共查询到20条相似文献，搜索用时 15 毫秒
1.
2.
Reshaping academic capitalism to meet development priorities: the case of public universities in Kenya 总被引：1，自引：0，他引：1
As colleges and universities have adopted a corporate model in recent decades, debate over the public versus private good
associated with higher education has surged. The deliberations have typically been entrenched in Western notions about academia’s
contributions to development and scholars have framed academic capitalism dichotomously; a force for good or evil. Far less
is known about the market model of higher education in developing nations. We sought to explore this gap by examining how
faculty and staff at two public universities in Africa view the intersection of marketization and development. 相似文献
3.
借鉴新制度主义理论，本文对美国大学教师评聘的“共识性”标准及其评价实践中的标准分化现象进行解释。研究发现，专业协会通过制定和传播被学术界广泛认可的学术理念和规则，促进了机构的规范性趋同。经费紧缩、问责强化以及大学排名的兴起使得研究导向的评价标准得到广泛应用，进而引发了机构的模仿性趋同。与此同时，历史传统、办学使命和发展目标的差异使得不同类型的大学通过对评价标准进行优先排序以及对具体指标进行差异化赋权，分别形成了各具特色、重点突出的评价标准体系。趋同与分化，构成美国大学教师评聘标准的“一体两面”。借鉴美国大学的经验，我国在深化高校教师分类评价改革的进程中，应进一步扩大和落实高校人事自主权，鼓励不同类型和层次的高校结合实际校情与本校特色，制定更加多元化与精细化的教师评聘标准体系。 相似文献
4.
Faculties of education and institutional strategies for knowledge mobilization: an exploratory study
The goal to enhance the impacts of academic research in the ‘real world’ resonates with progressive visions of the role of
universities in society, and finds support among policy makers who have sought to enhance the ‘transfer’, ‘translation’, ‘uptake’,
or ‘valorization’ of research knowledge in several areas of public services. This paper reports on an exploratory study of
the strategies used by selected Canadian and international faculties of education to mobilize research knowledge. Drawing
on data from semi-structured interviews with senior administrators of 13 faculties of education, the analysis reveals several
themes. Academic leaders recognize knowledge mobilization as a desirable institutional mission, but they identify a number
of barriers to greater efforts in this area. Although a number of strategies are employed, changes across multiple organizational
dimensions to encourage and support knowledge mobilization were reported at only two institutions. These results are relevant
to faculty administrators, scholars, and policy-makers interested in understanding the role of academic institutions in the
mobilization of research knowledge to the broader education community. 相似文献
5.
20世纪70年代以来美国大学非终身教职教师权益保障已成为困扰美国学术职业发展的重要问题。非终身教职教师无法享有与终身教职教师平等的地位和待遇,影响了他们教育教学工作的积极性和人才培养质量,引起人们对高等教育师资水平和教学质量下降的担忧。美国大学教授协会通过引导高校规范大学非终身教职教师聘任标准和程序,公布谴责名单制裁高校侵权行为,建立教师学术共同体进行集体维权等措施,在保障非终身教职教师的权益及维护高等教育质量方面发挥了重要作用。美国大学教授协会的经验值得我国参考和借鉴。 相似文献
6.
Jeff J. Stevenson 《Community College Journal of Research & Practice》2013,37(1-4):69-79
This article looks at the relative usefulness of 12 selected factors in the preparation of college administrators as seen by practicing administrators and faculty in comprehensive community colleges, four‐year liberal arts colleges, and universities. Three hundred randomly selected faculty and administrators in the state of Iowa were sent survey questionnaires. The returned surveys and research data were then analyzed in order to answer the research question. The findings suggested that graduates from programs in higher education administration may be more accepted in community colleges than in liberal arts colleges or universities. The findings also showed that university personnel perceived the major research experience as being significantly more useful than the other personnel. Nonclassroom experiences were thought to be the most useful by all personnel, with faculty experience in higher education perceived to be the most useful. This study also showed that both administrators and faculty perceived majoring in higher education administration to be less useful than any of the other 11 preparation variables. One of the recommendations of this study is that students, graduates, and professors in higher education administration programs attempt to educate the participants in higher education and the public on the strengths and uses of their programs. It was also recommended that further research is needed in the area of administrative task analysis at the different types of institutions. 相似文献
7.
Kathryn C. Senie 《Community College Journal of Research & Practice》2016,40(4):269-284
This study examined the cultural aspects of a transfer articulation policy between public community colleges and state universities enacted by a newly consolidated state governing board for higher education in a northeastern state. A qualitative multisite case study design explored how key stakeholders, faculty, administrators and staff viewed the transfer policy from their unique perspectives. Tierney’s (2008) cultural analysis of governance was used to examine the effectiveness of communication and decision-making on the part of the board. The study also applied Handel’s (2011) theory of a transfer affirming culture along with Jain, Herrera, Bernal, and Solorzano’s (2011) research on the requisite services for pretransfer and posttransfer success of nontraditional students. The use of several theoretical frameworks provides “a more powerful lens than when using only one in helping to interpret and understand culture” (Kezar &; Eckel, 2002, p. 440). The study was guided by the following question: How do community college and state university faculty, administrators and staff perceive the Transfer Mobility Policy in relation to their campus cultures? The findings identified difficulties with community college curricula and student transfer advising as well as a cultural gap between the community colleges and the state university. They underscored the politics that surrounds higher education governance reform and resultant clash between political and academic cultures. This study may help policy makers promote statewide transfer and articulation initiatives and be instructive for faculty, administrators, and staff as they seek to improve the success of students who transfer from community colleges to four-year colleges and universities. 相似文献
8.
Surveys of sign language programs in institutions of higher education in the United States, conducted in 1994 and 2004, are compared to reveal changes over time. Data are presented concerning the institutional environment of programs, program administrators, and instructors. Institutions examined in 2004 were on average 5 years older than those examined in 1994. More institutions accepted sign language for general education and foreign language requirements. Program administrators in 2004 were more likely to have primary duties as teachers rather than administrators, and to have greater understanding of the subject matter. Faculty in 2004 had more education and teaching experience. Full-time faculty showed increases in the proportion who were Deaf and the proportion who were in tenure-track positions. Program staff size increased. Overall, evidence indicates that sign language has become more accepted as an academic discipline and that programs are more entrenched at their institutions. 相似文献
9.
William K. Jackson 《Innovative Higher Education》1991,16(2):95-105
A series of national conferences focusing on faculty renewal is described in this paper. These conferences were attended by over 450 faculty members, faculty development professionals, and academic administrators representing 188 institutions and higher education organizations in 39 states, the District of Columbia, Canada, and the Virgin Islands. The programs of these conferences demonstrate that a wide range of activities promoting faculty renewal are ongoing in a variety of institutional settings throughout the country and examination of the conference programs and participants provides additional insight into the topic of faculty renewal in higher education.William K. Jackson is associate director of the Office of Instructional Development at the University of Georgia and a founding co-chair of the National Renewal Conferences. He holds graduate degrees in physics and educational administration (higher education) from the University of South Carolina and has served as an academic administrator at both a private liberal arts college and a public research university. He currently co-directs a FIPSE-funded Senior Teaching Fellows program at UGA. 相似文献
10.
Ane Turner Johnson 《Prospects》2013,43(3):329-345
In 2007, Kenya erupted into violence as a result of heavily contested elections. Because identity divisions lay at the heart of the conflict, the nation’s public universities were deeply impacted, at times pitting students, faculty, and staff against one another, and disrupting the ability of Kenyan higher education to contribute to the development process. This qualitative case study explores how faculty and administrators, at two public institutions in a conflict zone, understand and describe their university’s contributions to development. Analyzed through the lens of conflict transformation, the data reveal that the universities changed internal policies and practices to accommodate constituents impacted by the conflict and to cut across conflict lines, and that participants shifted in their thinking about the institution’s internal and external relationships and purposes. The article has two aims. It offers preliminary heuristics for peacebuilding as a university process, providing a framework of practices and policies that engage university constituencies and may transform conflict. It also shows how conflict changed participants’ perspectives about the relationships between themselves, higher education, and development in their country. Further, this article explores a connection between participant beliefs about peacebuilding and development in Kenya. 相似文献
11.
Aimee Wheaton 《高等教育研究与发展》2020,39(1):67-80
ABSTRACTThe values of higher education (HE) are undergoing a disruptive shift. How the rising cost of higher education is being shared between the student and society is driving many of the changes within HE. External pressures on institutions of higher education include reduced public funding, wider student participation and increased competition. These external pressures are influencing the current environment within HE. Academic capitalism encourages institutions to focus on efficiencies and outcomes. Administrators are increasing in numbers and in influence. Students in HE have more choice and are viewed as customers instead of apprentice learners. These collective changes are influencing faculty employment, working conditions, and teaching practices. Institutions are turning to a tiered faculty system. Academic work is being unbundled as paraprofessionals develop and deliver classes. Tenure’s influence is dwindling and an increasing number of faculty are hired as contingent employees. This article will address the external pressures and changing expectations of universities in Australia, the UK and US, and how changing values are influencing faculty, staff utilization and teaching practices. 相似文献
12.
The context of Macedonian higher education has changed dramatically in the last fifteen years. A rapid increase in the number of public and private institutions and a greater diversity of higher education degrees have not been associated with improvements in quality. The research output of academic staff is modest; academics contribute little to the society's development. Academia in North Macedonia is under pressure due to chronic underfinancing of higher education and research, and an underdeveloped system of quality assurance, as well as growing expectations for relevance and internationalisation. This article presents an original empirical study on academic staff. It examines how 388 faculty at higher education institutions in North Macedonia perceived changes in the environment of the academic profession, and how changes in their working conditions potentially influence their academic identity and wellbeing. The results are compared to European data. Findings show that about half of research participants believed that the overall conditions for work and the quality of teaching, learning and research have deteriorated in recent years. This contributes to a perception of the academic profession as stressful and unattractive which results in lower levels of overall academic wellbeing which constitutes a threat to academic identity amongst the staff. Consequently, we expect further decreases in motivation, work ethic and productivity in the academic profession, as well as an increase in the desire of academics to leave Macedonia. 相似文献
13.
随着高等教育外部环境的不断变化,中国与印度的学术职业已经并正在继续发生重要的变革。在中国,随着政治经济体制改革的推行,政府开始改革公办高校的教师聘用制度,以解决原有体制中存在的冗员、合格教师短缺和效率低下等问题。改革虽然取得了一定的积极成果,但也面临着如何使西方管理文化与中国传统文化兼容等问题。在印度,政府结构调整使政府逐步撤出高等教育领域,其学术职业呈现出衰落的趋势。为此,印度大学拨款委员会采取了各种措施以提高教师的水平,但收效甚微。中国与印度的学术职业正处于一个不确定的过渡阶段。 相似文献
14.
探究真理是大学的使命,大学教师需要学术自由,大学自治是学术自由的制度保障,教师因此获得管理大学的权利。教师的管理权范围涉及大学的所有事务,考量管理效率、教师以学术为中心、教师对高校管理作用的发挥这三种因素,应该在大学内建立教师和行政人员分工协作的管理体制。建立相关委员会,教师通过参与委员会行使管理大学的职能,委员会具有政策制定权,学校行政部门行使执行权。应该加强制度建设,落实教师的管理权。 相似文献
15.
H.R. Thompson C.E. Deer J.A. Fitzgerald H.G. Kensell B.C. Low R.A. Porter 《高等教育研究与发展》1990,9(1):39-48
The introduction of academic staff appraisal in higher education institutions in Australia will require a considerable expansion in staff development facilities. An important issue will be the relative emphasis to be placed upon central staff development units as against structures at the faculty or departmental level. This case study, conducted at Macquarie University and aimed at improving teaching in higher education, explores the Self‐Appraisal Workshop as one such structure and suggests that it provides a very useful format at the faculty or departmental level because it brings together people teaching similar course units. As a result it is easier to integrate aspects such as curriculum design, assessment policies, academic content and teaching methods, than it is at the central level where staff development workshops usually have a cross‐faculty mix. An evaluation, based upon student ratings of teaching, interviews and staff reflection on the process, suggests that the Self‐Appraisal Workshop is a valuable technique for staff appraisal and development. 相似文献
16.
李文静 《四川教育学院学报》2008,24(11):8-11
教师聘任改革是目前我国公立高校人事制度改革的重点。教师与公立高校之间的法律关系问题,不仅关系到教师职业的发展,而且关系到整个高等教育事业的发展,是聘任制改革亟须解决的问题。在我国目前的制度环境下,公立高校公法人地位的培育还需要一个过程,教师专业自由权利的取得也不可能一蹴而就。要实现公立高校与教师之间从行政法律关系到劳动法律关系的转换,必须建立并完善维护教师权益的制度环境,在利用并完善现有的行政救济途径的基础上,积极开拓新的渠道来维护并保障教师的合法权益。 相似文献
17.
Emma King Russell Boyatt 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1272-1280
E‐learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e‐learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the literature include organisational features of universities like faculty autonomy and dispersed academic perspectives. This study, carried out at the University of Warwick, adopted a phenomenological approach and explored participants' perceptions through a series of faculty‐based focus groups and individual interviews. Factors identified as influential to adoption of e‐learning included the institutional infrastructure, staff attitudes and skills, and perceived student expectations. Participants suggested the importance of an institutional strategy targeted at providing sufficient resources and guidance for effective implementation. This strategy needs to be supported by a varied programme of staff development and opportunities for sharing practice among colleagues. In further developing understanding in this area, it would be beneficial to replicate the study with other stakeholder groups (including the leadership team and students) to develop an institutional strategy responsive at all levels of implementation. It would also be valuable to investigate the extent to which these findings are replicated within other workplaces looking to adopt innovation. 相似文献
18.
已有研究文献表明,现有高校办学自主权的内核制度是院系自治。在当前全球化和国际化影响下,借鉴治理思维,我国高校正在破除“行政化”的本土情境,建立“管办评”分离机制,形成各利益主体可以相对平等地对话与协商的现代大学制度,这是构建我国高校治理结构、推动高校办学自主权落地的基本策略。通过文献分析和对高校办学自主权的内涵辨析后发现,我国现在的高校治理策略缺乏市场维和院系自治维,应该将其纳入新的高校治理结构;法律一维相对弱,也应作为独立的维度进行建构,即我国现代大学治理结构应该包括法律、国家规制与政府行政、社会中介评价、市场、校级管理和院系治理等六维度。从自主权内容上,高校办学自主权实质是高校应该拥有的一系列与学术活动相关的决策权,在结构上可以进一步分解为“提供什么”的战略决策自主权和“如何提供”的生产决策自主权。进一步的实证研究表明,我国呈现由政府全面控制着这些自主权逐步转向持续放权的改革趋势。目前,相对“提供什么”的战略决策,高校在“如何提供”的生产决策方面拥有较多的自主权,高校对学术事务的权力多于资源配置的权力,部属高校较地方高校拥有更多的自主权。 相似文献
19.
在我国政府持续下放办学自主权的同时,高校内部也急需调整组织结构,提升高校学术自主能力。为此,高校一方面设立各种专业学术治理机构,为校级学术权力的行使提供基本的组织载体;另一方面普遍进行校院两级管理体制改革。实证研究表明,在高校内部学术治理机构建设方面,各种专门化的学术治理机构普及程度非常高,且大多数改革是自发进行的,决策内容涵盖与学术事务相关的所有综合决策、人力资源专项决策和学术事务专项决策,机构职能定位以咨询议事为主,机构人员仍然以高层行政管理角色为主,通过参与以及专业权威影响行使权力;在纵向分权方面,无论是否实行校院两级管理,高校一旦获得更多的办学自主权,在"如何提供"生产决策方面,都基本下放到了院系层面,使其在学术治理方面获得更多的影响力和自主性,而校院两级管理改革更加提升了二级学院整体的决策权力水平,资源配置方面尤为显著。 相似文献