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1.
The doctoral advisor is said to be one of the most important persons—if not the single most critical person—with whom doctoral students will develop a relationship during their doctoral degree programs
(Baird 1995). However, we have limited knowledge regarding how doctoral advisors see their roles and responsibilities as advisors. Therefore,
through in-depth interviews, we explored the perceptions of 25 exemplary doctoral advisors, who have graduated a large number
of doctoral students, about their roles and responsibilities as advisors. We conclude this article with implications for doctoral
education.
相似文献
| Ann E. AustinEmail: |
2.
Changing the course: equity effects and institutional risk amid policy shift in higher education financing in Kenya 总被引：1，自引：0，他引：1
Reform in higher education financing in Kenya has been occasioned by both endogenous and exogenous variables. Internal pressures
of a declining economy, rapid demographic growth and increased inter-and intra-sectoral competition for scare financial resources,
couple with external neo-liberal doctrine championed by global donors like the World Bank have resulted in a new market-competitive
policy of financing higher education. This paper analyzes the equity and risk effects of the new policy for the main stakeholders,
namely students, academics and institutions themselves. The paper contends that the policy shift has had a significant effect
on equity just as it has introduced universities to risks through engagement in academic capitalism with its emphasis on marketization
of university programs and services. The paper concludes with suggestions on some policy options that could help to mitigate
the negative consequences of this new policy.
相似文献
| Wycliffe OtienoEmail: |
3.
Jung Cheol Shin 《Higher Education》2009,57(2):247-266
The purpose of this study was to classify higher education institutions according to institutional performance rather than
predetermined benchmarks. Institutional performance was defined as research performance and classified using Hierarchical
Cluster Analysis, a statistical method that classifies objects according to specified classification factors. In the analysis,
47 Korean universities with doctoral programs were classified as research universities (seven universities), research active
universities (14 universities), and doctoral universities (26 universities). In the detailed discussions, profiles of each
group were analyzed and discussed; and, disciplinary classifications were conducted in engineering, natural science, and social
science and humanities. In addition, to validate the classifications, the research performances of these categories were compared
with those of U.S. peers. In the comparisons, the research performance of Korean universities was similar to that of U.S.
peers. From the analysis, the classification results emerging from the performance-based approach were shown to be equivalent
to that of conventional classifications using predetermined benchmarks.
相似文献
| Jung Cheol ShinEmail: |
4.
This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of
organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our
theoretical framework is based on organisational theories (resource dependency and neo-institutionalism), Allison’s models
on organisational decision-making processes, and also addresses some of the more specific characteristics of higher education
institutions. Our empirical investigation shows that organisational characteristics matter in policy implementation of quality
management in Hungarian higher education. Certain organisational variables, viz. leaders’ commitment to the implementation
process, the involvement of external consultants, institutional reputation, and bureaucratic and political decision-making
processes have strong effects on the implementation of quality management. Characteristics particular to higher education
institutions were much less influential.
相似文献
| Don F. Westerheijden (Corresponding author)Email: |
5.
Heng-Yu Ku Maria K. E. Lahman Hsin-Te Yeh Yi-Chia Cheng 《Educational technology research and development : ETR & D》2008,56(3):365-377
This qualitative case study was an examination of a team-based faculty/mentor-led International Doctoral Student Support Group
(IDSSG) designed specifically around issues in preparing and mentoring international doctoral students for careers in academia.
Twelve participants were selected to participate in a support/focus group that met twice a month for an academic year to attend
workshops and discuss their lives as doctoral students. The data set was comprised of two pre- and post-surveys and two in-depth
pre- and post-interviews. Findings in the themes of international doctoral students’ graduate school experiences and the impact
of the faculty-led support group are presented and discussed.
相似文献
| Yi-Chia ChengEmail: |
6.
7.
Amy Scott Metcalfe 《Higher Education》2009,58(2):205-220
In a “settler society” such as Canada, inequalities in higher education have geo-political dimensions, necessitating a theoretical
framework that considers the geographic distribution of material wealth and power. This paper explores both the economic and
social implications of the geographical distribution of the higher education system in British Columbia, Canada, including
the ways in which stratification by institutional type may reinforce spatial inequalities. The study shows that system expansion
has not improved regional representation, which has socio-economic implications.
相似文献
| Amy Scott MetcalfeEmail: URL: http://educ.ubc.ca/faculty/metcalfe/ |
8.
Although there is a growing interest of policy makers in higher education issues (especially on an international scale), there
is still a lack of theoretically well-grounded comparative analyses of higher education policy. Even broadly discussed topics
in higher education research like the potential convergence of European higher education systems in the course of the Bologna
Process suffer from a thin empirical and comparative basis. This paper aims to deal with these problems by addressing theoretical
questions concerning the domestic impact of the Bologna Process and the role national factors play in determining its effects
on cross-national policy convergence. It develops a distinct theoretical approach for the systematic and comparative analysis
of cross-national policy convergence. In doing so, it relies upon insights from related research areas—namely literature on
Europeanization as well as studies dealing with cross-national policy convergence.
相似文献
| Christoph KnillEmail: |
9.
Rhona B. Caoli-Rodriguez 《Prospects》2008,38(3):393-399
The Philippines has experienced a setback in its progress towards EFA 2015 Goals. In particular, a decline in primary and
secondary education performance indicators and a widening gap between boys’ and girls’ performance were noted. While the present
policy environment in the country has been conducive to education reforms, a lack of political will, discontinuity in education
leadership and an inability to capitalize on proven educational innovations and major programmes/projects are likely to further
undermine EFA progress. The country must immediately introduce efficient and effective measures to arrest this trend. The
government must also return to social marketing among all stakeholders, emphasizing the long-term benefits of basic education.
相似文献
| Rhona B. Caoli-RodriguezEmail: |
10.
Understanding educational transfer: theoretical perspectives and conceptual frameworks 总被引：1，自引：0，他引：1
Educational transfer is an important and growing body of literature in the field of comparative education. Work from the last
decade has focused on the stages of the borrowing cycle, and the context, causes and rationales for education borrowing. This
recent work has contributed to earlier research on the role of multilateral organizations in education development and transfer.
Rather than reviewing in comprehensive detail the substance, agents or mechanisms of educational transfer, this paper provides
an overview of the field’s main theoretical lenses and conceptual frameworks, focusing on the stages, processes and forms
of educational transfer. Throughout the paper we link related literature from disciplines other than education to account
for education policy changes. The paper concludes with a discussion of future lines of research on educational transfer.
相似文献
| Geok-hwa TorEmail: |
11.
Institutional change includes the supplanting of the old model of production with a new one, the elimination of old markets
and the emergence of new ones. As higher education around the world shifts from national markets to an integrated transnational
market, and possibly toward a virtual market, Christian higher education, like other market sectors, will have the opportunity
to redefine its market niche. Emerging opportunities linked to new institutional rules will challenge higher education in
ways that may not yet be obvious to its present managers and faculties. How the university in its portfolio of options might
negotiate the elimination of old markets and the creation of new markets is the subject of this essay. A general set of principles
and recommendations is offered.
相似文献
| Steven LoomisEmail: |
12.
Damon Anderson 《Vocations and Learning》2008,1(2):105-129
As the major supplier of skilled and certified labour, vocational and professional education (VPE) fuels the engine of economic
growth. As such, it is directly implicated in the reproduction of productivism, the globally dominant ethos which presupposes
that economic growth and paid work are permanent and necessary features of human existence, regardless of their consequences.
This paper proposes that, in an era of eco-social risk, it is necessary to interrogate the truth-claims and normative assumptions
that systematically configure VPE and its subjects for productivism. The role of productivism in the historical formation
of VPE as an institution, and its constitutive effects on VPE policy and practice, are examined. In light of a critique of
the logic and assumptions that underpin contemporary constructions of VPE, it is argued that productivism no longer provides
a legitimate or sustainable basis for VPE. By problematizing the universal truths of productivism, it becomes possible to
re-imagine VPE for alternative, post-productivist futures.
相似文献
| Damon AndersonEmail: |
13.
Embracing the Russian Federation since 2003, the Bologna process is no longer exclusively confined to western European countries.
As early as 1999, Vladimir Putin declared the Russian exclave of Kaliningrad, wedged between Lithuania and Poland, as a potential
pilot region for intensified cooperation between Russia and the EU on a number of policy areas, including higher education.
In this paper, we study whether the Bologna process has served to underpin these ambitions. With a view to the EU, we will
ask to what extent the European Union has proffered a model or directly influenced the path for transformation of Kaliningrad’s
higher education system. We argue that a number of Kaliningrad-based actors in higher education have recognized the salience
of European models and the need to work closely with partners from the EU, while Moscow only allows for marginal discretion
in terms of Kaliningrad’s higher educational policy.
相似文献
| Conrad KingEmail: |
14.
Distance education plays an important role in broadening educational access and increasing higher educational opportunities.
The success, however, for any distance education initiative relies on a critical and core resource, namely having participating
faculty who provide quality instruction. This study uses survey design and diffusion of innovation theory to examine faculty
participation in relation to their technology use, their attitudes toward technology and distance education, and their adoption
of innovations at a public postsecondary 10-campus system. Ordinal regression analysis identified 20 significant variables
(16 predictors representing the four latent dimensions of the conceptual model and four demographic characteristics) that
explain faculty participation in distance education. The findings identify a number of core issues underlying faculty participation
and non-participation in distance education which pose implications for policy and practice relevant to technology use and
skills, training and development, course design and technical support, quality issues, and workload and compensation.
相似文献
| Linda K. JohnsrudEmail: |
15.
The Virtual Learning Environment ROODA: An Institutional Project of Long Distance Education 总被引：1，自引：1，他引：0
Patricia Alejandra Behar Sílvia Meirelles Leite 《Journal of Science Education and Technology》2006,15(2):159-167
This article describes ROODA (), a virtual learning environment and one of the official Long Distance Education platforms that has been in use since 2005 at the Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Brazil. It is free software that integrates syncronous and assyncronous interaction/communication tools and publications. In this study, details about institutional demands in relation to long distance education are discussed and ROODA is described with the components that were part of its development such as: modelling and programming, graphic interface and documents for users. Moreover, 19 functions were conceived. Finally, project investigation paths are presented where the platform described is inserted.
相似文献
| Patricia Alejandra BeharEmail: |
16.
Batuhan Aydagül 《Prospects》2008,38(3):401-407
Turkey is still far from realizing any of the six EFA goals. Since the Dakar Conference there have been many policy initiatives
aiming at improving the quality of Turkish education. The impact and effectiveness of those policy initiatives are yet to
be evaluated. The deficit of high quality analytical and empirical research constitutes a major weakness. So does the level
of attention on monitoring and evaluation from policymakers. The recent introduction of strategic planning and performance-based
budgeting could promote more emphasis on evaluation and monitoring in the coming years. In addition, a transparent, overarching
education policy could foster policy dialogue among stakeholders. Overall, this article draws attention to the following critical
factors for the EFA success in Turkey: political and economic support for education reform; the need to adopt strategy-oriented
sector policies; increased capacity and emphasis on evaluation and accountability of educational policy-making; the need for
a new national impetus to improve quality in education.
相似文献
| Batuhan AydagülEmail: |
17.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
18.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
| Charles J. EickEmail: |
19.
Mathematical belief change in prospective primary teachers 总被引：1，自引：0，他引：1
Peter Grootenboer 《Journal of Mathematics Teacher Education》2008,11(6):479-497
The development and influence of beliefs in teacher education has been a topic of increasing interest for researchers in recent
years. This study explores the responses of a group of prospective primary teachers to attempts to facilitate belief change
as part of their initial teacher education programme in mathematics. The students’ responses seemed to fall into three categories:
non-engagement; building a new set of beliefs and; reforming existing beliefs. In this article the participants’ responses
are outlined and illustrated with stories from three individuals. This study suggests that belief reform is complex and fraught
with ethical dilemmas. Certainly there is a need for further research in this area, particularly given the pervasive influence
of beliefs on teaching practice.
相似文献
| Peter GrootenboerEmail: |
20.
Ty M. Cruce 《Research in higher education》2009,50(6):608-622
This methodological note illustrates how a commonly used calculation of the Delta-p statistic is inappropriate for categorical
independent variables, and this note provides users of logistic regression with a revised calculation of the Delta-p statistic
that is more meaningful when studying the differences in the predicted probability of an outcome between two or more groups.
Although one cannot fully document the extent to which this error in the current calculation of the Delta-p statistic has
spread across the field, the potential for error is far reaching as an increasing number of researchers use logistic regression
to study categorical outcomes and as researchers look more closely at the Delta-p statistic as a means to communicate the
results of logistic regression models to policy makers and administrators. It is recommended that higher education scholars
and institutional researchers use caution when reporting the Delta-p statistic from prior studies and that they adopt the
revised calculation of the Delta-p statistic presented in this methodological note when estimating logistic regression models
with categorical independent variables.
相似文献
| Ty M. CruceEmail: |