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1.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system
regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the
recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with
academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and
differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by
more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution
without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms
need to be created at the institutional level to manage diversification of the higher education system as a whole. 相似文献
2.
Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献
3.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
4.
Goli M. Rezai-Rashti Valentine M. Moghadam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,34(1):419-441
In contemporary Iran, women with higher education face both gender discrimination and an unfavourable economic system, one
that is not conducive to employment-generation for women. This paper provides an analysis of women’s access to higher education
in Iran, which has varied over the last 30 years, and their continuously limited participation in the job market. Based on
qualitative field research, this paper includes the voices of individual women, discussing their experience of higher education
and factors they think are contributing to their limited choice of employment. The paper suggests that while the recent trend
in negotiating mehrieh (a nuptial gift which is payable by the groom to the bride) has been a strategy employed by Iranian women to overcome some
of the discriminatory laws they are subject to, this trend cannot actually be explained by the fact that women’s employment
opportunities are limited. The paper concludes by asserting that limited labour force participation for educated women is
a consequence of both political economy and gender ideology. 相似文献
5.
Paul Redmond 《Tertiary Education and Management》2006,12(2):119-135
The drive to widen access and participation in higher education is rapidly transforming the sector. Despite this, through
an interplay of social, cultural and gender-related factors, students from ‘widening participation’ backgrounds can all too
frequently become, within their own institutions, ‘outcasts on the inside’: formally accepted by the university without ever
acquiring, still less embodying, the traditional social and cultural advantages bestowed by HE. Thus, the irony of widening
participation would seem to be that by entering higher education an already disadvantaged educational habitus should be reinforced not transformed. Based on a three-year ethnographic study, this paper explores the factors motivating
widening participation students to enrol in higher education, the nature of their experiences, and the extent to which higher
education represents an attempt at social repositioning. 相似文献
6.
Emphasis on improving higher level biology education continues. A new two-step approach to the experimental phases within
an outreach gene technology lab, derived from cognitive load theory, is presented. We compared our approach using a quasi-experimental
design with the conventional one-step mode. The difference consisted of additional focused discussions combined with students
writing down their ideas (step one) prior to starting any experimental procedure (step two). We monitored students’ activities
during the experimental phases by continuously videotaping 20 work groups within each approach (N = 131). Subsequent classification of students’ activities yielded 10 categories (with well-fitting intra- and inter-observer
scores with respect to reliability). Based on the students’ individual time budgets, we evaluated students’ roles during experimentation
from their prevalent activities (by independently using two cluster analysis methods). Independently of the approach, two
common clusters emerged, which we labeled as ‘all-rounders’ and as ‘passive students’, and two clusters specific to each approach:
‘observers’ as well as ‘high-experimenters’ were identified only within the one-step approach whereas under the two-step conditions
‘managers’ and ‘scribes’ were identified. Potential changes in group-leadership style during experimentation are discussed,
and conclusions for optimizing science teaching are drawn. 相似文献
7.
Celia Whitchurch 《Higher Education》2012,64(1):99-117
This paper draws on qualitative data gathered from two studies funded by the UK Leadership Foundation for Higher Education
to examine the expansion of academic identities in higher education. It builds on Whitchurch’s earlier work, which focused
primarily on professional staff, to suggest that the emergence of broadly based projects such as widening participation, learning
support and community partnership is also impacting on academic identities. Thus, academic as well as professional staff are
increasingly likely to work in multi-professional teams across a variety of constituencies, as well as with external partners,
and the binary distinction between ‘academic’ and ‘non-academic’ roles and activities is no longer clear-cut. Moreover, there
is evidence from the studies of an intentionality about deviations from mainstream academic career routes among respondents
who could have gone either way. Consideration is therefore given to factors that influence individuals to work in more project-oriented
areas, as well as to variables that affect ways in which these roles and identities develop. Finally, three models of academically
oriented project activity are identified, and the implications of an expansion of academic identities are reviewed. 相似文献
8.
Johanna Wyn 《The Australian Educational Researcher》2007,34(3):35-52
This article argues that education has a role in promoting young people’s wellbeing. It draws on research on young people’s
lives to highlight the changing world for which educators prepare young people. While older educational agendas such as literacies
and numeracy remain significant, it is argued that education is increasingly important for its role in assisting young people
to develop the capacities and skills that will enable them to live well and that will enhance social cohesion. Although these
more recent social agendas are often acknowledged in significant policy documents, their enactment in schools is compromised
by economistic policy imperatives that see young people primarily in terms of their capacities to attain labour market skills
that will ensure Australia’s international competitiveness. I make a link between the work that young people do to make themselves,
and wellbeing, highlighting the role that education plays in shaping identities — and in enabling them to ‘become somebody
well’. The article concludes that health and wellbeing are marginalised in school curricula not because of a ‘crowded curriculum’
but because not all elements are given equal value within our current policy frameworks. 相似文献
9.
Nagwa Megahed Stephen Lack 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,16(3):397-418
One aspect of the call for democracy in the recent Arab region uprisings is the issue of women’s rights and gender equality.
Three cultural and ideological forces have continued to shape the gender discourse in Arab Muslim-majority societies. They
are: “Islamic” teaching and local traditions concerning women’s roles in a given society; Western, European colonial perception
of women’s rights; and finally national gender-related policy reforms. This paper examines the past and present status of
women and gender-educational inequality in the Arab world with particular reference to Egypt and Tunisia, prior to and post
colonialism. Special attention is given to colonial legacy and its influence on gender and education; to current gender practices
in the social sphere with a focus on women’s modesty (hijab); to international policies and national responses with regard to women’s rights and finally to female participation in pre-university
and higher education. These issues incorporate a discussion of cultural and religious constraints. The paper demonstrates
similarities and differences between Egypt’s and Tunisia’s reform policies towards gender parity. It highlights the confrontation
of conservative versus liberal ideologies that occurred in each country with the implementation of its gender-related reform
policy. 相似文献
10.
This article examines the implications for access and equity of the Syrian government’s efforts to reform higher education
in the country over the past decade. In the context of social and economic reforms that are moving the county from a state-controlled
to a social market economy, it focuses on adequacy in financing higher education, as well as efficiency and equity. Significant
progress has been made in access to higher education. The government has introduced a rich variety of options for accessing
higher education, resulting in a doubling of enrolled students over the past 10 years. In terms of equity, the gender gaps
in higher education enrollment and completion have all but disappeared nationally, although regional variations persist. The
study raises concerns about the system’s internal and external efficiency: despite some improvements, the quality of the curricula
and their relevance for the labour market remain serious issues. 相似文献
11.
Morshidi Bin Sirat 《Higher Education》2010,59(4):461-473
In Malaysia, the national government has seen fit to steer higher education policy in a direction that is in the ‘national
interest’. This notion of ‘national interest’ is best exemplified by the changing relationship between the State, higher education
institutions and the market. Since the late 1960s, we saw the gradual but steady erosion of university autonomy with the increasing
dominance of the State. The recently launched National Higher Education Strategic Plan 2020 and the National Higher Education
Action Plan, 2007–2010, which operationalised the Strategic Plan, promises greater autonomy for the universities. While this
increased autonomy for universities could be regarded as Malaysia’s response to deal with emerging issues in higher education
management and governance, the amendments to the University and University Colleges Act, 1995 have not resolved the issue
of wider autonomy from the Malaysian treasury regulations for public universities. For the State, in the present climate of
political and economic uncertainty, giving full autonomy to the public universities is seen to be inappropriate and untimely.
The State considers public universities as still heavily dependent on the State for resources, and thus the need for regulation
and supervision. 相似文献
12.
Labour perspectives on the new politics of skill and competency formation: International reflections
Peter Sawchuk 《Asia Pacific Education Review》2008,9(1):50-62
Skill/competency approaches to workplace-based policy seek to assess and train for discrete individual competencies with the
goal of increasing employability and productivity. These approaches have become increasingly prominent across a range of advanced
capitalist countries. A substantial critique has emerged over this same period regarding issues of instrumentality and social
control, as well as the failure of skill/compentancy approaches to articulate a meaningful understanding of human learning
capacities. In this article, these critical perspectives are clarified further by a review of contributions to understanding
the skill/competence question emerging from sociology of work literature. Building from these critiques, this article outlines
recent experiences with and perspectives on skill/competency frameworks amongst different national labour movements. Included
in this outline is a more detailed, comparative analysis of Norway and Canada; here we see the lofty ‘new’, ‘knowledge economy’
rhetoric — in two countries where one might expect to see it blossom in application — brought down to earth by the realities
of industrial relations, employer intransigence and intra-labour movement differences. ‘Skill/competence’ proves to be a floating
signifier that, amongst both employers and labour, stands as a proxy for ‘power/control’ struggles. Degenerating in this way,
from a labour perspective, the new politics of skill/competency formation is seen to have spiraled toward irrelevance in Norway
and Canada; awaiting, in both countries, a re-invigoration through attention to changes in the participatory structure of
the labour process itself. 相似文献
13.
金梅 《郧阳师范高等专科学校学报》2011,31(5):94-96
在社会性别视角下,通过对鄂西北地区石底河村女性参与劳动的深入调查,用社会学的相关理论和研究方法,对社会变革影响下农村女性劳动的重新分工的影响进行了讨论和分析。经历了几十年的发展之后,农业劳动的性别分化日趋严重。女性的劳动分工遭遇到比男性更多的障碍．相对男性群体女性成为了农村劳动主体表现的更为突出。承担着不成比例的发展代价。 相似文献
14.
Solvejg Jobst 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,6(4):385-402
EUROPEAN CONSCIOUSNESS: TOWARDS DEFINING A COMPLEX CONCEPT AND ITS EDUCATIONAL SIGNIFICANCE – The present study aims at a
definition of ‘European consciousness’. In particular, it draws on Henri Tajfel’s theory of social identity as well as Roland
Wakenhut’s and Jutta Gallenmüller’s moral determination of national consciousness. European consciousness is then defined
as a sense of belonging which, depending on certain identification structures and social perspectives, can take such distinct
forms of moral consciousness as ‘Eurocentrism’, ‘European patriotism’, or ‘reflective European consciousness’. Making reference
to Wolfgang Klafki’s notion of general education, it is finally argued that the emancipatory contribution of schooling to
greater European integration consists in mediating precisely this last way of thinking. 相似文献
15.
Claudia Buchmann 《Prospects》1999,29(4):503-515
Conclusion In the last two decades of the twentieth century, many Africans have experienced decline or stagnation in the quality of their
lives. The continued high rates of poverty and declining educational enrolments in the region are outcomes of multiple factors,
including escalating debt and declining development assistance on the global level and fiscal mismanagement, weak governance
and continued population growth within African countries. One realization that has come from the experiences of recent decades
is that poverty is both a cause and an outcome of low educational enrolments. Breaking the cycle requires great effort on
two fronts simultaneously: (a) a targeted attack on poverty through policies that promote sustainable and equitable development;
and (b) an unwavering long-term investment in basic education (Psacharopoulos, 1995). The question remains whether international
organizations, African governments and local communities will heed the lessons learned from past missteps and apply them to
future educational initiatives. Both the international community's renewed awareness of the importance of basic education
and the recent educational efforts of African-based NGOs suggest that the answer to this question is a tentative ‘yes’. Perhaps
the first decade of the new millennium will bring a more definitive answer.
Original language: English
Claudia Buchmann (United States of America) Assistant Professor in the Department of Sociology at Duke University. Her research interests include educational inequality
in the international context with a special focus on educational problems and prospects in Africa. Her recent publications
include ‘The debt crisis, structural adjustment and women's education: implications for status and social development’ (1996,International journal of comparative sociology) and ‘The State and schooling in Kenya: historical developments and current challenges’ (1999,Africa today). 相似文献
16.
In higher education dual systems, graduates are qualified to apply for jobs in same professional fields along two separated
educational routes. The research problem is whether the rival applicants for professional positions are treated equally in
the labour market despite their different qualifications. From the graduates point of view, to be equal means to have an opportunity
to be employed in accordance with one’s professional skill. Applying European survey data, the article tests to what extent
the ‘distribution of work’ between university and non-university graduates seems to be based on educational qualifications
or actual competence. Among 4,000 German, Dutch, Finnish, and Swiss graduates primarily in business and administration and
engineering, only slight and occasional evidence of ‘status-based recruitment’ was found. All in all, the research suggests
that from the view of graduate employment, the European dual HE systems work very much following the principle of ‘different
but equal’. 相似文献
17.
Yoko Kobayashi 《Higher Education》2010,59(3):323-333
Drawing from social identity theory and its categorization process, the present study crossexamines Japanese students’ contrastively
different attitudes toward Asians and European (-looking) people in two different contexts: (1) Japanese students in the overseas
English language school context who perceive a sense of solidarity with other Asian, particularly Korean, students in the
presence of European students and (2) Japanese students’ yearning for ‘white English’ speakers in Japan and their disregard
for Asian and African-looking students on campus. Based on primary data and literature knowledge base, the present study argues
that Japanese students’ inclination to make friends with other Asian friends in English speaking countries is context-bound
and once they return to their less multicultural home country, their intact yearning for the Imagined West is rekindled. Further
discussions are provided for those involved in international education and foreign language education as well as English-as-a-world-language
education in postsecondary education. 相似文献
18.
Christine Winberg 《Higher Education》2006,51(2):159-172
South African higher education institutions are increasingly under scrutiny to produce knowledge that is more relevant to
South Africa’s social and economic needs, more representative of the diversity of its knowledge producers, and more inclusive
of the variety of the sites where knowledge is produced. Only a small percentage of South Africans are graduates of universities
or technology institutes, and these graduates are not representative of the diversity of the South African population. As
a result there is a shortage of skills to address the country’s reconstruction and developmental needs. This places a burden
on higher education institutions to expand access to their programmes, and to ensure that their programmes are relevant to
the developmental context. Policy makers have found in the Gibbons [Gibbons, M., et al. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London Sage Publishers] thesis on ‘Mode 2 knowledge production’ a rationale for the transformation of higher education through
the inclusion of practices which are less abstract, less discipline bound and closer to those processes which characterise
the diversity and distribution of knowledge production in the wider society. Nowotny et al. [Nowtony et al. (2001). Re-thinking Science. Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press.] have taken Gibbons’ thesis further and have described society itself as becoming increasingly
‘Mode 2’. In a Mode 2 society, differentiation is replaced with integration, and networks of knowledge producers conduct their
work in transdisciplinary teams across widely distributed sites. Such ‘transgressivity’ both pushes knowledge production systems
forward and distributes and diffuses knowledge more widely throughout society. In this paper, it is argued that there is a
need for higher education practitioners to engage critically – and constructively – with the knowledge bases of policy directives
to ensure that the new teaching and learning processes and systems adequately prepare students for the complexity and diversity
of South African society, and enable them to contribute meaningfully to its reconstruction and development. 相似文献
19.
Andrew Marks 《Higher Education》2005,50(4):613-630
This paper argues that the conceptions of ‘space’ (and increasingly ‘time’) in the discussion of ‘the university’ (in its
most transcendent sense) have gone through four distinct phases in the UK. Using a Heideggerian conception of ‘space’ where
usefulness is more important than proximity, the ‘ancient’ universities were ‘useful’ to the gentry and thus were ‘closer’
to them than to the excluded ‘local’ poor in the institutions’ vicinities. The ‘civic’ universities on the other hand stressed
‘localism’ as part of their mandate – to educate the people of their locality (but only those of the new industrial middle
class). The ‘Robbins’ universities were a partial return to the ‘ancient’ notion of learning as a ‘lived’ activity, providing
scenic landscapes on green-belt campuses where students could ‘retreat’ from the ‘real world’ for the duration of their studies.
The ‘spatial’ quality of these places was thus part of a conception of higher education as ‘lifestyle choice’ where young
people moved away from their locality to study. As such ‘proximity’ was an issue only insofar as the greater the distance
from one’s point of origin the better for successful immersion in the growing student ‘culture’. The ‘new/post-1992’ universities
partially retained their polytechnic mandate to educate local people, but embraced a colonialist impulse regarding local space
usage. ‘
‘The discussion can be further refined to argue that these four stages are merely two phases which have repeated themselves:
from ancient ‘exclusivity’ to civic ‘localism’ and back to Robbins era ‘exclusivity’ and thence to post-1992 ‘localism’ once
more’. The opening up of higher education via the Internet in the late 20th and early 21st centuries provides for the possibility
of the growth of entirely non-spatial and asynchronous learning experiences, and as such we may well be on the verge of the
fifth stage of university development. 相似文献
20.
Knowledge society discourse and higher education 总被引：1，自引：0，他引：1
The growing importance of knowledge, research and innovation are changing the social role of universities in the globalized
world. One of the most popular concepts used to approach these changes in post-industrial and post-modern societies is the
concept of ‘Knowledge Society’. In this paper, we will analyse the roles higher education is expected to play with regard
to various knowledge society discourses. We will begin with analyzing the uses of knowledge society as an intellectual device
and continue by reflecting on how changes in higher education are related to knowledge society discourses in national, regional
and global levels. In the final section we will reflect on current challenges and expectations generated within these discourses
for higher education and the implications these expectations have for higher education research. 相似文献