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1.
Helen Edwards Graham Webb David Murphy 《International Journal for Academic Development》2013,18(2):149-155
Modelling is a powerful learning tool in any professional discipline. This paper describes how a group of academic developers attempted to model practice as an underlying strategy for introducing academic staff to the possibilities and problems of student centred flexible learning. Practice was modelled through a flexibly delivered Graduate Certificate in Higher Education available to staff of the university. Modelling practice was manifest in a number of ways including staff development, new course design and implementation and the development of purpose designed software for teaching. The process was also explicitly designed to act as a team building and staff development exercise for the staff of the academic development unit. 相似文献
2.
This article reports on a formal mentoring project that ran for eighteen months at the University of Uppsala, in Sweden. It investigates the experiences of fourteen women academics at junior and mid-level who were paired with senior academics. Mentoring occurs informally in academic as well as in other types of organizations, yet little in terms of hard evidence is known about its effects. In this case, the investigators wished to learn if mentoring in an academic context could contribute to a narrowing of the gender gap in Swedish higher education. The conclusion was that mentoring makes enough of a difference to the junior faculty concerned that it should be undertaken openly and made available to all junior faculty members wishing to be mentored. 相似文献
3.
RAY McCAFFERTY 《European Journal of Engineering Education》1986,11(2):115-126
This paper considers the impact of Computer Aided Engineering (CAE) on traditional engineering teaching philosophy and methodology. The nature of CAE is discussed and the problems associated with its inclusion within existing curricula examined. The integrative potential available is seen in terms of a challenge to engineering education.
The academic dilemma posed by the challenge of CAE is presented and a new educational approach based on CAE as the teaching vehicle advocated. The introduction of CAE is seen to provide an opportunity to re–appraise teaching philosophy, devise new objectives and fundamentally revise teaching methods to take full advantage of the potential available.
One academic response to the challenge of CAE is discussed and illustrated with reference to several documented examples. The use of CAE as a design tool for problem simulation and solution is advocated. The paper concludes by observing the need to change traditional teaching philosophy, methodology and practices. 相似文献
4.
Zahari Ishak Suet Fin Low Poh Li Lau 《Journal of Science Education and Technology》2012,21(4):487-493
Parenting styles have always been a crucial factor in influencing all aspects of a person??s development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the Parental Authority Questionnaire (Buri in J Pers Assess 57:110?C119, 1991). Academic achievement is measured based on the students?? performance in the Lower Secondary Assessment. Data were analyzed using structural equation modelling. Results demonstrated that model of authoritative and model of authoritarian fit the data of this study well. Both authoritative and authoritarian parenting styles are the most common practice of the parents. Parenting styles have been found to be a moderator of this study. The results indicated that parenting styles moderated the effect of academic self-concept on academic achievement. The impact of academic self-concept on academic achievement is found to be greater for the authoritative than the authoritarian parenting style. 相似文献
5.
The purpose of this study is to investigate social science doctoral students’ perceptions and attitudes toward written feedback
about their academic writing and towards those who provide it. The study culminates in an explanatory model to describe the
relationships between students’ perceptions and attitudes, their revision decisions, and other relevant factors in their written
feedback practices. The investigation used a mixed methods approach involving 276 participants from two large mountain west
public universities. The main purpose of the qualitative phase was to develop a background for a questionnaire and provisional
model to be used in the quantitative phase. Structural Equation Modeling analysis during the quantitative phase provided an
eight-factor model that shows the relationships of different factors regarding feedback practices as they relate to doctoral
students. 相似文献
6.
The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents' autonomy support and control. Information about multiple dimensions of adolescents' academic adjustment (e.g., learning strategies, autonomous vs. controlled motivation, and grades) was also obtained. Both American and Chinese adolescents' disclosure predicted their enhanced academic adjustment over time. However, when American adolescents disclosed in a negative context (e.g., a poor parent–child relationship or controlling parenting), their autonomous (vs. controlled) motivation was undermined. 相似文献
7.
James Soland Nate Jensen Tran D. Keys Sharon Z. Bi Emily Wolk 《Educational Assessment》2019,24(2):119-134
A vast literature investigates academic disengagement among students, including its ultimate manifestation, dropping out of school. Research also shows that test disengagement can be a problem for many inferences educators and policymakers wish to draw from test scores. However, few studies consider whether academic and test disengagement are related. In this study, we examine whether behaviors indicative of academic disengagement like chronic absenteeism and course failures are related to behaviors indicative of test disengagement like rapidly guessing on items. We also examine whether social-emotional factors like low academic self-efficacy and self-management, which research suggests are the root causes of academic disengagement, are also related to rapid guessing behavior. Our results provide evidence that academic and test disengagement are related, including through a common association with poor self-management. The implications of this connection for measurement and practice are discussed. 相似文献
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Brazilian higher education institutions face a complex and challenging environment as the national market in education is becoming more competitive. International investment, a decrease in the population of potential students, and the proliferation of innumerable small institutions add to this complexity. Organizations are becoming flatter and the key managers within them are deans. Although deans are required to act as managerial experts, they are usually selected from the teaching body of the institution. In this paper, a group of deans from a large private institution gave their self‐assessment of their academic and managerial skills. The results revealed that they tend to have a high perception of their managerial skills, even though they have no previous managerial experience or formal training. This underlines that senior academic administrators cannot simply assume that deans, by the nature of their work environment, are proficient in managerial skills; neither that they can easily identify inadequacies nor have them self‐corrected. To accomplish the necessary institutional changes to face the complexities of the current globalized education market, a new assessment culture has to be implemented in the academic environment. 相似文献
12.
Academic identities under threat? 总被引：2，自引：0，他引：2
Sue Clegg 《British Educational Research Journal》2008,34(3):329-345
13.
John Sherman 《College Teaching》2013,61(2)
Students' concepts of the library and its function should be brought closer to those of librarians in the view of the chairman of library services at Jersey City State College (B.A., UCLA; M.A., Columbia). He has had a notable dozen years in library work across the continent, was author of a twice printed satire “How to Appear Educated” in Library Review. 相似文献
14.
《Journal of Higher Education Policy & Management》2012,34(2):111-123
This study of academic decision‐making in a CAE indicates that there was very little attempt by academic staff to exercise influence on major committees other than through the formal decision‐making machinery. There was no evidence that formal channels were blocked and it is perhaps for this reason that staff did not use their association as an alternative. It seemed from the data that academics with elected representatives were dominated by an elite of non‐elected senior academics. This domination was based on what might be termed the process signs of power rather than the ability of the members of the elite to achieve their own objectives. On the major committee consisting largely of non‐elected representatives there seemed to be two competing elites with one dominant group exercising control through initiating structure rather than the more overt signs of processed power. 相似文献
15.
Jared Russell Samuel R. Hodge Anna Marie Frank Michelle Vaughn 《Quest (Human Kinetics)》2019,71(1):66-89
As our nation and society becomes more racially and ethnically diverse, college campuses are experiencing a dynamic shift in the student demographic on campus as well. Purposes of the study were to: (a) analyze the beliefs of kinesiology academic unit leaders (i.e., chairs, directors, heads) regarding faculty and student diversity within their programs and departments and (b) inquire about strategic goals for faculty and student diversification within their programs and departments. The participants were 68 administrators (43 men, 25 women) and all current members of the American Kinesiology Association (AKA) as of 2015. Thematic content data analysis of the open-ended probes exposed the recurrent themes: (a) advocacy, motives, and actions; (b) diversity identified, but rarely defined; and (c) history, status, and outlook. Implications of the findings are that issues associated with diversity in kinesiology programs and departments should be addressed with vigor and progressive actions. 相似文献
16.
Preparing physical educators for the 21st century will require professional preparation programs to address both a growing diverse studentlclient population and a more technologically advanced society (Tyson, 1996). How well do the pedagogical practices within our preparation programs represent these transformations? The case method has potential to be the pedagogy change in physical education higher education. The selected research in this review describes the use of cases to reform other professional preparation programs. Possibilities and pitfalls for using case method to address reflection, multicultural education, and technology integrative practice also are outlined. In 1915, John Dewey challenged us to modify our methods of instruction to incorporate more active and constructive processes. Physical educational professionals are entering work environments that demand skills reflecting a changing world, and our pedagogical practices also need to mirror these complex decision-intensive environments. The case method deserves consideration. 相似文献
17.
Using cross-classified multilevel modeling, this study attempted to improve our understanding of the group-level conditional effects of student–faculty interaction by examining the function of academic majors in explaining the effects of student–faculty interaction on students’ academic self-concept. The study utilized data on 11,202 undergraduate students who completed both the 2003 Freshman Survey and the 2007 College Senior Survey at 95 baccalaureate institutions nationwide. The results show that the strength of the relationship between having been a guest in a professor’s home and students’ academic self-concept varies by academic major. Findings also suggest that some aspects of departmental climate, such as a racially more diverse student body and greater faculty accessibility, can possibly magnify the beneficial effects of student–faculty interaction. The study discusses the theoretical and practical implications of the findings. 相似文献
18.
Jennifer Carter David Hollinsworth Maria Raciti Kathryn Gilbey 《Teaching in Higher Education》2018,23(2):243-260
Place is a concept used to explore how people ascribe meaning to their physical and social surrounds, and their emotional affects. Exploring the university as a place can highlight social relations affecting Australian Indigenous students’ sense of belonging and identity. We asked what university factors contribute to the development of a positive sense of place for these students. Findings are presented from two Australian universities, based on focus groups with Indigenous students, and interviews with Indigenous and non-Indigenous staff. Students prioritized relationships with academics as a key theme, stressing academic’s flexibility and understanding enabled their persistence at university. Students situationally manage self-identification, requiring academics to engage effectively with diverse students, but staff felt they required further professional development. We argue that academics can ‘make’ university places in their pedagogies and mentoring roles, but require universities to recognize this pedagogical caring as a legitimate and valued element of their work. 相似文献
19.
Towards a European Academic Labour Market? Some Lessons Drawn from Empirical Studies on Academic Mobility 总被引：1，自引：0，他引：1
Christine Musselin 《Higher Education》2004,48(1):55-78
In Europe, academic mobility has a long tradition which began with the birth of the European universities in the middle ages. Recently, European policies were strongly oriented towards the promotion of student and academic mobility and the creation of research networks and projects within Europe. Nevertheless, academic labour markets in Europe remain highly national and many obstacles hinder the development of European careers and the europeanisation/internationalisation of academic recruitments. Two different perspectives will be developed in this paper. First we will document the strong divergences among the national recruitment and careers processes within Europe and the problems raised by this situation. Second, we will draw on two empirical studies we conducted on academic mobility, the first one, led in 1995 in France, Germany and the UK and the second this year in France. Both studies show that most post-docs conceived their foreign experience as a personal strategy and aimed at improving their chances for recruitment in their own country. Within Europe, foreign country careers still are an exception due to accidental opportunities. 相似文献
20.
Nathan Garrett 《Innovative Higher Education》2016,41(5):365-380
How do academic disciplines use PowerPoint? This project analyzed PowerPoint files created by an academic publisher to supplement textbooks. An automated analysis of 30,263 files revealed clear differences by disciplines. Single-paradigm “hard” disciplines used less complex writing but had more words than multi-paradigm “soft” disciplines. The “hard” disciplines also used a greater number of small graphics and fewer large ones. Disciplines identified by students as being more effective users of PowerPoint used larger images and more complex sentences than disciplines identified as being less effective in this regard. This investigation suggests that PowerPoint best practices are not universal and that we need to account for disciplinary differences when creating presentation guidelines. 相似文献