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1.
Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job? 总被引：1，自引：0，他引：1
Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher
education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate
student research experiences at different types of colleges and universities from the early 1990s through 2004. The results
indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students
at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were
consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates
in research with faculty members.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence,
college student experience, and higher education finance.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree
from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University.
Her research focuses on college student learning and development. 相似文献
2.
The Australian Government’s policy to transform higher education by 2020 includes plans to significantly raise the levels
of undergraduate enrolment by people of low socio-economic status. In light of this policy direction, this article examines
how a group of undergraduate students of low socio-economic status work to maintain their desire for learning and to remain
included in the university system despite experiencing cultural processes of exclusion. As the students reflect on the cultural
and pedagogical conditions that promote, support and enhance their participation and engagement in higher education, a picture
emerges of the importance of students’ relationships with academics. Whilst positive relationships help students to remain
engaged, negative experiences work against continuing participation and engagement. Given the desire of the Australian government
to increase participation in higher education by students from under-represented groups, this research identifies some challenges
and possibilities for both universities and academics. 相似文献
3.
Roopa Desai Trilokekar 《Higher Education》2010,59(2):131-147
This paper explores the role of the Canadian federal government in two foreign policy areas: overseas development assistance
and international cultural relations by providing a brief history of the federal government’s engagement in both policy areas
and highlighting the contributions and challenges of Canadian foreign policy to the internationalization of Canadian higher
education. More broadly, the paper explores the unique characteristics of the Canadian federal government’s role in higher
education policy making, and in particular, its relations with academics and the university community. Ironically in a world
increasingly characterized by greater international education flows, in Canada, there has been a narrowing of vision, a focus
on more short rather than long term objectives and a limited engagement of dialogue between academics and the government to
promote both development assistance and international education as Canada’s soft power. 相似文献
4.
Positioning higher education for the knowledge based economy 总被引：1，自引：0，他引：1
Elizabeth St. George 《Higher Education》2006,52(4):589-610
This article questions the assumption that increasing competition among higher education institutions is the best method of
achieving a strong higher education sector in developing countries. It notes that there has been increasing emphasis on the
importance of higher education institutions for sustainable development, particularly because of their importance to the global
knowledge economy. For the same reason, the appropriate management of the relationship between the state and higher education
institutions is vital to a strong and dynamic future for these institutions. This paper proposes a menu of options for higher
education governance, grouped around ‘state-centric’ and ‘neo-liberal’ models of development. The ‘state-centric’ model proposed
is based on a variety of examples of high performing Asian economies, in particular, while the ‘neo-liberal’ model is based
on emerging trends in higher education management in countries such as Australia, the United States and the United Kingdom.
The paper suggests that despite pressure across the globe to encourage a market among universities, this may not always be
the most efficient use of resources, or the best way to integrate universities in a country’s drive for economic growth. 相似文献
5.
Changing Patterns in the Middle Management of Higher Education Institutions: The Case of Portugal 总被引：1，自引：0，他引：1
Abstact Much of the writing on higher education in recent years has tended to assume that the new management push in higher education
is both universal and irreversible. This paper, however, presents evidence from Portugal to challenge that assumption. While
elements of the new managerialism are clearly evident in the perceptions and attitudes of academics in charge of the basic
academic units (departments/schools and faculties) in the country’s universities and polytechnics, academic management remains
faced with a complex, contradictory and conflicting set of demands and expectations which is likely to take a considerable
time to resolve. 相似文献
6.
Ka Ho Mok 《Higher Education》2010,60(4):419-440
With strong intention to enhance the global competitiveness of their university systems, both the Singapore and Malaysia governments
have introduced reforms along the lines of ideas and practices embedded in neo-liberalism. In the last decade or so, we have
witnessed reforms being introduced to the higher education sectors in these Asian states, particularly when corporatization
and incorporation strategies are adopted to transform national/public universities. With particular reference to how academics
evaluate the impact of the reforms on their academic life, this article reports and analyses findings generated from campus
visits and field interviews conducted in Singapore and Malaysia from 2007 to 2009. Although the senior management of corporatized/incorporated
universities in these Asian states has been given more discretion to decide how to operate their universities, most of the
front line academics that we interviewed have not experienced major differences in university governance after the reforms
took place. Instead of feeling ‘emancipated’ and ‘empowered’, many academics feel more pressures and control from the university
administration and government ministries. Despite the fact that both the Singapore and Malaysia governments have tried to
embrace the ideas and practices of ‘neo-liberalism’ to transform university governance, academics still see the state’s reluctance
in withdrawing from steering/controlling higher education development. Such observations clearly reflect the ‘clash’ of two
major governance philosophies, namely, ‘state centralism’ and ‘neo-liberalism’. In short, this article critically examines
how far the proposed university governance reforms by adopting the corporatization/incorporation strategies have actually
transformed university management and academic life style in Singapore and Malaysia. 相似文献
7.
Knowledge society discourse and higher education 总被引：1，自引：0，他引：1
The growing importance of knowledge, research and innovation are changing the social role of universities in the globalized
world. One of the most popular concepts used to approach these changes in post-industrial and post-modern societies is the
concept of ‘Knowledge Society’. In this paper, we will analyse the roles higher education is expected to play with regard
to various knowledge society discourses. We will begin with analyzing the uses of knowledge society as an intellectual device
and continue by reflecting on how changes in higher education are related to knowledge society discourses in national, regional
and global levels. In the final section we will reflect on current challenges and expectations generated within these discourses
for higher education and the implications these expectations have for higher education research. 相似文献
8.
Stuart Tennant Mike Murray Alan Forster Nick Pilcher 《Teaching in Higher Education》2013,18(7):723-737
Construction education is context-laden, navigating and reflecting the byzantine influences of period, place and person. Despite considerable rhetoric, in UK higher education and construction studies in particular the importance of contextualized teaching is being devalued. Over the past decade a growing number of new teaching staff to university lecturing has limited or no industrial experience of the construction sector. This paper explores the rise of the career academic in construction education and implications for teaching standards and student learning. Whilst career academics exhibit research skills and afford funding possibilities that universities find appealing, pedagogical studies suggest that experience-led, contextualized teaching offer students enhanced educational value. Policy-making and pedagogical strategies that continue to value research at the expense of teaching excellence coupled with recruitment of career academics as opposed to industry professionals present new challenges for construction education, teaching and student learning. 相似文献
9.
Susan R. Hemer 《高等教育研究与发展》2014,33(3):483-495
University workloads, their impact on staff and how they can be managed, are the subject of considerable research and discussion. This paper addresses strategies to deal with the impact of workloads on teaching practices in higher education. In particular, it aims to discover the implicit theories and tacit assumptions that underlie perceptions of what constitutes quality teaching in the social sciences. Using an ethnographic approach, the research revealed that the strategies used by staff are linked to how they identify themselves: as researchers or ‘good’ teachers, and highlights a mismatch between the value academics place on quality teaching and what is rewarded by universities. The paper illustrates that strategies rely on assumptions about the nature of time, and the links between time and quality. Academics have little opportunity for critical reflection on teaching practices in order to be responsive to the changing contexts of higher education. 相似文献
10.
INSTITUTIONAL SELECTIVITY AND INSTITUTIONAL EXPENDITURES: Examining Organizational Factors that Contribute to Retention and Graduation 总被引：1，自引：0，他引：1
Many institutions of higher education increasingly are concerned with retention and graduation rates. Focusing on private Baccalaureate Liberal and General colleges and universities, the purpose of this study was to examine the relationship between institutional selectivity and institutional expenditures and retention and graduation rates. Framed by Berger’s (2001–2002) view that organizational behavior can impact student departure, this inquiry examined if expenditures for instruction, academic support, student services, facilities, institutional support, and institutional grants (i.e. student financial aid) could predict retention and graduation rates at baccalaureate-granting institutions. Institutional selectivity and institutional expenditures, specifically those that directly contributed to students’ academic integration, were found to contribute significantly to retention and graduation rates. Recommendations are suggested, including using the results to inform resource allocation strategies that can enhance retention and graduation rates. 相似文献
11.
Xuewen Zhang 《Frontiers of Education in China》2007,2(3):378-393
More attention should be paid to four issues during the massification of Chinese higher education: (1) how to understand the
prime cause of the expansion of higher education; (2) how to reinforce liberal education; (3) how to balance the relationship
between equality and excellence; and (4) how to harmonize the relationship between the university, the government and the
market. All these are based on the orientation about the ultimate goal of universities. Modern universities must make students
and the public understand that their ultimate mission is places where stratagems for profits and opportunities of employment
are provided; rather, modern universities should inspire students’ rationalistic potencies, cultivate their ability to look
upon the development of individuals, society and history from a long-term and all-around perspective.
Translated from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会 科学版) (Journal of Beijing Normal University (Social Sciences Edition)), 2006, (6): 13–20 相似文献
12.
Abstract In its drive for higher efficiency and effectiveness in higher education, the Australian Commonwealth Government released its policy on higher education, Higher Education: A Policy Statement during the late 1980s which contributed to the introduction of performance indicators to manage and assess the performance of the higher education system. The research component of annual Commonwealth funding to universities, called the Research Quantum, is now distributed by a set of performance indicators: external research income, publications count and higher degree research completions. This paper analysed the impact of these indicators on the research activities of Australian university academics based on Leibenstein's model of X‐efficiency. Although the impact of performance indicators on university academics was found to follow the pressure‐effort relationship, for some respondents, the increase in effort as a result of heightened pressure had involved strategic behaviour. Two conditions that are identified for the minimisation of an institution's X‐inefficiency despite high staff effort are a high ratio of maximising to non‐maximising decisions for both the staff and institution, and for all the institution's essential objectives/activities, and not just those which are measured by the performance indicators. The implications of these findings for the development and application of performance indicators are discussed. 相似文献
13.
Matthew A. M. Thomas 《Compare》2018,48(2):281-298
This article explores two distinct strategies suggested by academics in Tanzania for publishing and disseminating their research amidst immense higher education expansion. It draws on Arjun Appadurai’s notions of ‘strong’ and ‘weak’ internationalisation to analyse the perceived binary between ‘international’ and ‘local’ academic journals and their concomitant differences in status. In an attempt to examine critically how the status quo regarding knowledge production in higher education is maintained and reproduced, the article explores interactions between a Tanzanian academic and an educational researcher from the global North, including the ways in which research collaborations between academics from different contexts and material conditions in their institutions may both advance and inhibit professional development of academics and comparative education research, writ large. The article concludes with a call for comparative education researchers to carefully consider the future of educational research in sub-Saharan Africa and the complexities of continued involvement in knowledge production processes. 相似文献
14.
Positing Organizational Effectiveness as a Second-Order Construct in Hong Kong Higher Education Institutions 总被引：1，自引：0，他引：1
The study examines the relative importance of the various organizational effectiveness dimensions in higher education institutions by positing organizational effectiveness as a second-order construct. Based on the findings of a survey administered to university academics in Hong Kong universities, the second-order structure of organizational effectiveness was supported. The findings reflected that the student-related dimensions were not considered as important as the dimensions related to faculty employment and satisfaction and suggested the disproportionate influence of the governing body on universities in Hong Kong. 相似文献
15.
Irina Lokhtina 《Infancia y Aprendizaje》2018,41(3):581-618
This paper discusses the learning and development experiences of academics who make transitions between higher education institutions involving multiple communities. In these communities, they may act on the periphery as both newcomers and academics with established credentials that may have a significant impact on their participation. In acknowledging this, this paper uses Lave and Wenger’s concept of Community of Practice to better understand how these academics gain their legitimacy, and whether mentoring has a specific role to play in their development into full members of communities. Based on the analysis of the themes generated from 12 in-depth semi-structured interviews with academics who have experienced transitions between higher education institutions, this paper suggests that restricted access to a mentoring programme may lead these academics to question their status benefits and their development into full participants of communities. Referring to the examples of mentoring programmes used in other universities, this paper shows that among experienced academics, mentoring can contribute to their development and provide a range of psychosocial benefits from the increased level of support. 相似文献
16.
中美高等教育机构分类、布局和规模的比较研究 总被引：8，自引：0，他引：8
本文介绍了美国高等教育机构的卡内基分类，分析了美国高等教育机构的结构、布局和规模，以及研究型（授予博士学位）大学的特点。对中国的普通高等教育机构进行分类和分析；对中美授予博士学位的大学进行比较分析；以及高水平大学建设中需要考虑的一些问题。 相似文献
17.
Matti E. Lindberg 《Higher Education》2007,53(5):623-644
Compared with the problems one encounters when trying to use ‘graduate employability’ as a measure of the quality of higher
education, recognising how the definitions of ‘employability’ are dependent on the type of the data used in analysing the
phenomenon in question is a totally different matter. This article demonstrates how the understanding of graduate employability
varies when the viewpoint of the analysis changes from cross-sectional to longitudinal. Indicators obtained from the educational
and working careers of graduates with master’s degree in nine European countries are used to illustrate differences between
the two views on employability. The article shows that longitudinal indicators are useful in displaying the limitations of
the higher education system when trying to improve the employability of graduates. 相似文献
18.
加拿大高等教育的量变、质变及其特征 总被引：4，自引：0，他引：4
加拿大高等教育过去40年的数量发展主要表现为高等学校学生、教师及学校数量的显著增加,其质变主要表现为越来越强调应用研究、国际化和商业化等。加拿大高等教育体系的主要特征为:政府干预日益增多,大学与经济间联系日益加强,市场规则与机制逐步引入,大学集权管理不断加强,大学功能日益商业化。 相似文献
19.
加拿大化运动是20世纪60年代末由加拿大学术界所倡导的学术与文化民族主义运动。从1968年在卡尔顿大学兴起,到70年代意义深远的教育改革和1981年一项新的国家移民政策的制定,加拿大化运动经历了曲折的历程。它对加拿大高等教育的发展,特别是对加拿大大学的课程设置、聘任制度及其实施,以及加拿大民族主义的构建都产生了深远的影响。 相似文献
20.
This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who
teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context
of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory
is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying,
and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their ‘main concern’,
namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly
heterogeneous groups of students. We have labelled this process ‘Maintaining Competence’. This model stresses the importance
of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing
what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they should do in terms of best practice. 相似文献