共查询到20条相似文献，搜索用时 15 毫秒
1.
《Journal of Marketing for HIGHER EDUCATION》2013,23(1):91-116
ABSTRACT As has been the case with other public services, the Spanish university system has, over the last few years, undergone radical changes that have completely transformed the form and type of activities carried out therein. The far-reaching effect of these changes and of others that will probably occur in the not too distant future obliges the university system to adapt to the new conditions that govern it. Therefore, this research analyzes the origins of the growing competition that is being experienced by Spanish public universities. In addition, a sample of university teachers is the basis for an empirical study analyzing the relationship between market orientation as put into practice by them and the results they obtained from carrying out their university duties: teaching, research and the spreading of culture. 相似文献
2.
《Journal of Teaching in Social Work》2013,33(1-2):169-184
ABSTRACT This paper presents the findings of a research project comparing the effectiveness of two teaching models used in a graduate social work practice course. Two teaching methodologies, the lecture/discussion model and the cooperative learning model, were used in two separate sections of Foundations of Social Work Practice, a first semester graduate course in the MSW program at a large public university. A pretest/posttest comparison group model was used. One section of this course used a cooperative learning model while the other used the lecture/discussion model. Both sections spent the same amount of time on the material in the knowledge questionnaire and administered the posttest and follow-up on the same date. T-test and effect size statistics were used which demonstrated the greater efficacy of the cooperative learning model, particularly on long term retention of information. In the course of describing the teaching models used in the study, the cooperative learning model and its history is discussed in some detail. It is expected that after this introduction many social work educators will be motivated to use the model in their own classrooms. This paper further serves as a model for how instructors can effectively conduct small scale research in their own academic setting. It is an example of how educational research can be done expeditiously and with limited resources. 相似文献
3.
Robin Middlehurst 《Tertiary Education and Management》2013,19(1):15-24
This paper examines the performance of Thai public universities in terms of efficiency, using a non‐parametric approach called data envelopment analysis. Two efficiency models, the teaching efficiency model and the research efficiency model, are developed and the analysis is conducted at the faculty level. Further statistical analyses are also performed to examine the difference in performance between two types of public universities, namely the government universities and the autonomous universities. Then, the differences in efficiency between university locations and types of faculties are examined. The results indicate that the autonomous universities outperform the government universities in terms of research efficiency. In addition, the universities in provincial areas and the faculties in the health science group are efficient in terms of teaching. Recommendations are also provided for the university administrators to improve the performance of public universities in Thailand. 相似文献
4.
Inda-Caro Mercedes Maulana Ridwan Fernández-García Carmen-María Peña-Calvo José-Vicente Rodríguez-Menéndez M. del Carmen Helms-Lorenz Michelle 《Learning Environments Research》2019,22(2):229-251
Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.
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6.
Jean‐Luc Gilles Pascal Detroz Jean‐Guy Blais 《Assessment & Evaluation in Higher Education》2011,36(6):719-733
In a context where public action must demonstrate its effectiveness and efficiency, and where the links between teaching and the quality of learning are regularly highlighted, it seems relevant to identify the trends and logic that govern university professors’ decisions with respect to the modes of learning assessment favoured within the framework of their delivery of teaching services. Moreover, given that university teaching practices are changing rapidly due to the introduction of different views of the learning process, one might conclude that the same holds for assessment practices. Through our research work, we led to the development of a trilingual (English, French and Spanish) online survey devoted to an international investigation into the classroom assessment practices of higher education teachers. This survey proposes an online platform that will allow institutions of higher learning to document some of their current practices and to compare observed trends with what is happening elsewhere, in accordance with differing missions and traditions. These research notes are thus intended to describe the survey itself and to show how the questionnaire and individual items were structured, in addition to providing an overview of treatments within and between institutions that followed the testing. 相似文献
7.
Items from two American instruments designed to measure students' evaluations of teaching effectiveness were translated into Spanish and administered to a sample of Spanish university students. Most of the items were judged by the students to be appropriate, every item was chosen by at least a few as being a most important item, and all but the Workload/Difficulty items clearly differentiated between lecturers whom students indicated to be “good,” “average,” and “poor.” A series of factor analyses clearly identified the factors that the instruments were designed to measure and that have been identified in previous research. Finally, a multitrait-multimethod analysis demonstrated that there was good agreement between factors from the two instruments which were hypothesized to measure the same components of effective teaching, and provided support for both the convergent and discriminant validity of the ratings. The findings illustrate the feasibility of evaluating effective teaching in a Spanish university and the appropriateness of the two American instruments. 相似文献
8.
ABSTRACT This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they influence their professional and personal development. We carried out a qualitative study, through interviews with 119 faculty members of different fields from 10 Spanish universities, who were nominated by students with disabilities for developing inclusive pedagogy. We conducted a progressive analysis of the data using a system of categories and codes. The results describe the motivations that drove the participants to respond to the needs of students with disabilities, the personal and professional impact posed by the challenge of adjusting the teaching and learning processes, and the perceptions of the faculty members toward the contributions of these students to the university. In the conclusions section, we delve into the need of universities to embrace inclusivity. The data provided by this study reveal that disability can be a valuable asset in a university context that dissociates from the deficit lens and acknowledges that all students are important and able to learn when the attitudes and conditions are appropriate. 相似文献
9.
José Luis García Garrido 《比较教育学》2018,54(4):490-508
ABSTRACTThe current process of globalisation has led to a convergence of international and Spanish concerns regarding teaching and research issues in the area of comparative education. Both in their teaching and their research work, the academics within the Spanish comparative community display a notable – and typically Hispanic – heterogeneity. This includes their use of epistemologically diverse frameworks and paradigms as well as their penchant for intellectual and teaching traditions built upon a wide-ranging, diverse gnoseological foundation. Along with research agendas focused on topics well within the orthodoxy and tradition of the field, Spanish comparative work has also tackled subjects long advocated by the late-modern agenda such as post-colonialism, the world ‘disorder’ and refugees and hospitality pedagogy. The community's engagement with and analysis of the cultural reality of Latin America stands out as a specific feature of Spanish comparative studies. While the works published in the Revista Española de Educación Comparada (REEC) (Spanish Journal of Comparative Education) attest to the theorisation and markedly interdisciplinary nature of the analyses carried out by many of our academics, the authors of this essay argue for the inclusion of teleological perspectives. Only by incorporating the viewpoints offered by these teleological disciplines will we be able to stand up to the sterile, eminently relativist tendencies of post-modern epistemology. 相似文献
10.
随着“大数据时代”的到来,一股席卷全球的智能化在线教育浪潮正在蔓延,高校传统的教学模式趋向颠覆,高校教师的职业发展也将受到重大挑战。众多大学生在在线学习时将会产生海量的数据,高校教师如何挖掘、分析这些数据,对改进自身教学实践、促进自身专业发展都具有丰富的价值。学习分析在大数据时代的高等教育中被广泛应用已成必然趋势,并具有非常广阔的应用前景,高校教师应该具备较强的数据分析能力。学习分析从以下四个方面促进大数据时代高校教师在线专业发展：可以提升作为在线学习者的高校教师的学习效率,激发其自主的专业发展意识;可以提高高校教师作为在线教学者的教学效率,发展其在线教学实践智慧;可以提高高校教师作为研究者的研究绩效,提升其对学生在线学习的服务能力;可以提高高校教师作为管理者的管理效率,提升其在线教学领导力。 相似文献
11.
AbstractThis study uses decision tree analysis to determine the most important variables that predict high overall teaching and course scores on a student evaluation of teaching (SET) instrument at a large public research university in the United States. Decision tree analysis is a more robust and intuitive approach for analysing and interpreting SET scores compared to more common parametric statistical approaches. Variables in this analysis included individual items on the SET instrument, self-reported student characteristics, course characteristics and instructor characteristics. The results show that items on the SET instrument that most directly address fundamental issues of teaching and learning, such as helping the student to better understand the course material, are most predictive of high overall teaching and course scores. SET items less directly related to student learning, such as those related to course grading policies, have little importance in predicting high overall teaching and course scores. Variables irrelevant to the construct, such as an instructor’s gender and race/ethnicity, were not predictive of high overall teaching and course scores. These findings provide evidence of criterion and discriminant validity, and show that high SET scores do not reflect student biases against an instructor’s gender or race/ethnicity. 相似文献
12.
ABSTRACTFeudal structures and power relationships that Spanish universities inherited from Franco’s dictatorship have damaged the quality of educational research. However, the emergence of initiatives aimed to address these limitations have been identified. In this article, we analyze the impact of the Multidisciplinary International Conference on Educational Research (CIMIE). Specifically, we analyze how CIMIE is contributing to overcome some of the feudal constraints affecting educational research in Spain, such as fragmentation of areas of knowledge, limited international research efforts, and precarious and unstable employment situations of many researchers. Grounded in the communicative methodology of research and using mixed methods, we have conducted a longitudinal study of this research initiative (2012–2016), comprising interviews and communicative observations, analysis of documentation and quantitative data. The results show that participants understand that their involvement in CIMIE is contributing to make them feel released from the constraints of university feudalism by building solidarity networks and egalitarian relationships, and by rethinking research. 相似文献
13.
Barbara Zamorski 《Teaching in Higher Education》2013,18(4):411-427
This paper reports on one aspect the Research-led Teaching and Learning (RLTL) Project, which set out to investigate the reality of the university rhetoric concerning the relationship of research to teaching. The university, like many others, bases some of its claims to the excellence of its teaching and the quality of the learning experience enjoyed by its students on the close connection that is made between its research, and teaching and learning. The project was initiated to explore this relationship through evidence from students, academics and other members of the university. In doing so, we hoped to gain a clearer and deeper understanding of what the university means by research-led teaching and learning. The findings of the research and the report covered a wider range of issues than had been originally envisaged. This paper focuses on the first part of the report: what academics and undergraduate students understand and experience as research-led teaching and learning. 相似文献
14.
María-del-Mar Camacho-Miñano 《Interactive Learning Environments》2016,24(4):706-723
Many university lecturers are encouraged to implement innovative teaching tools and methodologies such as clickers in order to create an interactive learning environment and improve student learning, but its performance must be evaluated. The aim of this paper is to test empirically the impact of the use of clickers on students' learning processes. The teaching experience applied to the subject of Financial Accounting is specifically described. The total sample size is 77 students from a Business Administration and Economics Degree, taught in English and in Spanish. The analysis, using multivariate techniques, of the questionnaire responses, students' grades and a reflexive experience of the lecturer conclude that learning with clickers is effective. There is a positive relationship between grades and intrinsic motivation through clickers. Consequently, the students' marks are related to its intrinsic motivation, feedback to understanding, students' discussion and its negative aspects but not gender nor age. 相似文献
15.
AbstractThis research emerged from the idea of studying the opinion of students in the Bachelor’s in Primary Education at the University of Granada on their training to teach immigrant students. We want to know if the students feel prepared to face this kind of teaching, if they feel they receive enough training for this challenge and if they know about the educational intervention measures that exist and should be applied when teaching immigrants. The results indicate that we should introduce changes in the teaching-learning process to improve the efficiency of pre-service teacher training, as the multilingual and multicultural nature of Spanish society today is constantly growing and increasingly requires teachers who are prepared to meet this demand. We also believe that in our job as educators we should aim for a kind of training that reflects the current job demands and adjusts to all of its specific characteristics. 相似文献
16.
J. Casanova C. Casanova L. Fernandez M. A. Villamanan 《International Journal of Science Education》2013,35(1):65-69
Summaries English An experimental Keller Plan programme for teaching thermodynamics to second‐year students at a Spanish university, is described. The evaluation of the programme, made in comparison with conventionally taught students, showed Keller Plan teaching to result in an improvement of students’ study habits and a more positive attitude towards examinations and tests. On the negative side, however, students following the Keller Plan programme performed less well in actual calculations and problem‐solving than their counterparts. A modified Keller Plan scheme has recently been adopted. 相似文献
17.
Ian Hardy Peter Grootenboer Laurette Bristol 《International journal of qualitative studies in education》2016,29(7):925-945
In this article, we utilise recent theorising on praxis and educational development to explore how academics in universities can foster public, institutional and more personal development, even as they are challenged by what are sometimes described as more ‘managerial’ and ‘neoliberal’ conditions. The research draws upon a variety of sources of data, including publicly available correspondence on the university sector in Australia, interviews with colleagues, and personal reflective journals. These data reflect three instances of educational praxis development in the Australian university context, and at three scales/levels: nationally; unit-wide (university/faculty/institute); and sub-unit/individually. The findings reveal such development in the form of: academics using mainstream media to inform the general public about the nature of university industrial relations and funding at a national level; junior and senior academics collaborating and engaging in mentoring practices to build institutional research capacity at a university/institutional level; and, individual academics meeting to develop individual teaching practice. Through explicating the characteristics and value of educational development for and as praxis, we provide resources for hope for better understanding how the work of universities, including their broader mission to inform the public, might be enacted more educationally. 相似文献
18.
Stephen T. Sadlier María Cristina Arancibia 《International journal of qualitative studies in education》2015,28(9):1049-1064
After the 1973 coup, Chile swung from a centralized state to a dictatorial decentralized one where education turned from a public to a private good. Since the 1990 restoration of democracy, market-based trends have endured, involving the fomentation of a knowledge society, one where everyone is always studying. The present study, drawn from an action research project to develop English for academic purposes at a top-ranked Chilean university, considers how paradigmatically functionalist research can lead to critical openings for research at an elite Global South university marshalled into public service to promote innovation. As the university in the study fosters innovation to propel Chile from a raw materials to a knowledge-based economy, two points aid our entrée into elite site investigation: the university’s internationalization policy and its focus on graduate students’ getting their work in high-impact journals and conferences. Accessibility remains a challenge for garnering substantive qualitative data at an elite Chilean university, though we suggest that a policy movement toward a knowledge society yields possibilities for researchers able to carry out methodologies with both functionalist and critical aims. 相似文献
19.
Sharone Ciancio 《Journal of Higher Education Policy & Management》2018,40(2):121-139
ABSTRACTService transformation is an increasingly common pursuit in the higher education sector, with university strategic plans frequently featuring a service excellence objective and the adoption of leaner and more sustainable service models. Previous studies agree that service excellence is intentional not incidental, and systematic not ad-hoc in nature, requiring a planned and structured approach with consistent and repeatable experiences. This study analysed public documents to discover the universities engaged in service excellence and efficiency endeavours and the prevalence of business process improvement (BPI) methodologies as a tool for this purpose. It is concluded that universities are increasingly focused on service excellence, institutional sustainability and BPI methodologies to enable institutional strategic objectives. The study suggests that future studies could focus on investigating and gaining primary evidence on the progress and success of universities in the service excellence and BPI space. 相似文献
20.
Dan Gartrell 《Journal of Early Childhood Teacher Education》2013,34(2):193-198
Abstract A university child development/early childhood education professor renews her relationship with young children and with current public school teaching by spending 5 weeks in kindergarten. This article describes some highlights of her experience: the children's daily journal writing, an in‐class and take‐home math activity, and teaching the required kindergarten social studies unit on Antarctica. The experience provided renewal for the professor and fresh examples for the professor to share with her university students. 相似文献