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1.
After the Revolution of Dignity (2014), Ukraine signed an Association Agreement with the European Union. In the context of European integration, new legislation on higher education has been adopted. Changes in the institutional environment expect responses from higher education institutions, in particular changes in the organizational identities of Ukrainian universities that are claimed through the mission statements. As Ukrainian universities are in the stage of transition from the Soviet past to the European future, it is of primary importance how they interpret and respond to the changes in the institutional environment, claiming their organizational identity through mission statements. To answer this question, sociological institutionalism is applied as a theoretical framework for the exploration of how institutions shape the organizational identities of universities. A content analysis of the mission statements of 46 Ukrainian universities was conducted: 26 defined before the adoption of the new legislation on higher education in 2014 and 20 formulated after this date. 相似文献
2.
Amy Elizabeth Stich Todd D. Reeves 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):116-132
In this paper, we critically analyze institutional mission statements as discursive texts replete with symbolic meaning, as we believe these texts reveal a great deal about the ways in which higher education remains increasingly stratified. We argue that beneath the generalized rhetoric of institutional mission statements, lie powerful messages seemingly coded with varying forms of class-based academic capital. We further argue that these messages reflect two distinct, competing discourses surrounding the purpose and value of higher education, that parallel the stratification of the larger system itself. Findings reveal evidence of these competing discourses and contribute to larger discussions surrounding educational inequality. 相似文献
3.
For this study we used institutional web sites to examine the mission statements of 80 higher education institutions for messages
about diversity. Of the 80 institutions, 59 (75%) referenced diversity in their mission statements; but only 19% defined diversity
in racial or ethnic terms. In addition to mission statements, 52 (or 65%) of the 80 institutions had a separate diversity
statement; but only 18 of these were an official institutional statement. These treatments of diversity are interesting in
light of the changing demographics of the incoming college student population and the recognized need for greater cultural
development or awareness on campuses. If mission and diversity statements reflect the priorities of the institution, 35% of
the institutions in the sample said nothing about diversity. 相似文献
4.
While the ascendancy of market behaviours in public research universities is well documented, the extent to which universities have transformed themselves into industry-like organisations has been called into question. So to what extent are universities displaying transformation in their core values? The concept of institutional logics, with its focus on the relationship between organisational design and underlying beliefs and values, shows potential to address this question. Yet study of institutional logics at the campus level has to date been limited. This paper presents an empirical analysis of three US research universities’ organising principles as expressed in key mission and planning documents over a 15-year period. Of the multiple strategies at play in the universities’ responses to potentially competing values, the creation of new, hybrid logics is of particular interest. The concept of hybrid logics suggests a promising framework for understanding how universities can and do manage tensions in their mission. 相似文献
5.
In general, a mission statement reflects the context in which a higher education institution operates. It’s also a direction setting statement indicating the direction required for effective strategic and operational decisions. This study examines how the highest ranked universities in Europe, Asia, Latin America, Africa, and North America compare in terms of their mission statements and how they communicate to their stakeholders and to the public about what their main purposes, values, goals, and objectives are. Having downloaded each university’s mission statement from the Internet, we then classified them into five main categories of Asian, African, European, Latin American, and North American universities and analyzed them separately using the text mining and analysis tools available in SAS Enterprise Miner, a powerful commercial business analytics program. Results show that although we found similar terms and themes in the mission statements across the five different regions, there is great variability in the mission statements with respect to how they communicate their core values, main purposes, and value propositions. 相似文献
6.
Roger Kaufman Ryan Watkins Melvin Stith Don Triner 《Performance Improvement Quarterly》1998,11(3):32-44
Where are the world's organizations headed? What do they see as their primary destination and contribution? What do they commit to deliver and to whom? How rigorous are they in defining their destinations? What label do they use to describe statements of their intended future? To find the answers to these and other questions, we examined 26 of the leading organizations internationally as well as 60 leading organizations in the United States. Based on this sample of world organizations, we found indications that many organizations see some aspect of societal good as basic to their future, while many others regard their own organization's well-being as what is most important. We find no clear favorite for what organizations label their statements of purpose: most use “mission” while some use “vision,” and some use “values” or “philosophy.” Few of the organizations in our sample state their intended destination in measurable performance terms. From these data, we discuss the implications in terms of an increasing emphasis in the literature on organizations having to deliver outputs that contribute to external clients and society. We also note that purpose statements must be accompanied by appropriate actions to achieve those intentions. In addition, we discuss how this move toward socially-responsive organizations is impacting the role of the performance technologist. 相似文献
7.
使命陈述是对使命的文字陈述,它在美国高等教育中普遍存在.但是在当前美国学者中,存在着高校使命陈述有用论和无用论的争论.美国学者墨非通过对美国不同类型高校使命陈述的研究得出结论,美国不同类型高校使命陈述有其自身的特色和特点.这在一定程度上证明了高校使命陈述存在的必要性,也给我国高校提供了一定的借鉴. 相似文献
8.
Sam J. Fugazzotto 《Innovative Higher Education》2009,34(5):285-298
The effectiveness of higher education institutions has bases in institutional structures and cultures. However, structure
and culture represent abstract concepts while institutions realize high performance in practice. Given their salience in higher
education, mission statements and campus space bring structure and culture into the realm of practice. Moving from abstract
to concrete, this paper shows how mission statements embody structure and culture and how physical space, in turn, enacts
mission in day-to-day institutional life. By harnessing the mission-space linkage, strategy can access structure and culture
for the purpose of increasing effectiveness. 相似文献
9.
Ibrahim Efe 《高等教育研究与发展》2015,34(6):1110-1122
This article presents findings from a corpus-assisted discourse analysis of mission and vision statements of 105 state and 66 private/foundation universities in Turkey. The paper combines a corpus-based approach with critical discourse analysis to interpret the data in relation to its institutional as well as socio-political context. It argues that the mission and vision statements are marked by a need for reassuring their legitimacy and the demands of a growing tertiary market. The historical and cultural backgrounds of the development of universities in Turkey, as well as political and economic conditions, are also decisive in the shaping of mission and vision statement of universities. 相似文献
10.
In the context of a weakening social consensus about the purpose of schooling, what kind of social forms and procedures enable educative action to be co-ordinated and stabilized, at least to some extent? In order to answer this question, the authors develop a two-fold approach to regulation within school systems, defining regulation as ‘the process through which rules are produced and social action is oriented’. From a methodological point of view, grasping this process encompasses both an analysis of the structural framework and a comprehension of the social interactions which produce rules. On the one hand, regulation is understood as the articulation of several forms of co-ordination resulting from a particular historical process. The analysis of the structural (institutional) framework in French-speaking Belgium illustrates this first moment of the approach. On the other hand, attention is given to interactions and games between actors, particularly at a local level, in order to understand how rules are constructed and how organized action can emerge. 相似文献
11.
Kreangchai Rungfamai 《Higher Education》2017,73(1):1-18
Universities find themselves faced with the conflicting institutional demands of being cathedrals of learning and research as well as introducing managerial and corporate-like structures. Despite many studies in higher education research that focus on how this situation affects the mission of universities, the role of imprinting has not received considerable attention yet. Our study aims at closing this research gap by analyzing the influence of institutional founding conditions on mission statements of universities. Results show that imprinting does not affect the introduction of mission statements, but rather their contents. The role of imprinting is, however, moderated by the power and the reputation of universities. In discussing these findings within the context of higher education research, our study contributes to a better understanding of developments in the field of universities. 相似文献
12.
13.
马克思在《资本论》中提出了政治经济学命题:"工业较发达的国家向工业较不发达的国家所显示的,只是后者未来的景象。"这一命题内含经济哲学内容,概括性表述是社会历史线性演化逻辑。在马克思文献中,该逻辑存在于四种语境即原生态语境、一般性理论语境、东方特定社会历史情势语境和俄国特定社会历史情势语境之中。不同语境中表现出来的逻辑样态各异,后人理解成百家争鸣之势,但其中有的内容被忽略,如东方特定社会历史情势语境中的外力论;有的内容被主观性解读,如俄国特定社会历史情势语境中农业公社命运的例外论。这种理论情势给马克思主义研究者提出了问题:一般性理论语境中的社会历史线性演化逻辑是否具有普遍适用性?东方特定社会历史情势语境中的外力论与一般性理论语境中的社会历史线性演化逻辑是什么关系?俄国特定社会历史情势语境中的例外论是马克思基本立场吗?如果是,该立场与一般性理论语境中的社会历史线性演化逻辑相冲突如何解释?为了维护一般性理论语境中社会历史线性演化逻辑的纯正性,语境问题成为必须在自觉意识层面被关注和研究的对象。研究不同语境中马克思原生态社会历史线性演化逻辑思想,是应当被提上议事日程的任务。 相似文献
14.
Yavuz Saka Sherry A. Southerland Julie Kittleson Todd Hutner 《Research in Science Education》2013,43(3):1221-1244
The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher’s identities interact with the teaching context; how this interaction shapes his use of reform-minded teaching practice; and how the negotiation of identity, context, and practice influence a novice teacher’s employment decisions. The study involved 2 years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided. 相似文献
15.
This article reports on a study that examined the relationship between the mission statements and performance of Basic Education Schools in Oman. The process of mission statement framing was also investigated. A sample of 161 school mission statements was randomly collected from the Ministry of Education school mission portal database representing 19% of the total population. A sequential mixed method of analysis was chosen. The mission statements being classified with respect to 12 themes of which the most frequently of them appearing Academic Achievement (74.5%) and the least frequent Scientific Research Methods (26.1%).Results show that Learning Outcomes Excellence significantly correlated with a theme around Reconstructing School Environment (r?=?0.243). Also, Islamic Values and Ethics significantly correlated with Scientific Research Methods (r?=?0.221). It was also appeared that school principals spent great efforts on designing school mission statements that directed schools towards achieving their purpose and improving their performance. 相似文献
16.
Jon McNaughtan Sarah Louis Hugo A. García Elisabeth D. McNaughtan 《Journal of Higher Education Policy & Management》2019,41(2):153-171
Mission statements have been a staple of higher education institutions for decades, but little is known of how they are used as a tool for institutional decision-making. Using three distinct data sources, this study relies on framing theory to analyse the perceptions of university presidents in the United States on the role of mission statements in deciding when and how to communicate. Further, we compare the espoused values of university mission statements to the statements university presidents made following the 2016 US presidential election. Findings indicate presidents view mission statements as central to their decision to communicate and our analysis reveals some congruence between mission statements and public statements. 相似文献
17.
How can universities ensure that strategic aims to integrate research and teaching through engaging students in research-based experiences be effectively realised within institutions? This paper reports on the findings of a qualitative study exploring academics’ perceptions of the challenges and barriers to implementing undergraduate research. Academics were asked about perceived constraints and enablements, how they defined undergraduate research, the forms of undergraduate research used, and they were encouraged to provide examples. Perceived constraints included particular institutional policies and structures, academics’ mindsets and lack of skills and questions of time and money. It was found that different definitions of undergraduate research lead to different practices and varying opportunities for further development. This paper presents different forms of engagement in undergraduate research allied to these different definitions and it draws on interviewees’ ideas about what has been enabling in their context to suggest possible strategies for institutions to move forward. 相似文献
18.
Martin Camiré 《Quest (Human Kinetics)》2013,65(4):495-511
Millions of high school student-athletes in North America practice sport, and national federations communicate through their mission statements that this fosters student-athletes’ positive development. The purpose of the current study was to review the recent literature to examine whether the educational claims made for youth development in the context of high school sport are substantiated by empirical evidence. The review indicates that recent research efforts have focused primarily on the positive outcomes and that much less is known of the possible negative outcomes of participation in high school sport. Researchers have examined stakeholders’ perspectives on development, but studies are scarce that objectively measure the actual developmental outcomes of participation in high school sport. The little available evidence indicates that adult stakeholders seldom interact and do not collaborate to foster student-athlete development. This narrative review provides insights on the current status of research on high school sport, and recommendations are provided to further facilitate youth development in this setting. 相似文献
19.
During the school year 2008?C2009, the Ministry of Education and Training of Vietnam launched the ??Year of ICT?? to produce a breakthrough in educational innovation. In light of this development we have carried out a policy analysis to study the national vision on ICT in education. The policy analysis takes into account a decade of governmental policy guidelines on ICT and education, starting from 2000??the year that the Ministry announced its Master Plan for ICT in education. A critical analysis puts rationales in perspective. Exploratory analysis at the level of five provincial teacher education institutions sheds light on the impact of these guidelines in teacher education. 783 educators completed a self-report questionnaire addressing factors of access, capacities and actual use of ICT in teaching practice. To assess the adopted discourse and operational planning, technology plans of the different institutions are analyzed. It is argued that unbalanced operational planning in the technology plans led to a gap between the current rhetoric in policy guidelines, vision statements of the institutions and the reality in teaching practice. 相似文献
20.
王海明 《华侨大学学报(哲学社会科学版)》2003,1(1):5-12
道德价值推导法是伦理学所特有的发现和证明方法。按照这种方法，发现和证明任何行为或规范的道德价值，首光必须弄清道德价值终极标准：道德目的、亦即道德终极标准究竟如何?这是道德价值推导法的一个前提；其次必须弄清道德价值实体，亦即弄清所要发现和证明的行为或规范之事实如何，也就是行为或规范的事实依据；是否实际存在抑或纯系子虚乌有?如果实际存在，它属于何种行为类型?它的本性是什么?这是道德价值推导法的另一个前提；最后用道德目的、道德终极标准来衡量这种行为或规范之事实，便可以发现和证明它们的道德价值；符合者便具有正道德价值，便是应该如何的行为或规范；违背者便具有负道德价值，便是不应该如何的行为或规范，这是道德价值推导法的结论。 相似文献