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1.
博士学位论文应经同行评议,这是我国学位条例的规定,也是各高校的通行做法。同行评议方式一般分为两种：由院系组织的明审和由校研究生管理部门组织的盲审。盲审因其规避了人情、关系等因素干扰获得优势,但也存在着因评议人对学科熟悉度的差异等原因而产生误判、错判的问题。本文通过对某高校近两年博士学位论文的同行评议数据进行比较、分析,认为最好的解决路径应是完善制度设计,从而更好地体现两者的价值。 相似文献
2.
Research Findings: Early child care policy and practice are grounded in a growing understanding of the importance of the first years of life. In earlier studies, associations between child–staff ratios and peer skills yielded inconsistent findings. The current study used data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) to test the existence of curvilinear associations between child–staff ratios and observed peer skills at the ages of 3 and 4.5 years in order to derive optimal ratios featuring higher levels of peer skills. The findings indicated curvilinear associations between child–staff ratio during the first 3 and 4.5 years and the frequency of positive and negative peer interactions—especially positive peer interactions. Furthermore, these curvilinear associations characterized positive play with a friend at 4.5 years. Optimal child–staff ratios featuring higher levels of peer skills were somewhat lower for positive play with a friend than for the frequency of positive peer interactions. Practice or Policy: Curvilinear associations that point to an optimal value of child–staff ratio may be used to validate child care standards. Optimal child–staff ratios found in the current study coincided with recommended early care standards. 相似文献
3.
中国大学管理结构变化实证分析 总被引：9，自引：0，他引：9
对131所大学在1980、1992和2001年的组织机构设置情况进行问卷调查的结果表明,党群机构及其人员数在管理机构及其人员数中所占的比例呈下降趋势,并且党群机构人员在管理机构人员中所占的比例小于党群机构在管理机构中所占的比例。受“党政分开”政策和学校追求效率因素的影响,一些党群机构开始扮演制度层的角色。 相似文献
4.
Holly Smith 《Teaching in Higher Education》2013,18(6):747-754
This article examines the possibility of a ‘Teaching Assessment Exercise’ and attempts to quantify teaching quality as part of performance management schemes for academics. The primary sources of data are identified as student evaluation of teaching (SET) and peer observation of teaching (POT). The conceptual and empirical issues in developing valid and reliable teaching quality indices from SET and POT are critically reviewed. The difficulties of using such data for academic performance management are discussed, focusing on the tensions between using such data both formatively for professional development and summatively for decisions about employment. 相似文献
5.
Christine Brew Philip Riley Caroline Walta 《Assessment & Evaluation in Higher Education》2009,34(6):641-657
Beliefs about the validity and merit of self‐, peer‐ and group‐assessment practices are presented from 213 pre‐service primary teachers and 30 staff who teach them. Both groups were surveyed using comparable items. A subset of seven staff participated in semi‐structured interviews. Staff were far more supportive of peer‐ and self‐assessment practices than their students with both groups indicating modest support for group assignments. While pedagogical factors best represent the staff support for engaging students in assessment of their own and their peers’ work, several staff in interviews revealed that their high level of support for peer‐assessment was closely linked to a time‐saving factor. Peer‐assessment was more often used than self‐assessment while both practices were reported to have increased over the past two to three years. These findings are consistent with the reported increase in participative assessment practices in higher education generally. An important implication of this research is that in order to optimise the use of participative assessment, staff need to better prepare their students by modelling and communicating their reasons for adopting such practices. 相似文献
6.
Ingrid Moses 《Assessment & Evaluation in Higher Education》1989,14(2):95-105
The formalisation of reviews of academic performance, whether it be during probation, for promotion, or for feedback to tenured staff, has put a formidable burden on heads of departments who tend to be involved in all review processes concerning staff in their department.
This paper will present and discuss some data from a current study on the role and functions of heads of departments in Australian universities. Information obtained from heads as well as from staff highlight the difficulties of heads who have to make evaluative statements on departmental staff which may further or slow down their career. Regular performance appraisal of tenured staff pose particular problems as heads have few resources at their sole disposal to reward in any tangible way excellent performance, and indeed also command few, if any, measures to ensure adequate performance. Heads may have positional authority, but academic conventions often prevent heads from exercising it. Clearly heads need leadership qualities and the ability to create a positive departmental climate so that performance reviews are experienced as constructive and rewarding. 相似文献
7.
K. J. Topping E. F. Smith I. Swanson A. Elliot 《Assessment & Evaluation in Higher Education》2000,25(2):149-169
Reciprocal paired qualitative formative peer assessment of academic writing was undertaken by 12 postgraduate students of educational psychology. Overall, staff and peer assessments showed a very similar balance between positive and negative statements, but this varied according to assessment criterion. However, only half of all detailed formative assessment statements made showed some degree of correspondence between staff and peers. Nevertheless, there was very little evidence of conflict between the views of staff and peers-rather, they focused on different details. Subjective feedback from students indicated that most found the process time consuming, intellectually challenging and socially uncomfortable, but effective in improving the quality of their own subsequent written work and developing other transferable skills. The reliability and validity of this type of peer assessment thus appeared adequate, and the partiality of overlap in detail between staff and peer assessments suggested that the triangulation peer assessment offers is likely to add value. However, caution is indicated regarding the generalisation of this finding. Implications for action are outlined. 相似文献
8.
RICHARD A. WANTZ SUE ANN CORVIN JOSEPH W. HOLLIS 《Counselor Education & Supervision》1985,24(3):264-274
This study presents the results of a national survey of the counseling and guidance staff and its functions within state departments of education throughout the United States and four territories during the past decade. Counseling and guidance section directors in state departments of education in the U.S. received a letter describing the nature and purpose of the study and a request for cooperation by completing an enclosed questionnaire. Data collection resulted in an 83% return rate. The results of this study indicate specific trends and implications. These trends reflect economic changes and imply further diversification of services with fewer staff members. This article specifically addresses trends, implications, and the present impact on populations that counseling and guidance personnel serve. 相似文献
9.
The role of head of department in the pursuit of excellence 总被引：2，自引：0，他引：2
Ingrid Moses 《Higher Education》1985,14(4):337-354
This article discusses the role and functions of heads of departments as analysed in the literature with particular reference to heads in one Australian university. Data on staff's expectations and perceptions of their head's role are examined.Staff from eight departments of the University of Queensland filled in a questionnaire designed to give feedback to heads. The results show clearly that staff attach great importance to the head's encouragement function: staff wanted their head to encourage good teaching in the department, to stimulate research and publication, and to take account of each staff member's special talents and interests.This was supported by data obtained from over one hundred structured interviews conducted with staff. They were asked, inter alia, what encouragement was given in their department to excellence in teaching and in research; what they would like to see done to encourage teaching and research more and what barriers to excellence existed in the department. Responses indicate that the majority of staff experienced no encouragement for excelling in teaching, whereas most departments and department heads encouraged active participation in research and publication by overt approval, funds, assistance with obtaining outside grants and a variety of other ways. Staff made suggestions on how to overcome the barriers to excellence; these were mostly realistic and practical and, in fact, implemented in those departments where staff felt encouraged in their pursuit of excellence. 相似文献
10.
高职教师终身教育现状、问题及对策 总被引：1，自引：0，他引：1
张进明 《张家口职业技术学院学报》2005,18(2):31-35,46
高职院校师资状况还不能满足教学培养目标的要求.建设一支高素质高技能的专业师资队伍,有赖于教师终身教育体制建设的完备.需要教师、高职院校、培训机构、有关行政部门及国家立法机关的协同努力.任何一方的缺失或不作为都不利于教师终身教育体制的构建.因此,有关各方必须加大这一方面的建设力度. 相似文献
11.
缪一强 《南昌教育学院学报》2011,26(4):8-8
政府购买法律服务,既是依法治国、建设社会主义法治国家的需要,也是转变政府职能,建设服务型政府的要求。所谓政府购买法律服务,是指政府以一定的成本获取律师事务所或社会律师（政府法制部门和公职律师所及其工作人员除外）以各种形式提供的法律服务。 相似文献
12.
Holly L. Karakos 《Peabody Journal of Education》2014,89(2):214-228
Evidence from previous research suggests that peers at times exert negative influence and at other times exert positive influence on drug and alcohol use among adolescents in recovery. This study explores recovery high school staff members’ perceptions of peer support among students in recovery high schools using qualitative interview data. Themes of peer support are discussed in terms of positive peer support, negative peer influence, peer relationships, and sense of community. In general, recovery school staff members discuss peers in the school as sources of positive support and peers outside the schools as sources of risky influence. Themes and quotes are presented to highlight the diverse ways that staff members discussed peer influence. Limitations of this study and suggestions for future research are discussed. 相似文献
13.
王毅 《青岛教育学院学报》2014,(2):30-33
目前校企合作成立法人型公司需要取得行政部门的审批同意文件,同时需确定股东资产范围;需要有合法的企业名称,达成股东协议和公司章程;需要严格区分该法人型公司的资产与股东自身的资产;职业院校人员担任该公司管理人员的,亦须遵守公司章程,合法地履行董事、经理、监事的职权。 相似文献
14.
In the fall of 1997, institutional research staff in the central office of the Oregon University System were asked to build a set of peer comparators for the state's seven diverse public universities. The peer groups were to serve the analytic needs of budgeting, performance measurement, and trend analysis. Because of several critical political issues requiring interinstitutional unity, the peer groups had to be developed and implemented with the participation and support of the seven university presidents. In addition, the peer groups had to be understood and accepted by board members, legislators, and the governor's office. Through a process that combined detailed statistical information with a sensitivity to the political dynamics and judgments of campus presidents and staff, the system office developed a set of peer groups that found acceptance in both the political and analytical environments. Ten conditions that contribute to the creation of peer groups on a systemwide basis are identified and offered as guidance to other university systems. 相似文献
15.
Ellen Switkes 《Innovative Higher Education》1999,24(1):39-48
The peer review system at all campuses of the University of California is a long standing program of pre- and post-tenure evaluation. All faculty are reviewed on a schedule of 2 to 4 years by department colleagues, the dean, and a campus faculty committee which normally results in a merit increase. This system of pre- and post-tenure review throughout a faculty members' career poses a substantial workload for faculty, departments, and the campus; but it is regarded by faculty and campus administrators as crucial to maintaining a faculty of very high quality. This article describes the well-established review process, which may provide ideas for those institutions planning on enhancing their approaches to peer review . 相似文献
16.
John Muffo 《Research in higher education》1979,10(1):25-35
Rankings of graduate and professional programs have become commonplace since Cartter's study for the American Council on Education was published in 1966. Much of the research up to the present has focused on discovering proxy variables, such as departmental size, which correspond to departmental ratings, as well as observing how the ratings of departments change over time. This study examines the relationship between the peer ratings reported by Roose and Andersen in 1970 and resource allocation patterns, represented by average salary figures, among fifty major American universities. It also shows the relationship of these ratings and other resource allocation measures within one of the fifty institutions. Results indicate that among the fifty universities, average salaries are higher at the highly rated institutions than at the lower rated ones, with senior professors being the chief beneficiaries of the higher wage scales. Similarly, within one institution the senior professors of higher ranked departments are better paid, compared to their junior colleagues, than those of lower rated departments. The higher rated departments share commonalities as to proportion of senior professors and teaching load assignments as well. Both across and within universities, departments found to be prestigious by Roose and Andersen do tend to exhibit common characteristics concerning resource allocation procedures.Presented at the Annual Forum of the Association for Institutional Research, Houston, Texas, May 1978. 相似文献
17.
18.
《Chinese Education & Society》2013,46(2):90-91
Promoting adult education is a human resources development with short cycles and quick effects and that calls for a certain amount of funds and investment. Starting this year, adult education will be included in the state budget for revenues and expenditures as an additional item. When making arrangement for education expenditures, local financial departments should also incorporate funds needed for adult education in their budgets and allow the funds to increase as the economy moves forward and regular revenues grow. Enterprises should disburse funds needed for employee education according to a prescribed ratio. In addition, shortfalls can be made up in the following ways: Expenses for technological training involving the development of new technology or research on new products may be disbursed directly as a part of the production cost; expenses for staff training may be disbursed from the retained percentage of profit, surplus from block-grant expenditures, and after-tax profit; training expenses for projects of technological development, introduction of foreign technology, and technological innovation, or projects of optimizing the service of certain products (including expenses for sending employees abroad for advanced training) may be disbursed from the project funding itself. Funds for staff education in enterprises should be handled and disposed of by its educational division under the supervision of financial departments. If there is surplus in the funding that cannot be spent in the same year, the surplus can be carried over to the next year. For small-sized enterprises that cannot afford to offer staff education on their own and enterprises that do not run staff education programs efficiently, the departments in charge can set up concentrated staff education facilities and support such facilities with funds taken from respective staff education expenditures. When planning for either urban community construction or newly built enterprises in the future, we should, at the same time, plan for the construction of basic facilities for adult education and incorporate such projects in the investment plan for infrastructure investment projects. The various ministries and regions should set up a few key adult education bases that are better equipped and of a higher quality. In the area of peasant education, expenses that involve eliminating illiteracy, training of teachers, compiling of textbooks, exchange of experience, activities, and so forth, should all be disbursed from educational expenditures by education departments at different levels. Funds for county-run peasants' secondary specialized schools and peasants technical schools of different specialties and types should be raised by the county people's governments under unified arrangements and according to their respective financial strengths. The departments concerned, however, should lend the local governments certain financial aid. Funds for peasants' cultural and technical schools run by townships (towns) can be drawn as a certain percentage from the rural education surcharge, pooling funds from the people, collecting tuition fees, or launching work-study programs. 相似文献
19.
《Journal of College Student Psychotherapy》2013,27(2-4):221-240
Eating disorders are a serious health and mental health problem on college campuses nationwide. This article describes an innovative treatment and prevention program for eating disordered college students. Peer educators are used to provide individual, informational sessions to students with eating disorder concerns and workshops on eating disorders to the campus community. They work with the counseling center by referring more serious eating disordered clients and through consultation with a staff psychologist. The roles and functions of eating disorder peer educators are described, and issues in recruitment, selection, training and ongoing supervison are highlighted. The counseling center's role in the management of eating disorders is also discussed. Specific case examples are presented to clarify the peer educator role in working with eating disordered college students. 相似文献
20.
Jennifer Wilson 《Assessment & Evaluation in Higher Education》2016,41(8):1223-1236
Despite its imperfections, academic peer review has been accepted as a satisfactory process by which assessment panels comprised of different disciplinary representatives arrive at agreement through a system of shared rules and language that respects disciplinary plurality. Artistic researchers, whose output is required to meet both scholarly research criteria and the aesthetic standards expected by their peers in the art world, express concern that university peer review processes disadvantage their disciplines due to differences between artistic research and more science-informed research expectations. As research created with the artistic ‘white cube’ in mind intersects with this ‘black box’ of scholarly peer review, do the shared protocols adopted by peer-review panels extend to research expressed not in scholarly text but in artistic artefact? Are there features inherent in artistic research that impinge upon equitable consideration within these settings? This paper draws upon face-to-face interviews with visual and performing artists in three Australian universities to explore how these researchers experience university peer review. It contributes a distinctive disciplinary perspective to understanding university assessment and evaluation processes for the benefit of both academic staff and postgraduate students. 相似文献