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1.
ABSTRACT

This paper contributes to the discussion about the marketisation of universities by providing a historical perspective. Going back to the time when the market for academic knowledge emerged, I argue that it was created through incorporating a number of inherent tensions that have been, and still are, shaping its development. I show how these tensions affect the self-definition of the producers and consumers in the market as well as their valuation of the products the market has to offer. They also influence the rules of exchange.  相似文献   

2.
ABSTRACT

This paper presents the findings of a four-year research project studying change practice and agency in higher education. The main findings of five empirical studies are presented. These findings lay bare how academic staff perceive opportunities to change their practice, identify leaders’ strategies when trying to bring about change, illustrate the different and at times incompatible ways of understanding change initiatives, acknowledge the importance of moral dimensions in change, and demonstrate how leaders mobilise theory when engaging in change practice. The article synthesizes the results of the project and draws conclusions with a view to how academic developers may best engage with critical stakeholders in higher education institutions. The paper concludes by presenting some thoughts on how a new model for academic development may take form. The paper aims to provide insights, inspiration, and critical dialogue to researchers in academic development.  相似文献   

3.
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4.
ABSTRACT

Research in academic development more often articulates stories of success than of failure in our practice. Using a self-study methodology involving written reflections and analysis of recorded conversations, this article explores how two mid-career developers define and learn from feelings of failure in the context of group facilitation. Through reflection and discussion as critical friends, we identified a series of tensions that shape our work and our identities as developers. How we reflect upon and navigate through these potentially uncomfortable places has implications for how we reframe our feelings of failure and evolve our practice.  相似文献   

5.
ABSTRACT

In recent years, cultural anthropologists conducting educational ethnographies in the US have pursued some new methodological approaches. These new approaches can be attributed to advances in cultural theory, evolving norms of research practice, and the affordances of new technologies. In this article, I review three such approaches under the rubric ‘multi-scale ethnography’. Each approach responds to the desire to understand cultural forms that extend beyond single sites and the capabilities of single researchers; each pursues cultural forms that ‘travel’ across spaces, levels, and times. The three approaches are multi-sited ethnography, meta-ethnography, and comparative case study. I view these approaches not as replacements for older forms of ethnography but as complements that extend the contextualisation and generalisability of traditional ethnography.  相似文献   

6.
Abstract

Recent studies of academic work have identified increasing pressures on universities and academics throughout the world. These pressures relate to such factors as diminishing resources available to the higher education sector, widening diversity of the student clientele, moves for increased accountability and tensions between the research and teaching goals of academic work. Among the pressures being placed on the teaching component of academic work are the need for increased accountability of teaching performance and the need to update professional competence related to teaching. This paper reports a study of a selected group of academics — relatively junior staff who have participated in significant professional development activities related to their teaching. The data provided by the interviews with these academics allow a glimpse at their academic lives and how they fit teaching and professional development related to teaching into their working lives. The study highlights how these academics structure their work around their teaching commitments and how, although they make time available for professional development related to their teaching, this is done in response to the activities offered rather than as a proactive component of their career planning.  相似文献   

7.
Abstract

Sessional teachers in universities are often marginalised by their part-time status, availability for training, and invisibility within the institution’s infrastructure. Nevertheless, tutors as a subset of this group, regularly have access to some training and development. This paper presents a methodological approach for implementing the BLASST framework for sessional staff at a New Zealand university, based on a project to benchmark support for tutors. Using Activity Theory, I discuss tensions associated with developing a training programme for tutors and how such an approach can aid the development of similar models for all sessional teachers.  相似文献   

8.
Abstract

Schools need teachers who can provide English language learners with equal access to academic content and to information technologies. The authors propose that the integration of standards in TESOL (teaching English to speakers of other languages), the theory of multiple intelligences (MI) and technology can provide an equitable education, support learning differences and develop English language skills across the curriculum. The authors suggest how the integration of TESOL standards, MI theory and technology can become a part of pre-service teacher education and discuss some of the challenges to transferring this integration into the classroom  相似文献   

9.

Dotti researched how students in her tertiary dance class ascribed personal meaning to her use of different dance pedagogies. Jane was involved in the supervision of her thesis within the research process. However, what they discovered was a tension between researching and writing about artistic experiences within the confines and limitations of traditional academic scholarship. In this article each tells her story and shares how these tensions were or were not addressed. They then look at what a thesis is and what different forms of thesis presentation have been used. Finally, some suggestions are offered as to how both academic scholarship and artistic integrity might be maintained in a formal research process. The authors suggest that as an academic community there is a need to seek new ways of researching creative fields, such as dance, so that the academic process does not strangle the artistic endeavor.  相似文献   

10.
For more than a decade the traditional roles of universities and the traditional and conventional views of scholarship (academic work) have been called into question. These shifts in the academe have led to the introduction of various forms of practice, which has often resulted in conflicting viewpoints and tensions. Restructuring in higher education in South Africa (as elsewhere) has been linked to global, social and economic trends and a general decrease in revenue for universities from state sources (Jansen, 2001; Mora & Villarreal, 2001). This has forced universities into an entrepreneurial culture which has had far reaching implications for the work of academics. This has led to conflict between intrinsic work motivation and working towards extrinsic reward systems. In this paper we describe a university-based case study which demonstrates how a practice of scholarship in environmental education can be in conflict with conventions related to the construct of scholarship at institutional and broader academic levels in a 'marketised' environment. In terms of our experience we argue for a broader view of scholarship which focuses on more than 'brownie points' and 'bean counts' and includes service rendered to various academic communities as indicators for scholarly practice and scholarship in environmental education.  相似文献   

11.
ABSTRACT

Despite ongoing efforts by universities, challenges and tensions continue to exist in academic discourse, policy and practice around graduate employability. These factors can militate against the sector’s capacity to prepare learners for life and work, because they promote unclear, and sometimes counterproductive and competing, courses of action. This article suggests that higher education institutions’ approaches to graduate employability reflect at least three aims. The aims relate to: (i) short-term graduate outcomes; (ii) professional readiness; and (iii) living and working productively and meaningfully across the lifespan. The commitment to each of these aims is often tacit and ill-defined and varies within as well as between institutions, and over time. This article attempts to navigate a productive path through the multiple aims and agendas, along with the definitional and measurement challenges, to identify, workable approaches. It suggests some actionable principles to enhance employability that address the tensions between the three employability aims.  相似文献   

12.

In 1997 the California State University Monterey Bay Master of Arts in Education program began accepting students with the explicit intent of offering an academically challenging curriculum that grounds teacher-leaders in multicultural social justice education. By 2003, the program had successfully attracted and graduated a student population that is as racially and ethnically diverse as the state of California. As eight faculty members who designed and implemented this program, writing from a position of “insider knowledge” regarding how it functioned on a day-to-day basis, we show how culturally and linguistically diverse students, many of whom have been underprepared for rigorous academic work, can attain high levels of academic excellence in a challenging and supportive context. In addition, we explore the tensions and realities of doing this work, especially in a state university context that is experiencing decreased funding that jeopardizes programs such as this one. We write so that our work is not forgotten but rather narrates what is possible.  相似文献   

13.
Abstract

The increasing demand on nurses to adopt the roles and responsibilities of full professional status have been reflected in nurse training by the move into higher education. However, while there are undoubted benefits to this move, the authors believe that it has been at the expense of student involvement in their courses and a widening of the gap between theory and practice.

This paper presents three strategies for addressing those problems. Firstly, the authors argue for a student‐centred humanistic approach to education within the constraints of a curriculum for professional training. Secondly, they present a strategy for narrowing the theory practice gap through the use of reflective practice. Finally, they outline an approach to continuous and ongoing course evaluation in which findings are immediately applied to produce a flexible and responsive curriculum. The paper concludes by arguing that this broad approach could be successfully employed in any professional training within the further and higher education framework.  相似文献   

14.
ABSTRACT

Academic development (AD) is increasingly being oriented towards an integrated approach to academic practice (AP), given arguments for the importance of integrating research, learning, and teaching. Given the complex and evolving character of AD as a profession, it is important to understand the conceptions of AD held by academic developers, who can play a key role in supporting conditions for such integration. This comparative case study explores conceptions of AD and the scholarship of teaching and learning (SoTL) held by academic developers at two universities in Hong Kong and Singapore, and examines the extent to which these conceptions support an integrated AP. The findings show that not all conceptions recognise the importance of integration; moreover, though in both cases aspects of integration come to the fore, there are gaps that militate against a fuller understanding of integrating teaching and research. The study has implications for future AD practice and raises questions about using SoTL as a means of fostering teaching and research integration.  相似文献   

15.
Abstract

This study centers on the racialized experiences of Afro-Latino undergraduates at historically White institutions. Of particular interest, I examine how six Afro-Latino collegains experience intragroup marginalization due to colorism. The research design is undergirded by critical race theory and a critical race methodology. Participants’ narratives reflect how colorism manifests in the lives of Afro-Latino collegians. In drawing attention to a population that has been rendered invisible in higher education, findings from this study guide implications for future research and practice for higher education and student affairs leaders.  相似文献   

16.
Open education, including the use of open educational resources (OER) and the adoption of open education practice, has the potential to challenge educators to change their practice in fundamental ways. This paper forms part of a larger study focusing on higher education educators’ learning from and through their engagement with OER. The first part of the study was a quantitative survey investigating educators’ learning behaviour when they learned to use OER in their practice. The second part of the study explored qualitatively how educators engaged with OER and how they conceptualised their learning. Data were gathered through interviews with 30 higher education educators. This paper reports the analysis of these interviews. The analysis draws on the theory of self-regulated learning and cultural–historical activity theory to explore the challenges adult education practitioners encounter when changing their practice. The study tests the application of a framework that traces the discursive manifestations of contradictions, exploring how this framework can be used to examine different aspects of self-regulated learning as educators learn how to use OER. We have identified three distinct tensions in higher education educators’ practice: tensions between the emerging needs of the individual (as he or she adopts new forms of practice) and organisational policies; between the transfer of responsibilities from educators to students as new practice is embedded and institutional accountability; and between cost efficiency and learning objectives. The framework for the discursive manifestations of contradictions was a useful tool used to surface these apparent tensions.  相似文献   

17.
The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts.  相似文献   

18.
ABSTRACT

This paper looks at how cosmopolitanism is practised amongst Singaporeans who have experienced Singapore’s education reform in the 1990s. Cosmopolitanism in Singapore is tied to state-intervention with a national orientation. To complement Singapore’s push towards cosmopolitanism, the education reform in the 1990s promoted the idea of a national citizen with a global orientation. I looked at 40 Singaporeans born after the year 1990 to investigate cosmopolitan attitudes that have emerged from the tensions between cosmopolitanism and nationalism. To meet the state’s ideals of cosmopolitanism, these Singaporeans employed strategies to practice a particular form of cosmopolitan openness which prioritise national interests. Nationalism and cosmopolitanism co-exist in Singapore and share a dialectic relationship as I argue that these Singaporeans are global national citizens.  相似文献   

19.
ABSTRACT

Background: The recent influx of Newly Arrived Migrant Students (NAMS) in Western-European societies poses important educational questions about how best to support migrant students within the education system.

Purpose: We sought to study how elements that are associated with cultural capital – namely a sense of entitlement and strategic knowledge – have relevance to NAMS’ educational trajectories. In studying the process of how cultural capital relates to educational careers, this study argues for a general shift from a resource-focused approach towards a strategy-focused approach to cultural capital.

Sample: We collected data from 33 NAMS from six secondary schools in a city in Flanders (the Dutch-speaking part of Belgium). A maximum difference approach was used: this allowed comparison of NAMS who followed the most academic track (general track) and the least academic track (vocational track) in secondary education in Flanders.

Design and methods: We undertook 33 in-depth biographical interviews during which the NAMS reconstructed their educational trajectories. Data were analysed qualitatively. We used structural approach analysis to identify each narrative’s core structure. These structured fragments were then thematically coded.

Results: Within the categories ‘a sense of entitlement’ and ‘strategic knowledge of the education system’, the analysis detected differences in strategies of action between pupils in the general track and in the vocational track.

Conclusion: The findings offer insights that could support the development of better strategies to guide and support NAMS in education. As NAMS’ integration in the educational system appears to be a stretched and slow process of orientation, studying their trajectory has the potential to deepen our understanding of known mechanisms of the reproduction of inequalities in education.  相似文献   

20.
ABSTRACT

A shortcoming of Massive Open Online Courses (MOOCs) is the lack of substantive integration of hands-on activities into online classrooms. We conducted a randomised control trial (RCT) in a MOOC where we sent the treatment group at-home lab kits with which they could perform experiments in their own homes. In our intervention research, we found that, at the end of the course, students in the treatment group had significantly higher exam scores and levels of self-efficacy to perform in the topic area than their control group counterparts. Students’ growth in self-concept was not significantly different. Findings have implications for distance courses in engineering and other science, technology, engineering, and math areas that traditionally have laboratory components. Furthermore, our findings illustrate the potential amplifying effect of this learning environment configuration for engineering instructors. Finally, this study illustrates how the dispersed nature of MOOCs facilitates RCTs and a recursive process linking theory and practice.  相似文献   

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