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1.
Previous research suggests that it is the department, not the graduate school that bears the greatest responsibility for doctoral
students’ progress and success (Ehrenberg et al., Doctoral education and the faculty of the future (pp. 15–34). Ithaca, NY:
Cornell University Press, 2009) dictating the need to examine and understand how doctoral students experience their education at the department level. In
the present study, we analyzed the NAGPS’ 2000 National Doctoral Program Survey (NDPS) data in an effort to understand the differences in the satisfaction levels of doctoral students (current, recent graduates,
and former) across various academic disciplines (e.g. social sciences, humanities, engineering) and different institutional
types (e.g. research extensive and research intensive). Employing both traditional (ANOVA) and item-level (Rasch Rating Scale
Model) analyses we found that although overall satisfaction with doctoral experiences appears to be equivalent/similar across multiple disciplines, student satisfaction
within disciplines varied significantly and consistently with respect to specific academic experiences. 相似文献
2.
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
3.
Ka Ho Mok 《Higher Education》2010,60(4):419-440
With strong intention to enhance the global competitiveness of their university systems, both the Singapore and Malaysia governments
have introduced reforms along the lines of ideas and practices embedded in neo-liberalism. In the last decade or so, we have
witnessed reforms being introduced to the higher education sectors in these Asian states, particularly when corporatization
and incorporation strategies are adopted to transform national/public universities. With particular reference to how academics
evaluate the impact of the reforms on their academic life, this article reports and analyses findings generated from campus
visits and field interviews conducted in Singapore and Malaysia from 2007 to 2009. Although the senior management of corporatized/incorporated
universities in these Asian states has been given more discretion to decide how to operate their universities, most of the
front line academics that we interviewed have not experienced major differences in university governance after the reforms
took place. Instead of feeling ‘emancipated’ and ‘empowered’, many academics feel more pressures and control from the university
administration and government ministries. Despite the fact that both the Singapore and Malaysia governments have tried to
embrace the ideas and practices of ‘neo-liberalism’ to transform university governance, academics still see the state’s reluctance
in withdrawing from steering/controlling higher education development. Such observations clearly reflect the ‘clash’ of two
major governance philosophies, namely, ‘state centralism’ and ‘neo-liberalism’. In short, this article critically examines
how far the proposed university governance reforms by adopting the corporatization/incorporation strategies have actually
transformed university management and academic life style in Singapore and Malaysia. 相似文献
4.
Faculties of education and institutional strategies for knowledge mobilization: an exploratory study
The goal to enhance the impacts of academic research in the ‘real world’ resonates with progressive visions of the role of
universities in society, and finds support among policy makers who have sought to enhance the ‘transfer’, ‘translation’, ‘uptake’,
or ‘valorization’ of research knowledge in several areas of public services. This paper reports on an exploratory study of
the strategies used by selected Canadian and international faculties of education to mobilize research knowledge. Drawing
on data from semi-structured interviews with senior administrators of 13 faculties of education, the analysis reveals several
themes. Academic leaders recognize knowledge mobilization as a desirable institutional mission, but they identify a number
of barriers to greater efforts in this area. Although a number of strategies are employed, changes across multiple organizational
dimensions to encourage and support knowledge mobilization were reported at only two institutions. These results are relevant
to faculty administrators, scholars, and policy-makers interested in understanding the role of academic institutions in the
mobilization of research knowledge to the broader education community. 相似文献
5.
Choice of institution and field of study for a bachelor’s degree in Israel was found essentially meritocratic although influenced
by socioeconomic status (SES) as well. As expected, students of higher ability attend universities and those of lower apply
to academic colleges. However, among students of higher ability, those of higher SES opt for prestigious professions, such
as medicine and law, or natural or social sciences, while those of lower SES choose economics and management, computer science,
paramedical professions, and engineering. For students of lower learning ability, the differentiating effect of SES is smaller.
Those of higher SES prefer university to college, even if they have to study in a less prestigious field, such as education
or the humanities. On the other hand, students of lower ability and lower SES apply to colleges for studies such as education,
social sciences, computer science, economics and management, and engineering. Overall, students who master financial resources
and higher cultural capital prefer more ‘theoretical’ fields in a more extended course of study, while students of lower SES
assume more ‘practical’ studies, which will enable them a faster entry to paying positions on the job market. 相似文献
6.
This paper takes up the question of the way in which ‘the problem with educational Research’ is represented. It takes as its
point of departure two recent views on ‘the Problem’ — one expressed by an educational journalist and one presented by the
Australian Council of Deans of Education. It locates these within a larger frame of international debate about educational
research and its problems and considers how these arise out of particular dispositions towards educational research and, by
extension towards, education itself. 相似文献
7.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher
education attainments. These changes are beginning to transform women's views towards education and more women with higher
education attainment are entering the labour marker.
However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women.
Higher education for women has never had the same social impact as that for men. So far as the academic career of women is
regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education
is a social way of maintaining a sub-culture and traditional gender norms.
Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present
affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher
education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education
in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the
United States’ inPHP research report (vol. 9, 1995). 相似文献
8.
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
9.
Jeanette Baird 《Tertiary Education and Management》2006,12(4):297-309
This article examines emerging norms of good practice for Australian university governing boards and issues that university governing boards could address to develop effective governance cultures. It firstly considers the ways in which support for many Australian university governing boards has become professionalised over the past decade. At the same time, longstanding tensions or ‘paradoxes’ persist, (Cornforth, 2003) notably between ‘corporate’ and ‘participatory’ board models. To ‘tame’ these tensions requires formative processes of deliberation and debate. The article outlines understandings that may assist boards to engage in such processes and to develop their awareness of differing values in governance practices. 相似文献
10.
Julio Gimenez 《Higher Education》2012,63(4):401-419
Generic attributes such as ‘holding a critical stance’, ‘using evidence to support claims’, and ‘projecting an impersonal
voice’ are central to disciplinary academic writing in higher education. These attributes, also referred to as ‘skills’, have
for a long time been conceptualised as transferable in that once learnt students are able to use them in a variety of contexts
and for a range of needs. Over the past few years, however, the conceptualisation of these attributes as transferable has
come under close scrutiny as they have been identified to be highly context-sensitive rather than context-flexible as they
were once thought to be. Drawing on data from a 2-year study on undergraduate academic writing in nursing and midwifery at
a university in the UK, this paper critically examines the role of disciplinary epistemologies in the conceptualisation of
these attributes in the two disciplines, and demonstrates how these beliefs help to shape academic writing at undergraduate
level, thus contributing to debates on generic skills and attributes and specificity in disciplinary discourses. The paper
concludes by highlighting the importance for writers to examine how knowledge is displayed, constructed and communicated in
their disciplines, and the significance of analysing the relationship between disciplinary epistemologies, generic attributes
and academic writing as a way of gaining access to and producing central discourses in their professional community. 相似文献
11.
Economic success is an aim of governments around the world. Their ‘human capital’ stance towards higher education implies
the need to develop graduates’ capabilities to the full. The concept of graduate ‘employability’, currently being developed
in the light of theory and empirical data, is beginning to find acceptance in the UK. One of the keys to its acceptability
in higher education has been the alignment of employability with good learning – that is, learning that is manifested in complex
outcomes. However, the achievement of complex outcomes requires a programme-level focus, rather than a focus on individual
study units. This article reports on the way such a programme-level approach was adopted in four different universities in
the UK, and how relatively small-scale actions have the potential to augment students’ employability. The implications for
policy at the levels of the system, the higher education institution and the academic department are discussed. 相似文献
12.
Matti E. Lindberg 《Higher Education》2007,53(5):623-644
Compared with the problems one encounters when trying to use ‘graduate employability’ as a measure of the quality of higher
education, recognising how the definitions of ‘employability’ are dependent on the type of the data used in analysing the
phenomenon in question is a totally different matter. This article demonstrates how the understanding of graduate employability
varies when the viewpoint of the analysis changes from cross-sectional to longitudinal. Indicators obtained from the educational
and working careers of graduates with master’s degree in nine European countries are used to illustrate differences between
the two views on employability. The article shows that longitudinal indicators are useful in displaying the limitations of
the higher education system when trying to improve the employability of graduates. 相似文献
13.
Jonathan D. Jansen 《Prospects》2001,31(4):553-564
The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable. 相似文献
14.
Jill Slay 《Cultural Studies of Science Education》2011,6(4):841-843
In this paper I reflect on perspectives presented by John Settlage as he examines the truth of the proposition that ‘many
teacher educators harbour deficit perspectives about their pre-service teachers, presuming that their lack of exposure to
economically, ethnically and linguistically diverse settings renders them deficient as future educators.’ In the study presented
in his paper, he ‘uncovered shifting identities that indicate that mainstream future teachers do not fit the ‘‘damaged goods’’
label that ardent multiculturalists might be tempted to impose.’ One of his conclusions was that ‘the practices of essentializing
education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.’ My reflections
focus on tertiary teacher-researchers in mathematics, information technology, environmental sciences and engineering, their
students and racism, and broaden Settlage’s context to teaching and research relationships in this setting. 相似文献
15.
MS Ruth Coulson 《Research in Science Education》1992,22(1):101-105
The attitude towards science of first year early childhood education students was explored using an instrument developed for
the purpose. The instrument comprises four Likert-type scales, biographical items and two open-ended attitude items. The four
scales, characterised as ‘confidence’, ‘enjoyment’, ‘usefulness’ and ‘appropriateness of science for young children’, were
supported by varimax factor analysis and had reliabilities from 0.83 to 0.88. Use of the combined scales as a general ‘attitude
towards science’ scale was supported by principal components analysis; reliability for the combined scale was 0.94. Comments
made in response to the open-ended items supported the validity of the scales. For the student group as a whole, mean scores
on all scales were slightly to moderately positive, with the highest mean being for the ‘science for young children’ scale.
Students who had studied at least one science subject at Year 12 level had significantly higher scores on all scales than
students who had not studied science at senior level.
Australia.Specializations: early childhood science education, biological aspects of child development, conservation biology of gulls. 相似文献
16.
Celia Whitchurch 《Higher Education》2010,60(6):627-640
The interplay of public and private sector dynamics in higher education has impacted not only on the roles and identities
of academic staff, but also on those of professional staff, who often have the task of bringing together, and achieving congruence
between, activities that are geared towards the public good and also towards more commercially oriented enterprise. In this
context, a new cadre of “blended professionals” has emerged, whose roles include initiatives associated with the social responsibilities
of institutions to their communities, as well as more market-oriented, income generating projects (Whitchurch 2008, 2009). This paper reports on case material relating to a sub-set of these staff, working specifically in the area of Community
and Business Partnership, and on the impact of their work for traditional management structures and relationships. It will
be argued that, although unlikely to be acknowledged in formal accounts of the university such as organisation charts or institutional
plans, these staff are responsible for providing and maintaining a framework that holds together more publicly oriented strands
of activity, such as widening participation, with more privately oriented strands, such as enterprise. In so doing, they make
extensive use of multi-professional team- and networking with a range of colleagues, both inside and outside the university,
not only helping to re-balance their institutions, but also to protect them against undue organisational fragmentation and
bureaucracy. They therefore contribute to an increasingly ‘mixed economy’ of broadly based portfolios of activity. The implications
of these ‘public/private’ spaces and activities for professional identities are explored in the context of institutional management. 相似文献
17.
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
18.
Raúl Gagliardi 《Prospects》1995,25(1):57-78
The International Bureau of Education is launching a research project on the training of teachers for intercultural education.
The project is called ‘Basic Education for Participation and Democracy: Key Issues in Human Resources Development (Teachers
and Multicultural/Intercultural Education)’. The general objective of the project is to develop countries' capacities to improve
basic education, especially in multicultural contexts, and particularly through teacher training. Another objective of the
project is to improve teachers' capacities to educate minorities, which is an important element in the building of a more
democratic society.
This article summarizes the results of the project and integrates them with strategies and methods developed by the Laboratoire
de didactique et épistémologie des sciences of the University of Geneva, the Department of Biology of the University of Pavia
and other research and training centres in Europe and Latin America.
Ph.D. Professor at the University of Pavia, Italy. Member of the Laboratoire de didactique et épistémologie des sciences,
University of Geneva. Technical adviser to the UNESCO: International Bureau of Education's Project ‘Basic Education for Participation
and Democracy: Key Issues in Human Resources Development (Teachers and Multicultural/Intercultural Education)’. His many publications
includeTeacher training and multiculturalism: national studies (1995). 相似文献
19.
本文以我国某研究型大学自然科学领域的博士生为研究对象,分析博士生在读期间的学术产出状况;构造了以学术研究投入时间、国内国际会议报告、与导师交流频率为维度的学术活跃度概念,并利用负二项分布的回归模型,证实了学术活跃度与博士生学术产出之间的关系。本研究认为,应努力创造良好的博士生教育环境和氛围,通过提高博士生的学术活跃度,进而提高其学术产出,这对提高我国博士生教育培养质量具有十分重要的意义。 相似文献
20.
Bruce Macfarlane 《Higher Education》2012,63(6):719-732
The scholarly debate about academic freedom focuses almost exclusively on the rights of academic faculty. Student academic
freedom is rarely discussed and is normally confined to debates connected with the politicisation of the curriculum. Concerns
about (student) freedom of speech reflect the dominant role of negative rights in the analysis of academic freedom representing
‘threats’ to academic freedom in terms of rights which may be taken away from a person rather than conferred on them. This
paper draws on the distinction between negative and positive rights and the work of Sen (1999) to re-frame student academic freedom as capability. It is argued that capability deprivation has a negative impact on the
extent to which students can exercise academic freedom in practice and that student capability can be enhanced through a liberal
education that empowers rather than domesticates students. 相似文献