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Daniel Monteux 《Higher Education in Europe》1993,18(1):37-42
This article, written from the point of view of a French academic, who is a labour union leader, examines and discusses the problem of conflictual situations in higher education. To the traditional problems of conflicts between employees and employers and of students with regard to study and living conditions, the crisis situation in French higher education (and in other European higher education systems as well) has created new areas of conflict. In terms of large categories, these conflicts are related to such questions as the evaluation of qualifications for the recruitment and the promotion of staff, the relative weight given to research versus teaching, the ways in which new institutions and teaching/learning disciplines and groups of disciplines are created, and the general financial crisis besetting the higher education system as a whole. The solutions proposed emphasize the importance of transparency and democracy and the need for international instruments to deal with the conditions of university personnel and with academic freedom. 相似文献
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2003年后,我国高校进入后合并时期。后合并时期高校校园文化难免存在排异和冲突。作为校园文化的最高层面和主体部分———校园精神文化的冲突是造成高校不能实质性融合的主要症结所在。校园精神文化和谐形象整合应坚持"以人为本"的原则;综合考虑制约合并高校精神文化整合的社会文化和民族文化及地区文化、合并高校的传统和性质、员工的素质、决策者的追求等主要因素;在价值观上,坚持为教师创造机会、为学生创造价值的价值主张,在理念上,要以创新为导向,把创新作为大学发展的出发点和归宿,管理制度上,要建立一整套新的规章制度。 相似文献
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Financial stringency and neo-liberal influences in higher education are impacting upon relationships and academic values in
higher education. The aim of the present paper was to analyse how these forces operate differentially in the UK and Germany.
The British students were significantly more satisfied than were their German counterparts with the intellectual and personal
relationships that they had with their university teachers; this could, however, be attributed more to country-specific factors,
predating marketization, than to the effects of globalisation. Students in both countries clamoured for more practical experience
during their university courses; but a number of UK students and almost half the UK staff thought that that insufficient justice
was being done to theory in the HE programmes. Though ‘the market’ might be assumed conducive to efficiency, the British respondents
(both staff and students) were especially dissatisfied with organisational aspects of their institutions. Many of the German
staff believed that the old order of the university as they had known it was passing away and this awareness was painful to
them.
An erratum to this article is available at . 相似文献
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Eighty-one newly appointed university teachers at the University of Copenhagen were interviewed about their concerns in connection with their forthcoming class-room début. It appeared that most of them had some previous teaching experience. Only one out of four had never taught before. Primary among their concerns ranked problems with their personal subject matter adequacy and with organizing and verbally presenting subject matter in an adequate form. A comparison of their chief concerns with the content components that are most frequently included in education courses for University staff, suggests that some of the latter have little relevance for specifically beginner teachers. A particular analysis of inexperienced new teachers relative to those with ample previous experience unequivocally supports the assumption that inexperienced new teachers are primarily ego-centered in their concerns whilst their more experienced colleagues are primarily teaching- or student-centered in their concerns about teaching. The implications for the design of training programmes for university staff are discussed. 相似文献
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Pat Strauss 《高等教育研究与发展》2020,39(5):1013-1025
ABSTRACT In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access. 相似文献
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Chivoin Peou 《Journal of Education & Work》2017,30(1):26-38
Cambodia has in the past 15 years been catching up with the global and regional trends of rapid expansion of higher education, but its specific socio-historical context has engendered particular life course and societal implications. Engaging with the current policy attention to the cause of skills mismatch in Cambodia, this article aims to provide a sociological perspective for understanding young people’s decision-making about university majors. Framing the entrance into university study as a context of risks and uncertainties for the life course, the article draws on in-depth, biographical interviews with 31 university students in the Cambodian capital of Phnom Penh and analyses their decision-making about university majors by focusing on the person–situation interactions the students negotiate. Their approaches to university major selection involve individual agency and practical resources and constraints. They involve personal and interpersonal trust, intuition and emotion, which have implications for how skills mismatch in Cambodian higher education should be tackled. 相似文献
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This article, derived from a three-year ethnography of distributed medical education provision in a Canadian university, explores the ways in which information and communication technologies are used by teachers and students in their everyday work within technologically rich teaching environments. The environments being researched are two university campuses: a campus at the main university site and a satellite campus in a neighbouring province. The article seeks to contrast dominant, institutional discourses of technology use in higher education teaching with the everyday practices of staff and students. The article concludes that there is a gap between policy and practice in distributed education and that the teaching and learning experience and context of staff and students in different sites need to be analysed in depth, in terms of: whether the experience of learning across sites can be positioned as being comparable; the extent to which technology ameliorates learning and teaching; and understanding the work done by staff. 相似文献
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Jason Sternberg 《高等教育研究与发展》2012,31(4):571-583
This paper examines discussions of Generation Y within higher education discourse, arguing the sector's use of the term to describe students is misguided for three reasons. First, portraying students as belonging to Generation Y homogenises people undertaking higher education as young, middle-class and technologically literate. Second, speaking of Generation Y students allows constructivism to be reinvented as a ‘new’ learning and teaching philosophy. Third, the Generation Y university student has become a central figure in concerns about technology's role in learning and teaching. While the notion of the ‘Generation Y student’ creates the illusion that higher education institutions understand their constituents, ultimately, it is of little value in explaining young adults' educational experiences. 相似文献
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从院校分工看我国高职院校的定位与特色 总被引：13，自引：0，他引：13
对高等院校进行合理分工是调和高等教育中不同价值观念之间冲突的有效途径.高等职业技术院校在高等教育系统中具有独特的功能,因此,只有在其目标定位、专业设置、教学内容、教学组织形式和方法、师资队伍建设等方面都体现出鲜明的特色,才能更好地发挥高等职业技术院校的作用. 相似文献
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Sally Wai-Yan Wan 《Teachers and Teaching》2016,22(2):148-176
Catering for learner diversity is one of the key areas in the recent educational reform in Hong Kong. Pre-service teacher education acts as a fundamental way to equip pre-service teachers ready for accommodating diverse learning needs and to build up pre-service teachers’ self-efficacy. The purpose of the study is to examine prospective teachers’ teaching beliefs toward differentiated instruction and teaching efficacy. Using a sequential mixed methods design that contains a questionnaire, focus group interviews, and individual interviews, prospective teachers undertaking a 13-session course regarding differentiated instruction as offered by a local university in Hong Kong participated in the study from January to April 2013. Changes in teaching beliefs regarding differentiated instruction as well as teaching efficacy levels were found. More positive attitudes toward differentiated teaching were found; however, there existed different concerns including class management and conflicts with personal teaching beliefs. These concerns may be related to practical experiences and confidence as well as expectations upon students. Implications for future course development and research are discussed at the end of the paper. 相似文献
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Lyneffe Stockhausen 《Studies in Continuing Education》2013,35(1-2):18-28
This article outlines steps taken to introduce two new nurse academics to reflective practice to demonstrate staff development in clinical teaching. The personal exploration of practice by two beginning university teachers, Angela and Helen, draws on reflective practice to inform their interpretations of clinical teaching. Thepaper examines reflective practice and, in particular, strategies of journal writing, audio‐taped debriefing sessions, and the use of a ‘critical friend’ to support and inform reflection. The process indicates that personal and collaborative reflection provides an avenue to investigate and improve teaching and learning in clinical education. It also demonstrates an effective non‐judgmental process which facilitates quality in all types of educational experiences, and which can aid university review procedures. 相似文献
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吴薇 《集美大学学报(教育科学版》2014,(2):1-6
教师信念决定课堂教学质量高低和教学改革成败,目前国际上对大学教师信念比较研究的重视正日益凸显。加强中外大学教师信念比较研究一方面能够拓展高等教育中的教学问题,尤其是促进大学教师信念这一新兴领域的研究与发展,另一方面可以推进不同文明之间大学教育的交流与对话。其实践价值表现在:高等教育改革的深化需要改革者和教师共同关注教师信念;全球化时代的教与学需要大学教师理解他国的教师信念。我国教育研究界应加强对大学教师信念研究的重视,并创造机会开展跨文化比较研究,为我国大学教师发展提供理论支持与实践指导。 相似文献
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《Teaching and Teacher Education》1994,10(3):345-353
A school-based teacher education program is described. The focus of this research is the cooperating teacher. Specifically, the role of advisor (cooperating teacher) and the benefits and concerns are examined. Twenty-three advisors completed a questionnaire related to the school-based teacher education program. The benefits were personal and professional development, time to work with specific pupils and plan programs, meeting new people and the pleasure of watching a student teacher develop. The concerns were time constraints and problems with poor student teaching performance. 相似文献
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人文主义教育观重视人的价值,坚持教育应以促进人的发展和完善为根本目的.在实践上重视普通教育,重视人文科学,重视学生主体性和创造性的培养.这些对当前正日益深入的高校课堂教学改革具有十分有益的借鉴和启示意义. 相似文献
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Brigitte Eckstein 《Higher Education》1977,6(2):135-138
Recent trends in universities in the German Federal Republic are reviewed with special reference to the norms, values and attitudes of university teachers. Despite democratising influences the head of department is still a powerful figure. Recruits to the university teaching profession tend to conform to traditional values and ideas about the university. This has implications for the importance given to teaching. It is suggested that change may be brought about by helping academic staff to understand more fully the practical implications of the maintenance of traditional positions and also by exploiting opportunities which appear in the course of organising workshops devoted to the improvement of teaching in higher education.This is an abbreviated version prepared by the Coordinating Editor, of a longer article, available from the author, dealing with the topic at greater length. We are grateful for permission to include this study in the special issue on academics - Coordinating Editor. 相似文献
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青年教师是高校教师队伍的重要组成部分,是推动高等教育事业科学发展、办好人民满意高等教育的重要力量。但目前高校青年教师队伍仍存在问题和不足,影响并制约着高等教育质量的提高,鉴于此,提出加强和改进高校青年教师队伍建设的措施,以期为全面提高高等教育质量提供助力。 相似文献
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Alan Skelton 《Teaching in Higher Education》2013,18(8):908-919
This article considers the impact of a masters' level professional development course about higher education teaching on participants from a UK research-intensive university. Drawing upon in-depth interview data, this article explores the perspectives and experiences of the participants, locating their responses within broader notions of teacher identity work and departmental, institutional and wider system-level policies and practices. Three main findings are discussed: personal and professional change, the value of critical interdisciplinarity and how developing an emphasised teaching identity for some individuals can be a ‘poisoned chalice’. This article concludes by considering the implications of these findings for course development, institutional strategy and the Higher Education Academy's Professional Standards Framework. 相似文献