit model and its influence in learning and teaching. This article draws on the findings of a study into the role of a Students’ Skills Centre (SSC) in a post‐1992 university. It focuses on how and why working in SSCs is envisaged as a subordinate function, as a ‘support’ and not a ‘teaching’ role. The research study utilised both quantitative and qualitative research methods in a case‐study design to examine the nature of students’ requests for help in an SSC. The article argues that academic skills, including writing, study and key skills, are more effective if taught in a subject/disciplinary‐specific context. Hence, lecturers in the SSC had to provide intensive teaching, which, at the same time, also addressed this contextual dimension. This is a complex and highly specialised teaching process, yet, despite the yearly increase in numbers of students attending the centre for help, university managers and some academic staff refused to acknowledge the complexity of the nature of students’ learning requirements or the teaching function of the role of lecturers working in the SSC. 相似文献
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ABSTRACTIn the context of the Teaching Excellence Framework (TEF), we examine academics’ perspectives on the discourse of ‘teaching excellence’ based on an empirical study with 16 participants from five post-1992 universities. The article reports the findings on academics’ views of the term and concept of ‘teaching excellence’, examples of what ‘teaching excellence’ may look like in practice, whether a distinction between ‘good’, ‘good enough’ and ‘excellent teaching’ can be made, and the measurability of ‘teaching excellence’. The research findings suggest we need a more nuanced inclusive interpretation of ‘teaching excellence’ which recognises the conjoined nature of teaching and research in higher education, and also rebalances a focus on outcome-related measures with understandings of purposes and development of the processes of learning. 相似文献
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对某省七所高校班级规模的统计分析发现:该省高校班级规模很大,平均为65.91人;不同类型高校之间的班级规模由大到小依次排列是:新建高校、一般高校、重点高校、专科学校;不同高校之间的班级规模和不同课程之间的班级规模大多存在非常显著的差异。为此,针对当前因高校班级规模过大而影响课堂教学效果和教学质量的状况,教育行政管理部门要加强对高校班级规模的干预,高校也要努力适当缩小班级规模,更为重要的是,教育行政管理部门、高校特别是高校教师要在班级规模短期内难以控制的情况下,研究和探讨保障和提高课堂教学质量的对策。 相似文献