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1.
Greta Bradley 《Higher Education》2000,39(4):417-433
Drawing on the data from HEFCE (Higher Education Funding Council) sponsored project `Responding Effectively to the Mental Health Needs of Students,' this article describes the difficulties academic staff experience when responding to students with mental health problems. The views of academic staff are also recorded concerning what was helpful to them when considering these needs. This data is linked to research on working cross culturally with international students and set within a national framework. Research data is also accessed from focus groups which centred on the mental health needs of international and home students. Identical questions were posed to both groups students and similarities and differences recorded. International students voiced experience of a range of economic, social and academic pressures which appear to be different in degree and often in kind from those experienced by `home' students. These factors in extreme cases may trigger and/or exacerbate mental health problems. Whilst these findings are mainly qualitative, they have a resonance with and help illustrate existing research. Finally this paper considers the potential of academic staff, student groups and the policies of the institution of higher education to contribute to improvements of the welfare of international students. 相似文献
2.
Clodagh Nolan Claire Gleeson Declan Treanor Susan Madigan 《International Journal of Inclusive Education》2013,17(5):487-502
Introduction: The number of students with disabilities accessing Higher Education Institutions (HEIs), including professional courses, has increased substantially within the Republic of Ireland over the past 10 years [AHEAD (Association of Higher Education, Access, and Disability) 2012. “Survey on the Participation Rates of Students with Disabilities in Higher Education for the Academic Year 2011/2012.” http://www.ahead.ie/userfiles/file/PR_2012.pdf]. In one HEI in the Republic of Ireland, it was noticed that there was a large increase in students with disabilities, from 67 in 2006 to 259 in 2013 on professional courses. The aim of this study was to identify the issues and concerns of practice educators (PEs) in both supporting students with disabilities and exploring the concerns for students with disabilities on professional courses. Methods: A survey design was employed to meet the aims of this study and ethical permission was granted from the Faculty of Health Science Ethics Committee. Results: Respondents included 68 PEs and 63 students with disabilities. PEs were found to be concerned with students reaching the required standard of proficiency on placement, and how to support students in this. Students on the other hand identified stigma and disclosure of a disability as a concern. Conclusion: This study highlighted a difference in perceptive between PEs and students with disabilities in relation to disclosure and support needs for their disabilities. 相似文献
3.
《Emotional and Behavioural Difficulties》2013,18(3):219-233
Abstract We combined data from the Office for Standards in Education with those from a large national survey of child and adolescent mental health and developed a simple score that schools or LEAs could use to predict the level of emotional and behavioural difficulties that they are likely to encounter. The final Ford score is based on the rates of free school meals, exclusions, unauthorized absence and children with special educational needs. These data are collected routinely, so the Ford score could easily be calculated to provide estimates of the level of emotional and behavioural problems in mainstream schools without the use of additional resources. It needs further reliability and validity testing but could provide a means of allocating resources. 相似文献
4.
As part of the impetus to increase and widen participation in the UK, and in Scotland in particular, there has been considerable
effort put into creating links between Further Education Colleges (FECs) and Higher Education Institutions (HEIs). However,
because no unique identifier is used to track students between the two sectors, little is known in quantitative terms of the
nature of this progression. In this article using substantial datasets, and an approach known as Probability Matching, we
are able to provide novel data on the proportions of Scottish domiciled former FEC students within Scottish HEIs, and are
able to compare the characteristics of this subset of all students with the whole cohort within HE in a given year, 1999–2000. 相似文献
5.
Maria de Lourdes Machado Rui Brites António Magalhães Maria José Sá 《European Journal of Education》2011,46(3):415-432
Higher education is a mainstay in the development and support of the economic, social and cultural development of the global society. Throughout history, academic institutions have sought to respond to the demands of endlessly changing and evolving environmental conditions. However, in the 21st century, a number of significant factors are changing the higher education landscape and challenging higher education institutions (HEIs) to interpret the vital needs of contemporary society to stimulate and enhance student development. Student development is an all-embracing concept that involves research focusing on students from recruitment to placement. Assuming that meeting student needs and stimulating and enhancing their development are crucial challenges for higher education institutions worldwide, the article focuses on a national study in Portugal designed to measure students’ expectations and satisfaction with their experience. On the basis of a nationwide survey, it examines these in the various types of higher education institutions in Portugal. 相似文献
6.
ABSTRACTFor the last couple of years, Turkey has been experiencing difficult times resulting from the recent domestic coup attempt, refugee crisis and terrorist attacks from neighbouring countries, and the following political conflicts around these issues with the United States and Europe. This article investigates challenges and strategies of higher education institutions (HEIs) in Turkey with recent uncertainty in the free movement of students and academics in internationalisation process. Applying a qualitative critical case study, the research was carried out in four HEIs leading in internationalisation. The findings indicated that political instabilities both at the national and international levels brought several challenges for HEIs related with their internationalisation efforts in terms of security, image, and ethnic tension. Additionally, it is found that HEIs adapted to the new realities and developed several strategies to overcome these challenges such as marketisation and networking. Implications are made regarding neo-liberal influence and segmentation around class and religion. 相似文献
7.
Richard Rose Marie Howley Ann Fergusson Johnson Jament 《British Journal of Special Education》2009,36(1):3-8
The relationship between mental health and special educational needs is both complex and misunderstood. In this article, Richard Rose, Professor of Special and Inclusive Education, Marie Howley, Senior Lecturer, Ann Fergusson, Senior Lecturer, and Johnson Jament, a PhD student, all from the Centre for Special Needs Education and Research directed by Richard Rose at the University of Northampton, discuss findings from a national research project which explored the perceptions of pupil mental health needs by staff working in residential special schools. Teachers and other professional colleagues often feel ill-prepared to address mental health difficulties experienced by their pupils. This is, at times, exacerbated by a wider confusion when atypical behaviours are attributed to a diagnosed learning difficulty rather than being recognised as symptomatic of a mental health problem. The article suggests a need for clarification of the relationship between complex special educational needs and mental health and for increases in training opportunities and the development of resources for teaching about and supporting mental health and emotional well-being. 相似文献
8.
Claire Callender 《牛津教育评论》2013,39(1):45-62
The 2004 Higher Education Act introduced variable tuition fees of up to £3,000 for full‐time undergraduates in England. Higher Education Institutions (HEIs) charging the maximum tuition must give low‐income students bursaries of £300. On top of this mandatory minimum, HEIs now provide additional discretionary financial support exceeding this level to these and other students. The degree to which these new bursaries and discretionary financial support have become a policy instrument for improving access and widening participation has not, as yet, been documented. Little is known about why the government introduced bursaries and what the government saw as their role. Even less is known about the type of bursaries HEIs have introduced or how they are being used, because up till now they have not been examined systematically. This article presents the first such analysis. It concludes that, from the evidence currently available, a mismatch exists between government aspirations and HEIs’ actual use of bursaries and scholarships. Moreover, the bursaries and scholarships put in place may perpetuate existing divisions within and across higher education. 相似文献
9.
Holly Henderson 《British Journal of Sociology of Education》2020,41(3):331-345
AbstractThis article uses an analytical framework informed by social geographies to explore the complex relationships between Higher Education Institution, undergraduate student and place. Drawing on findings from a qualitative study exploring the experiences of college-based Higher Education students studying degree courses in Further Education Colleges in England, the article sees student subjectivities as structured through inequalities of institutional positioning in a stratified system as well as through layered local histories of industrial loss. Taken as an instance of undergraduate education in a massified and geographically unequal national context, the findings in this article offer an insight into the contradictory role played by Higher Education in its local area, particularly where a local area is defined by both a lack of and a need for increased educational opportunity. 相似文献
10.
目前世界高等教育系统和高等学校所处的外部环境无时不在发生变化,市场机制和高等教育的国际化竞争形势也要求高等学校必须转变教育观念、树立战略意识。战略管理是高等学校协调与外部环境的关系和谋求更大发展的必然选择。文章以纽约州立大学布法罗分校为例,剖析高等学校战略管理这个处于开放系统中的闭路循环过程,并指出只有通过此循环的不断推进,高等学校的战略目标才能得到逐步实现。 相似文献
11.
万建华 《黄冈职业技术学院学报》2013,(6):110-113
许多高职院校面对学生的心理健康问题甚感棘手,感到课难上,事难管。高职生因文化基础、基础素质较薄弱,导致厌学情绪大、学习自觉性和主动性差、学习成就感弱、心理承受力脆弱,成为我国高等教育中易发心理与精神疾病的高危群体。因此,高职大学生心理健康问题更值得全社会关注,对其教育、预防与干预工作显得更为紧迫和重要。从优抚医院调查中,在探索患者心理与精神疾病成因中,更进一步证实,高职院校如果针对高职学生心理发展特点,及时采取科学教育、有力预防和干预措施,可以有效减少学生心理与精神疾病发生。 相似文献
12.
Widening participation is on the political agenda but, to date, policy, practice and research has focused on undergraduate education. This article identifies an emerging widening participation focus on doctoral education. Using England as a case study, the article examines this development within the context of the long-standing concern with equity in education, before reviewing the relatively small literature addressing who participates (and why) in doctoral and more general postgraduate education. An analysis of Widening Participation Strategic Assessments produced in 2009 by 129 English Higher Education Institutions (HEIs) reveals an emergent institutional awareness of this new development. Finally, a research agenda for widening participation to research degrees, focusing on research students, HEIs and policy-makers, is outlined. The conclusion calls for this agenda to be pursued at institutional, national and cross-national levels so that future policy can be made and implemented on the basis of a robust evidence base. 相似文献
13.
《Journal of Further & Higher Education》2012,36(2):257-267
Abstract article concerns the issues raised as a result of my intervention in the oral skills of a student teacher following a BA (Ed) programme at the College of Higher Education in the university sector where I teach. Communication skills are of utmost importance in the HE sector of education and are essential attributes of those about to enter the teaching profession. Moreover, it seems to be generally assumed that students starting Higher Education will already be equipped with whatever degree of communicative ability their course requires. However, it is becoming evident a large proportion of such students are unable to cope with the communicative demands made on them. Accordingly, the case study examined has taken the student's needs as a springboard for the development of innovative and appropriate strategies which should promote the extension of oral skills on an individually tailored basis. Although the individualised oracy programme was devised by myself, it arose and developed as a result of a teaching and learning relationship, with the student's observations and response playing a major role in his own intervention. The implications are that oracy is an extremely important and sensitive issue. Consequently, students classified as having difficulties with communication need to be involved in their own oracy development in order for any support to be relevant to their needs. 相似文献
14.
Innovative Higher Education - This article discusses programmatic features that are sensitive to the special needs of adult degree students while also helping institutions combat difficulties often... 相似文献
15.
大学生病理性网络使用与人格特征、心理健康相关研究 总被引：3，自引：0，他引：3
为了解大学生病理性网络使用（PIU）现状,及对大学生病理性网络使用者的人格特征和心理健康水平进行分析探讨。文章利用各种相关量表,对杭州下沙高教园区上网程度较深的在校大学生进行测评。得到结论：PIU大学生的艾森克人格特征内外向（E）维度、掩饰性（L）维度得分低于全国常模,神经质（N）、精神质（P）维度得分高于全国常模;PIU大学生的神经质（N）、精神质（P）维度得分与网络依赖性呈正相关趋势,而内外向（E）、掩饰性（L）维度得分与网络依赖性呈负相关趋势;PIU大学生的心理健康水平显著低于全国常模水平;PIU大学生的网络依赖性与SCL-90的各项因子分（除其他因子外）呈显著正相关。 相似文献
16.
Neil Burton 《Higher Education Quarterly》2000,54(3):259-273
Initial Teacher Education (ITE) courses operated by Higher Education Institutions (HEIs) have, for several years, been facing a decreasing unit of resource. Over the same period these HEIs have also been required to introduce a 'prescribed curriculum' for Initial Teacher Education and transfer a proportion of their funding to placement schools. In this context, a survey of all primary undergraduate providers in England was undertaken to determine the extent to which these changing financial conditions were formally incorporated within course design. An analysis of the responses indicates that only a minority of institutions formally cost their courses, and the factors that are included in the costing process vary significantly between institutions. The availability of the data, within institutions, leads to questions concerning the extent to which these data inform course design decisions, and the extent to which HEIs can effectively argue with resource decisions made by the funding body. 相似文献
17.
Although school psychologists have been called on in recent literature to assume a leadership role in a collective and comprehensive effort to address students’ mental health needs, many practitioners find that their professional roles continue to be narrowly focused on special education‐related activities, such as individualized assessment and eligibility determination. Meanwhile, students’ mental health needs have never been greater. The current study focused specifically on school psychologists’ provision of school‐based counseling, an activity that has been shown to be effective in addressing students’ mental health needs, as well as a professional role that many practitioners have expressed a desire to expand. A national sample of school psychologists responded to an Internet survey related to various aspects of counseling service delivery, including their training to provide services, current practices, and perceptions of the importance for school psychologists to assume the responsibility of providing school‐based counseling services. 相似文献
18.
地方高师学院大学生心理健康状况及成因浅析 总被引：4，自引：0，他引：4
本研究采用精神症状自评表（SCL－90），对B高师学院1030名大学生进行团体问卷调查，了解了地方师范院校学生的心理健康状况，同全国常模作了比较研究，认为地方师范院校学生心理健康水平较低，管理工作者应关注大学生的心理健康。 相似文献
19.
Rosemary Deem 《教育政策杂志》2013,28(6):615-636
This article examines the views of staff employed in UK higher education institutions (HEIs) about how those institutions are dealing with the impact of recent UK equality legislation and related European employment directives. Assumptions underlying current approaches to equality in UK HEIs are examined, particularly the notion of meritocracy, which advocates job selection and promotion based on normatively and culturally neutral measures of merit. The article is based on a project funded by the Higher Education Funding Council for England, using qualitative case studies of six English, Welsh and Scottish HEIs. The project data suggest that equality policies for staff and students are in tension with each other, that staff policies may clash with other institutional policies, for example on research excellence or enhancing the student experience, and that the rhetoric of equality policies is not always matched by the day‐to‐day experience of staff. The article suggests that the case study UK HEIs, with their continued focus on meritocracy and excellence, have not yet adapted to the new climate of employee equality legislation and perhaps need to consider a different approach than the meritocratic one. 相似文献