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1.
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: |
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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: |
4.
Policy as Boundary Object: A New Way to Look at Educational Policy Design and Implementation 总被引：1，自引：0，他引：1
Policy implementation research in general and educational policy in particular is loosely connected to policy-making processes.
There is a gap particularly in the field of vocational education. This often leads to conflicts and contradictions between
policy-maker objectives and end-user implementation. To avoid such a disconnect, the relation between the world of end users
and the world of decision-makers should be carefully constructed. This might be done through connecting the process of decision-making
to implementation and carefully developing methods that encompass the demands of decision-makers and the needs and informational
requirements of end users. Our intensive case study research on the process of a vocational education reform in the marine
sector confirms that the lack of robust connection and active engagement of implementers as the end-users in the design of
the policy created challenges for its implementation. Using a theoretical framework based on the notion of boundary objects we bring an alternative to current practice by creating the potential to illuminate and remove tensions and challenges for
policy implementation. From there we infer that adopting this concept for policy design may prevent such conflicts and contradictions
and result in successful implementation.
相似文献
| Wolff -Michael RothEmail: |
5.
Timo Tammi 《Higher Education》2009,57(5):657-679
The present European higher education policy and research policy can be characterized as emphasizing external financing of
universities, competition between and within universities, and the need for a more practical and economically profitable output
from research and education. A theoretical framework of analysing the impacts of this new rationale can be constructed on
the following two premises. First, the funding structure of universities and university research is a main factor that influences
the situations in which universities and their members make their decisions on teaching, research and administering. Second,
universities consist of various groups of personnel each having and developing objectives and preferences of their own. This
theoretical framework is applied to the Finnish science university system. On the basis of the analysis it can be seen that
although the new policy probably has clarified the division of labour between universities, there have emerged some negative
unintended consequences of the new funding structure. Indications of weakening performance in research and education can be
identified in the empirical analysis.
相似文献
| Timo TammiEmail: |
6.
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: |
7.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
| Christopher EmdinEmail: Email: |
8.
Grady Venville 《Cultural Studies of Science Education》2009,4(2):323-334
In this article I initially borrow a metaphor from an art exhibition, Ocean to Outback, as a way to express my perspective on the contribution that Léonie Rennie has made to science education in Australia. I
then consider Léonie’s contributions as overlapping themes. In particular, Léonie’s well-known research on gender and issues
of equity in science education is explored as well as her highly regarded work on learning science in out-of-school settings.
Curriculum integration is a less well-known aspect of Léonie’s research that also is considered. Léonie’s important contributions
to research training and policy in science education are briefly described and commented on. Finally, I return to the metaphor
of Ocean to Outback that reflects the enormity of the contribution that Léonie has made but also gives insight into her personal journey and
qualities.
相似文献
| Grady VenvilleEmail: |
9.
The major growth of doctoral education in recent decades has attracted attention from policy makers and researchers. In this
article we explore the growth of doctoral education in Australia, its impact on diversity in respect of the doctoral population,
shifts in disciplinary strengths, institutional concentration and award programs. We conclude that there has been both change
and continuity in the provision of doctoral education with extensive variation at the level of practice in what is a reasonably
stable system featuring continuing hierarchical institutional diversification. The limitations of available data and issues
for further research, policy and practice are discussed.
相似文献
| Peter MacauleyEmail: |
10.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
| Claire Howell MajorEmail: |
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Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
| Judy BritnellEmail: |
13.
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: |
14.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
| Bryan A. BrownEmail: |
15.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
| Sheau-Wen LinEmail: |
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Interdisciplinary work within higher education has increased significantly over past decades (Amey 2004; Creamer and Lattuca
2005). However, the professional implications of interdisciplinary research and instruction for the faculty members who engage
in such academic work remain unclear. This study of science educators who hold appointments in two academic departments begins
to address this empirical gap. The outcomes provide insight into the factors that influence the professional lives of these
faculty members. The knowledge gained from the study will provide mentors, colleagues, and administrators insight into the
challenges facing academics undertaking this work. Further, this research seeks to inform policy makers in regard to how tenure
and promotion is determined for jointly appointed faculty in science education and other interdisciplinary fields.
相似文献
| Matthew M. MarsEmail: |
18.
Technology in Support of Collaborative Learning 总被引：1，自引：0，他引：1
This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative
learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction
analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research
gaps and issues that may help focus future research in this emerging field of study.
相似文献
| Paul RestaEmail: |
19.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
| Peter WoodEmail: |
20.
This case study identifies four targets groups that are specific to the achievement of the EFA Millennium Development Goals
in Mongolia: boys, out-of-school children, vulnerable children and minorities, and children of herders. Boys from herder families
in remote rural areas are at the greatest risk of drop-out or non-enrollment. The case study therefore focuses on problems
with access to education for boys from nomadic herder families. The inverse gender gap in the Mongolian education sector is
a well-explored topic in educational policy research. What is lacking, however, is a more comprehensive look at how, and why,
the combination of gender, household income and location of school—urban, semi-urban, rural—affect access to education in
Mongolia.
相似文献
| Amgaabazar GerelmaaEmail: |