共查询到20条相似文献，搜索用时 171 毫秒
1.
朱光亮 《天津职业技术师范学院学报》2004,14(1):17-20
从校园网格的发展趋势入手，针对校园网络服务所面临的越来越严重的安全威胁，引出了信息安全的重要性；分析了现今校园网运行的网络服务容易受攻击的技术漏洞，针对这些技术缺陷设计了一套安全高效的认证方法。 相似文献
2.
皮宗辉 《喀什师范学院学报》2009,30(6):60-62
校园网络在高校教学、科研、管理和师生的日常学习生活中起着非常重要的作用,在网络服务应用日益多样化的今天,校园网面临严竣的网络安全形势,为此,针对校园网主要的安全威胁,提出了具体的、可操作性强的网络安全防御策略,以保证校园网安全高效运行． 相似文献
3.
4.
数字校园安全体系的研究与实现 总被引：3，自引：0，他引：3
吴伟斌 《泉州师范学院学报》2006,24(4):39-42,52
在分析校园网安全现状的基础上,给出了数字校园安全体系模型,揭示了各种安全机制间的层次关系及其采用技术,并在此之上给出了一个安全解决方案,介绍了实现网络架构、访问控制、身份认证、安全管理系统几个关键技术. 相似文献
5.
本文设计了校园"一卡通"系统的软硬件结构模型及安全认证加密模型,论述了系统的实现和应用方案。该系统的研究应用,实现了天津工业大学统一用户管理系统,统一了各种卡应用系统的"一卡通"认证,为校园信息化、数字化管理奠定了基础。 相似文献
6.
本文针对目前高校校园网外用户无法享用校园网络资源的问题,提出如何利用PHP技术结合MySQL数据库研究开发校园网外用户访问校园网络资源认证系统,对系统的设计思想,涉及的关键技术及实现方法进行了论述。 相似文献
7.
本文在对网络服务背景的认定基础上,结合相关文献材料,编制了“基于学生体验的高校校园网络服务平台研究”的调查问卷,通过线上线下相结合的两种方式,开展了全国范围内的高校调查,并将调查结果和相关文献资料相结合,进行了定性定量分析,形成了一定的理性思考。通过对全国各大高校的调研,可以明确,高校校园网络服务主要存在着校园网络平台建设和学生需要之间脱节的问题,其原因大多是多方主体、内因和外因共同作用的结果。因此,为实现校园网络服务平台建设和学生之间的互联互通,作者倡导建立一个以学生为本,综合式、集约化、方便快捷的“一站式”高校网络服务平台,以促进高校和学生获得更好发展。 相似文献
8.
刘延熙 《鞍山师范学院学报》2011,13(2):61-63
随着校园一卡通技术的推广,产生了许多安全问题,为此,设计了＂KNSA安全体系＂.该体系针对校园一卡通系统各个方面设计了安全措施,从而保障校园一卡通系统的安全和稳定. 相似文献
9.
学校无线网络的安全策略研究 总被引：2，自引：0，他引：2
刘义全 《中国现代教育装备》2009,(17)
随着各级各类学校信息化建设水平的提高,无线网络逐渐成为校园网解决方案的一个重要组成部分.对校园无线网络的接入进行研究,并对校园无线网络的安全进行分析,找出适合校园无线网络安全的解决方案,可以做好校园无线网络的安全管理工作,确保其安全性. 相似文献
10.
11.
We investigate the impact of information about student satisfaction on university choice, using data from the UK's National Student Survey (NSS) and on applications to undergraduate degrees. We show that NSS scores have a small statistically significant effect on applications at the university-subject level. This effect operates via the influence of the NSS on a university's position in separately published, subject-specific league tables, suggesting that information contained in the league table rankings is more salient. The impact of rankings is greater for more able students, for universities with entry standards in the upper-middle tier, and for subject-departments facing more competition. 相似文献
12.
Despite numerous criticisms of the UK National Student Survey (NSS) institutional managers still strongly support its use in informing student choice, quality and assurance and quality enhancement activities. This article outlines a granular and nuanced benchmarking system for the NSS which provides both a ‘raw’ score (weighted student satisfaction score) and a normalised quotient (weighted student satisfaction quotient) to enable users to take a more considered approach to the absolute and relative strengths and weaknesses of individual course programmes. 相似文献
13.
Jonas Thiel 《British Educational Research Journal》2019,45(3):538-553
The UK National Student Survey (NSS) has high status on the agenda of UK universities. Its rise in status is linked to its influence on national rankings and associated funding streams referenced to the Teaching Excellence Framework (TEF). Consequently, many universities have implemented further assessments of student satisfaction, thereby putting additional internal performative pressures on courses and individual lecturers. The research contribution of this article comprises an analysis of the NSS through Foucault's notion of ‘governmentality’, with a particular focus on his work on ‘discipline’ and ‘neo-liberal governmentality’. More specifically, by utilising qualitative data from interviews, research diaries and observations, it will be demonstrated how the NSS functions as a ‘disciplinary’ technology of government which subjects lecturers, departments and universities to intersecting panoptic gazes and perpetual ratings. In addition, the NSS can also be considered ‘neo-liberal’ in that it governs the academic population through narrow conceptions of ‘freedom’ and omnipresent competition. The article proposes that it is through the amalgamated forces of intersecting panoptic gazes, on the one hand, and neo-liberal free-market principles, on the other, that student feedback develops its power to govern. 相似文献
14.
Jack L. Seymour 《Religious education (Chicago, Ill.)》2013,108(5):499-500
This article uses the lens of critical discourse analysis to examine the religious education efforts of the Newfoundland School Society (NSS), the main provider of religious education in Newfoundland in the 19th century. Although its focus was initially this colony, the NSS quickly broadened its reach to the whole British empire, making it one of the largest religious education bodies in the world. In this article, the author's focus is on the social context and discourses produced by the Society in its annual reports and accompanying anniversary sermons. Data are drawn from archival records of the NSS for the years 1830–1840. 相似文献
15.
Jacqueline H.S. Cheng 《牛津教育评论》2013,39(6):693-712
The National Student Survey (NSS) of course experience satisfaction is sent to final year students of all higher education institutions in England, Northern Ireland, Scotland and Wales (N = 171,290 and 157,342 students in 2005 and 2006) and results are made publicly available. The present investigation assesses the reliability and appropriate use of the NSS from a multilevel perspective. Although NSS responses provide a limited basis for discriminating amongst universities and courses within universities, the ratings of universities are highly reliable and stable over time due to the large number of students (2005 and 2006 rankings correlated r = .86). The unresolved question is whether very small (only 2–3% of the variance explained) but reliable and stable differences between universities provide useful information for benchmarking universities, self‐improvement, and informing student choice. 相似文献
16.
《Journal of Further & Higher Education》2012,36(3):347-368
Universities capture and use student feedback to improve the student experience, but how should information from national scale surveys be used at local and institutional levels? The authors explored the UK’s National Student (Satisfaction) Survey (NSS) data relevant to science and engineering programmes using percentages of students who were satisfied or very satisfied. For brevity, one NSS national dataset was explored, but the patterns found were consistent for the following year. Simple exploratory data analysis techniques underlined the care that is needed when interpreting NSS outputs, corroborating previous research into its international precursors. Factor analysis supported claims of a high internal consistency of the survey. Subject groupings showed consistent differences in responses, with some subjects consistently recording higher satisfaction. This reduces the usefulness of the NSS for comparing different subject groupings within a university. Universities provide different subject compositions, so direct comparisons between institutions are not straightforward. Subject groupings should be compared only against similar subjects, and then with due care to understand the complexity of satisfaction. Further analysis of national questionnaires like this is required to contextualise its outputs. For example, there is a national trend of low satisfaction with assessment feedback in all subjects, but the relationship between feedback satisfaction and overall satisfaction is complex. There are marked differences between subjects which may, in science subjects, be associated with mathematical content. There is scope for future elucidations of the ‘overall satisfaction’ value and for use of the measures of dissatisfaction. 相似文献
17.
18.
Maria João Martins Inês Laíns Inês Leal Inês Pessanha Bruno Brochado 《Assessment & Evaluation in Higher Education》2019,44(1):66-79
The UK National Student Survey (NSS) is a sound and widely used instrument for assessing students’ academic experiences. We aimed to translate the NSS for Portuguese students and to validate the instrument in a sample of medical undergraduates. The research team translated and adapted the NSS for Portuguese students (NSS-P). The survey was administered on an online platform to 1,256 final-year students at eight Portuguese medical schools. A total of 329 medical students (69.9% female) replied to the NSS-P, a response rate of 26.2%. Confirmatory factor analysis showed that the original six-factor structure had an adequate fit to the data. Adequate internal consistency was observed for all the subscales. Medium to large correlations were found among all the subscale scores and between the subscale scores and the students’ overall satisfaction. Multiple regression showed that the scores on the Teaching, Organization and Management and Personal Development subscales significantly predicted the students’ overall satisfaction. Approximately 64% of the students reported being satisfied with the quality of their courses. Significant differences among the medical schools in their NSS-P scores were found. The NSS-P is a valid and reliable measure for assessing medical students’ perceptions of academic quality. 相似文献
19.
Linet Arthur 《Assessment & Evaluation in Higher Education》2020,45(3):331-344
AbstractIn the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This article focuses on the impact of a UK university’s new student feedback questionnaire - for individual modules - which used the NSS questions. The research draws on survey data (N?=?101) to identify lecturers’ views and three student focus groups. The outcomes raised issues relating to performativity, professionalism and ‘provision’, the latter defined as the university’s contract with each student, including the aspects that affect the student learning experience but are beyond the lecturers’ control, for example, class sizes and timetables. The results indicate that by recognising the impact of provision university managers may be better able to develop systemic improvements to student experience and (in the UK) a corresponding uplift in NSS and Teaching Excellence Framework (TEF) results. The article puts forward a model linking performativity, professionalism and provision to the relationships between university managers, academics and students. This model could enrich understandings of professionalism and performativity, extend the range of issues affecting student experience in SETs and support data analysis in future research studies. 相似文献
20.
This paper describes quality enhancement (QE) focused response to the 2006 National Student Survey (NSS) by a post-1992 Higher Education Institution. Recognising the increasing importance of the NSS to a wide range of stakeholders, the University established a task team to explore, from a QE perspective, why the institution received particular scores (both high and low), and to engage in dialogue with students about our response to the results. This article describes just one aspect of this approach: an innovative, student-focused institutional level event, which was forward looking and resulted in tangible actions and outputs for colleagues and students. 相似文献