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1.
After independence, the Education Commission called for the creation of new institutions to undertake the task of higher education in technology, agriculture and management. Three models of higher education were imported. In the field of technology the “MIT model” was advocated by the Sarkar Committee. The five Indian Institutes of Technology (IITs) were the results of this thinking. The “Land-grant University Model” provided the basis for development of agricultural universities. The “Business School Model” was instrumental in the creation of the Indian Institutes of Management (IIMs) at Ahmedabad and Calcutta. In this article, we explore the implications of importing the “MIT model” in the case of IITs and venture some possible explanations of the feelings of institutional helplessness through in-depth data collected in one IIT. We believe that the “sorting” process implicit in the MIT and the Business school models, in particular, when imposed on the Indian socio-economic milieu has aggravated the isolation of the elites from the realities of the country as well as increased dependence on the West. This, has in turn, resulted in mediocrity and irrelevances even in these islands of intended excellence. The IIT experience serves to illustrate this argument. Our argument is developed through
- understanding the phenomenon of sorting and how this distances the IIT graduate, in particular, from the rest of the engineering graduates, among others;
- placing the argument in the perspective of transfer of intellectual technology from the West.
2.
John Biggs 《高等教育研究与发展》1982,1(1):33-55
A “study process complex” comprising three major motives (instrumental, intrinsic and achievement) and three cognate learning/study strategies (reproducing, meaning and organising), is described. The Study Process Questionnaire (SPQ) is an instrument designed to tap these motives and strategies in tertiary students. It is hypothesized that patterns of motivations and study strategies would be typically different between students in colleges of advanced education (CAE's) and universities, given the natures of these two sectors of tertiary education.
The SPQ was administered to over 2,000 students in five universities and nine CAE's in five states, and students’ motive and strategy scores were compared. University students were found to be more intrinsically motivated, and more likely to use meaning and organising strategies. CAE students were more instrumentally motivated and more likely to use the reproductive strategy. University students who rated themselves “excellent” were intrinsically motivated; while CAE students in this category were highly organised. Greatest institutional differences were found in teacher education. These findings are highly compatible with the aims and functions of the two types of institutions, and have particular relevance to the issues of end‐on vs. concurrent programmes of teacher education, and enforced university/college amalgamations. 相似文献
3.
《Paedagogica Historica: International Journal of the History of Education》2012,48(5-6):757-784
Internationalism became one of the keywords in the international intellectual and political debates at the end of the nineteenth century. As a political, cultural and social movement it also included science and education. The desire for international cooperation and global understanding was caused by the growing economic interdependence in the world and the threat to peace by nationalistic politics of the imperialistic powers. Within the context of discipline formation and fragmentation, cultural critique, social reform and pacifist movements, academic educationists, teachers and educational and social reformers in various countries tried to establish an international network to promote scientific cooperation, peace, mutual understanding and professional collaboration. In this article, the author will try to place the phenomenon of internationalism within the context of the formation of educational sciences in the early twentieth century. Drawing from the example of other scientific disciplines at this time, such as geography, meteorology and physics, one can assume that the internationalizing of education also increased its professional and scientific standards. The “disciplinarization process”1 of educational sciences was closely intertwined with the genesis of an international scientific network through special institutions. In order to investigate this assumption, the genesis, structure, contents and effects of international cooperation in the field of education in the first decades of the twentieth century will be considered. This international cooperation took on different shapes. It included, among others, the international exchange of teachers and students, international educational exhibitions, international congresses, transnational institutions, multilateral standardization and international journals. The focus will be on the main agents of institutionalized internationalization, namely international congresses and associations, and individual forms of international communication and cooperation will therefore not be dealt with. The article begins with a short overview of the different kinds of international educational congresses. Two types of internationalization within this institutional setting will then be introduced: the research‐oriented, “scientifically” based model of academic educationists (“new educational sciences”) and the instruction and reform‐oriented, “politically and morally” based model of a social movement (New Education). Finally the geographical extension of internationalization will be analyzed briefly before the main argument is set out in the concluding remarks, namely that the internationalization of education through international institutions found its driving force in moral and political assumptions of the teaching profession and its goals of school reform within the New Education rather than in an international scientific paradigm of the academic “new educational sciences”. 相似文献
4.
Yu Li 《Chinese Education & Society》2020,53(3):115-133
Abstract Based on data from the “2014 Chinese University Faculty Survey,” this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education. 相似文献
5.
Culture and identity in higher education research 总被引：1，自引：0，他引：1
Jussi Välimaa 《Higher Education》1998,36(2):119-138
The aim of this article is to develop a cultural approach in higher education studies. It will be argued that the cultural approach is rooted mainly in two different intellectual starting points to analyze academic communities as cultural entities: studies of disciplinary cultures and institutional cultures. Notions of disciplines as cultural entities have been developed in Europe in relation to the two cultures topic and to issues developed in the sociology of knowledge. The institutional studies tradition is, in turn, rooted in the American intellectual tradition, where cultural concerns emerge from institutional level phenomena whether they concern students, faculty or higher education institutions. The article discusses the pros and cons of these traditions in order to find new avenues for future research. It will be argued that academic identity provides a seminal perspective for cultural studies in higher education. 相似文献
6.
The Two Cultures of Undergraduate Academic Engagement 总被引：2，自引：0，他引：2
Steven Brint Allison M. Cantwell Robert A. Hanneman 《Research in higher education》2008,49(5):383-402
Using data on upper-division students in the University of California system, we show that two distinct cultures of engagement
exist on campus. The culture of engagement in the arts, humanities and social sciences focuses on interaction, participation,
and interest in ideas. The culture of engagement in the natural sciences and engineering focuses on improvement of quantitative
skills through collaborative study with an eye to rewards in the labor market. The two cultures of engagement are strongly
associated with post-graduate degree plans. The findings raise questions about normative conceptions of good educational practices
in so far as they are considered to be equally relevant to students in all higher education institutions and all major fields
of study.
相似文献
| Steven BrintEmail: |
7.
8.
《Higher Education in Europe》1978,3(6):48-50
>Higher education in Malta is in the process of substantial reform which, among other things, includes:
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transfer of a number of degrees and courses from the Old to the New University and as well as the creation of new courses and degrees in the New University;
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changes in the administrative structures of higher education institutions (Old and New University)
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introduction of a worker‐student scheme for university entry;
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changes in the distribution of authority on higher education.
The introduction of the reform is regulated by the Education (Amendment) Act, 1978. Outlined below are the main elements of this reform as they are introduced in the Act, with a special emphasis on the new “worker‐student scheme for university admission” 相似文献
9.
This paper uses Tight (High Educ Res Dev 23(4):395–411, 2004; High Educ Res Dev 31(5):723–740, 2012; High Educ Res Dev 32(1):136–151, 2013)’s journal analysis and review framework to review a sample of 497 journal articles on researches concerning international students over the past 30 years. It was found that a majority of the articles focus on the students’ in-campus, academic and social experience. Even with different conceptualisation of the terms “international student” and “international student mobility”, international students undergo similar challenges throughout their sojourn duration, and much of the responsibilities in managing international students fall on universities and respective faculty members within the institutions. It might seem as if we are going in circles in terms of the issues and concerns in managing international students, but the silver lining out of this observation is the increased ethnical awareness among countries and higher education institutions in hosting and safeguarding the students throughout their international higher education experience, albeit rather slowly. The analysis brings to attention how much have we achieved in internationalisation of higher education in general and international student-related research in particular, and the potential for greater expansion and focus on managing the student population within a comprehensive “life cycle” approach. 相似文献
10.
Joanna O. Masingila Dana E. Olanoff Dennis K. Kwaka 《Journal of Mathematics Teacher Education》2012,15(5):347-358
This article reports on a national survey of higher education institutions in the United States to answer the question, “Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors’ academic and teaching backgrounds?” We surveyed 1,926 institutions, and a faculty member from each of 825 institutions (42.8?%) participated in the survey. The survey results demonstrate that the majority of institutions are not meeting the recommendations of the Conference Board of the Mathematical Sciences (The mathematical education of teachers. American Mathematical Society, Providence, RI, 2001), the National Council of Teachers of Mathematics (Professional standards for teaching mathematics. National Council of Teachers of Mathematics, Reston, VA, 2005), and the National Council on Teacher Quality (Greenberg and Walsh 2008) for prospective elementary teachers to take at least nine credits of mathematics content designed specifically for them. Additionally, most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics, and most institutions do not provide training and/or support for these instructors. 相似文献
11.
Frederick C. Kintzer 《Higher Education》1974,3(3):303-314
The regional college movement in Norway is in direct response to societal pressure felt worldwide to democratize and decentralize higher education. Created in 1969 as a three-college system coordinated by the Regional College section of the Ministry of Education, the current six institutions represent Norway's attempt to extend equal opportunity and employment-oriented education to rural and remote areas. Although initially established on a five-year experimental basis, the institutions appear to be in a solid position, having university endorsement as well as strong support of the local community constituencies. Another prominent factor giving support to the regional college movement is the egalitarian nature of Norwegian society. The “folkekögskole” (folk high school or people's college) which had become the accepted preparation for teacher training institutions throughout Scandinavia, helped to strengthen the case for short-term career-oriented education. The regional colleges operate with a high degree of administrative autonomy to allow each institution maximum freedom to develop regional identities. From the beginning, innovation and experimentation have been officially encouraged. Faculty and students participate broadly in institutional policy development, and at several colleges, in the actual day-to-day decision making process. The Ministry and institutional leaders appear firmly committed to goals expressed in the planning reports and in the enabling legislation: to prepare students for immediate employment in specific occupations and for further education in universities and professional schools, and to offer educational opportunities, including general education, for adults. Consideration in long-range planning should be given to:
- Faculty development programs and training for administrators
- Perfecting communication channels, and
- Improving instructional efficiency through such means as an instructional resource center and an educational development team on each campus to encourage new ideas on improving instruction.
12.
《Higher Education in Europe》1978,3(6):41-42
From 29 August to 1 September 1978 the 4th International Conference in Higher Education “Post‐Compulsory Education in the 1980s” was held at the University of Lancaster. The conference which drew some 250 participants from 25 countries and representatives of several international organizations concentrated on the following problems of higher education in the context of their implications for the future development in this field: structures of post‐compulsory education; higher education and working life; staff development; student learning; role of the media in higher education; and priorities for the 1980s.
The work of the conference was carried out in plenary and working party sessions. In the sessions of the working parties, each group discussed one of the above‐listed conference issues. During the plenary sessions the following addresses were presented:
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the opening address on the present problems of higher education and their implications for its situation in the 1980s, by Lord Briggs, Worcester College, Oxford;
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On “The many faces of academic coordination”, by Professor Burton R. Clark, Director of the Higher Education Research Group, Yale University;
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“Evaluating recurrent education reform or reforming recurrent evaluation in higher education?” by Professor Urban Dahllof from University of Upsala; and
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a summary of the work of the conference by Lord Vaizey,. Brunel University
The conference identified a number of problems, e.g. demographic changes affecting potential student populations in the 1980s, changes in the structure and content of university level education (mainly in the context of higher education systems in the developed countries. We present below the views expressed at the conference, concentrating on those given during the plenary sessions. 相似文献
13.
世界各国教育界都十分关注高等教育国际化政策与趋势的研究。中国高等教育的政策法规不断制定与完善,在加快推进教育治理体系和治理能力现代化、转变职能和简政放权、促进教育公平、提高教育质量、深化重点领域改革等方面取得了新突破。北京大学—斯坦福大学于2014年10月20-21日在北京大学斯坦福中心联合举办＂大学是创新与经济发展的源泉论坛＂,对大学创新能力进行了国家之间的比较,一致认为创新就是创造性的破坏。教育国际化是未来高等教育的发展趋势,信息技术只有与教育深度融合,才能推动教育改革与发展。 相似文献
14.
《Higher Education in Europe》1978,3(6):10-15
It can be expected that the dynamics of change acting upon education will require substantial modification of the objectives of higher education and its institutions.
Affected will be the teaching function as well as research activities. The main changes will most probably occur in the communities’ rôle in higher education. This also imposes changes in the role of managers and planners of higher education as well as new financial and legal problems which are thus created.
The article presented below discusses the extent to which planning in the universities, especially in relation‐to their facilities, shall be determined by the dynamics of the processes mentioned above. It is an extract from an article entitled “Planning the Facilities for the University of Tomorrow” which was written by Michel Woitrin from the Catholic University of Louvain, Louvain‐la‐Beuve, Belgium. 相似文献
15.
The global knowledge economy has turned higher education into a key player in societal development. Internationalization benefits higher education institutions in several aspects, such as improvement and visibility in international rankings, revenue generation via tuition fees and external funding, improvement of research and teaching quality, integration with academic communities and familiarization with scholarly attitudes. In this study, we provide insights into the challenges of internationalization faced by higher education institutions in Iran as a developing country. Several policies and practices have been adopted in Iran to improve internationalization efforts; however, these activities have had little impact on the quality of research and educational programs at Iran's universities. Understanding the challenges they face in a systematic way can help identify different factors and develop a set of suggestions to increase the quality and quantity of international cooperation. We formulate our suggestions based on the opportunities provided by the digitalization solutions in the aftermath of the COVID-19 pandemic and the increasing importance of the UN's Sustainable Development Goals in both global and national environments. We interviewed 15 faculty members in Iranian higher education institutions and 14 managers in charge of international affairs at universities in Iran. In addition, data extracted from three forums on Iranian higher education internationalization are analysed. Using a grounded theory approach, we group the challenges into macro-, institutional and individual levels and then suggest a number of practices and policies to increase the quantity and quality of internationalization efforts. 相似文献
16.
“The accent in cultural history is on close examin‐ ation — of texts, of pictures, and of actions — and an open‐mindedness to what those examinations will reveal, rather than on elaboration of new master narratives.” Lynn Hunt (Ed.), The New Cultural History (Berkeley, Calif., 1989), p. 22.
“[Films] are a legitimate way ... of representing, interpreting, thinking about and making meaning from the traces of the past ... that seriously deals with the relationship of past and present.” Robert A. Rosenstone (Ed.), Revisioning History (Princeton, N.J., 1995), p. 3.
One of postmodernism's major lines of development collapses the boundaries and hierarchical distinctions between elite or academic culture and popular culture, giving us new opportunities to cross boundaries separating history from literature and the arts, the “academic” from the “popular”, the archival from the imaginative. I embrace the freedom that postmodernism offers to entertain new ideas, play different kinds of language games, challenge established “ways of seeing”. I propose here that we extend the range of what we regard as historical “source” to include film, and that film be accepted by historians of education as a legitimate form of textual representation and important evidentiary “source” for our exploration and interpre‐ tation of culture and of education. What follows is an attempt at integrating film into the historiography of education. For illustrative purposes, I've chosen Peter Weir's “Dead Poets Society” ("DPS”, 1989) for my text. I don't presume to give “the” meaning of “DPS” for understanding recent American educational history, but to suggest some of its possible meanings, which, given the problematic nature of “meaning” in our postmodern epoch, is about all we can hope for, but which may be enough to continue the conversation about movies after the movie is over. 相似文献
17.
Loraine A. Powell 《Assessment & Evaluation in Higher Education》1992,17(2):153-162
This cross‐institutional evaluation assesses the effectiveness of promoting staff development as the central strategy for change within the EATE initiative. Increasingly, in institutions of initial teacher education as elsewhere, accountability requires output‐oriented staff who are able to attain given targets at reasonable cost. This “impact” case study is both explanatory and confirmatory, justifying the process of change specified by EATE in relation to organisational efficiency, current relevance and need.
The evaluation demonstrates how change can be effectively managed to improve teaching and learning within a short time scale and how EATE has played a critical part in opening up institutions to working with the business community, an integral element of the EATE strategy previously seldom encountered within initial teacher education.
The EATE initiative sought behavioural changes in participants through raising awareness, identifying the catalysts, better networking, the critical support of management and the business community, in order to keep it live and consequently embed thechange. Whilst staff in differing institutions perceived and defined some changes differently, the evidence suggests that strategies employed by EATE have been and are being efficient and effective contributors to the process of change. 相似文献
18.
Carlo Salerno 《Higher Education》2004,48(1):101-130
A rich body of literature has emerged that seeks to shed further light on how concepts like globalization and internationalization shape higher education systems and their institutions. This paper examines how the rise of private higher education in various national contexts has engendered global patterns of public financial support for private institutions and particularly the various ways in which public funding is channeled to such providers. A cross-national typology of public/private higher education sectors and a system-level map of how public funding is directed to institutions are both used to explain why different patterns may emerge. This framework is then used to examine the policies and practices in four representative systems: England, Germany, New Zealand, and the state of Pennsylvania in the United States. The available evidence suggests that in systems with weak or newly emerging private sectors, unclear regulations and concerns about quality implies that public funding tends to be channeled into private institutions indirectly (e.g. through tax-abatements and student financial aid). In systems where private institutions play a more substantial role, public funding is channeled to privates using a mix of indirect and direct mechanisms. 相似文献
19.
Stephen Ntim 《Higher Education》2014,68(6):837-849
High quality provision has been one of the key aims of the current reforms in higher educational institutions across the globe since the beginning of the century and the millennium. Consequently this has led to the increasing demand for quality assurance (QA). This report identifies those institutional processes and structures that support the development of an internal quality culture in the emerging private universities in Ghana. The study bases its understanding of “quality culture” on the definition which sees it as referring to an organizational culture characterized by a cultural/psychological element on the one hand, and a structural/managerial element on the other hand. If we take our educational activity as a process, then the process (the activity) requires inputs (information, materials), resources (people, equipment, space) and control (QMS) to produce outputs (products and/or services). QA then is a culture—a way of continuously aiming to improve and do better—and the private universities in Ghana are responding to this. 相似文献
20.
《Higher Education in Europe》1979,4(3):23-24
Oreated ten years ago, "Ingenieurhochschulen” have already acquired considerable experience with regard to relations between education, research and production. They have also become an important component of the GDR's higher education system and training institutions for highly qualified manpower for industry and agriculture.
In this context we present an article written for “Higher Education in Europe” by Professor Eeinhard Gotimev, Rector of the Engineering Institute in Mittweida (GDR). 相似文献