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1.
For this study we used institutional web sites to examine the mission statements of 80 higher education institutions for messages
about diversity. Of the 80 institutions, 59 (75%) referenced diversity in their mission statements; but only 19% defined diversity
in racial or ethnic terms. In addition to mission statements, 52 (or 65%) of the 80 institutions had a separate diversity
statement; but only 18 of these were an official institutional statement. These treatments of diversity are interesting in
light of the changing demographics of the incoming college student population and the recognized need for greater cultural
development or awareness on campuses. If mission and diversity statements reflect the priorities of the institution, 35% of
the institutions in the sample said nothing about diversity. 相似文献
2.
使命陈述是对使命的文字陈述,它在美国高等教育中普遍存在.但是在当前美国学者中,存在着高校使命陈述有用论和无用论的争论.美国学者墨非通过对美国不同类型高校使命陈述的研究得出结论,美国不同类型高校使命陈述有其自身的特色和特点.这在一定程度上证明了高校使命陈述存在的必要性,也给我国高校提供了一定的借鉴. 相似文献
3.
Sam J. Fugazzotto 《Innovative Higher Education》2009,34(5):285-298
The effectiveness of higher education institutions has bases in institutional structures and cultures. However, structure
and culture represent abstract concepts while institutions realize high performance in practice. Given their salience in higher
education, mission statements and campus space bring structure and culture into the realm of practice. Moving from abstract
to concrete, this paper shows how mission statements embody structure and culture and how physical space, in turn, enacts
mission in day-to-day institutional life. By harnessing the mission-space linkage, strategy can access structure and culture
for the purpose of increasing effectiveness. 相似文献
4.
Kreangchai Rungfamai 《Higher Education》2017,73(1):1-18
Universities find themselves faced with the conflicting institutional demands of being cathedrals of learning and research as well as introducing managerial and corporate-like structures. Despite many studies in higher education research that focus on how this situation affects the mission of universities, the role of imprinting has not received considerable attention yet. Our study aims at closing this research gap by analyzing the influence of institutional founding conditions on mission statements of universities. Results show that imprinting does not affect the introduction of mission statements, but rather their contents. The role of imprinting is, however, moderated by the power and the reputation of universities. In discussing these findings within the context of higher education research, our study contributes to a better understanding of developments in the field of universities. 相似文献
5.
In the present study we provide an interpretation of a general narrative of transnational governance of higher education. All the elements of the narrative – competition, ranking autonomy and accountability – are visibly present in contemporary higher education policy agenda. We examine these not as separate ideas and practices but as an interlinked whole, bringing an amount of coherence to transnational governance of higher education in Europe. All the elements, as they are currently represented in policy statements by the European higher education establishment, are premised on social atomist ontology and ideology of competition. Consequently, drawing on textual evidence we argue that the recent trend for increasing universities' institutional autonomy and accountability has been justified by reference to competitive logic, which, in turn, has been strengthened by the practice of comparative ranking. The article contributes to diagnosing potential misconceptions that frame the current higher education policy-making in Europe. 相似文献
6.
Jon McNaughtan Sarah Louis Hugo A. García Elisabeth D. McNaughtan 《Journal of Higher Education Policy & Management》2019,41(2):153-171
Mission statements have been a staple of higher education institutions for decades, but little is known of how they are used as a tool for institutional decision-making. Using three distinct data sources, this study relies on framing theory to analyse the perceptions of university presidents in the United States on the role of mission statements in deciding when and how to communicate. Further, we compare the espoused values of university mission statements to the statements university presidents made following the 2016 US presidential election. Findings indicate presidents view mission statements as central to their decision to communicate and our analysis reveals some congruence between mission statements and public statements. 相似文献
7.
Sally Baker Rebecca Field Rachel Burke Lisa Hartley Caroline Fleay 《British Educational Research Journal》2021,47(4):836-854
There is a strong rationale for people seeking asylum and refugees given temporary protection to be key beneficiaries of Australian higher education equity practices. However, despite the extreme precarity they face, this group remains among the most educationally disadvantaged populations in Australia. Here, we use critical discourse analysis to examine the publicly available statements of 38 Australian universities to identify discursive representations of equity practices and connections, with our analytic gaze focused through the lens of people seeking asylum. Using a three-part analytic heuristic examining ‘statements’, ‘practices’ and ‘connections’, we offer a critical discourse analysis of how each public university expresses its commitment to the equity agenda in powerful stakeholder-facing documents—such as annual reports, strategic plans and media releases—and we compare this analysis against institutional stated practices with regard to people seeking asylum. In identifying misalignments between equity statements and stated practices, we suggest that institutional equity narratives articulate ‘imagined worlds’, in which all marginalised groups can access higher education. We argue that now is the time to move beyond these ‘imagined worlds’, to enact stated commitments to universal education, by instituting real and effective practices to facilitate equitable access to Australian higher education for people seeking asylum. 相似文献
8.
This paper assesses the utility and role of institutional purpose statements. If they are as effective as one is led to believe, what intrinsic facts or elements make them so? Is there value in having a purpose statement, or is the value attributed to the exercise of creating and discussing it? If there is such a value, what forms and circumstances create the value? What forms do mission statements usually take? Do different forms have different attributes? In addressing these questions, two methods are employed. One is conventional in that literature documenting the theory and research of others has been carefully reviewed, but from the particular perspectives of form and effectiveness. The other is to examine a series of actual statements of institutional purpose, with particular regard to form, content, and context of planning. To elucidate the context of planning, a series of master plans and mission statements for systems of higher education are also examined. In total, 32 institutional statements and 12 system plans or statements are examined. (The plans that are examined are listed in Appendixes A and B.) The paper observes that mission statements are effective in some situations, but not in all. In some situations they may be disadvantageous. Although planning theorists suggest that mission statements follow an approximately common form, the study of actual statements indicates several different types. 相似文献
9.
After the Revolution of Dignity (2014), Ukraine signed an Association Agreement with the European Union. In the context of European integration, new legislation on higher education has been adopted. Changes in the institutional environment expect responses from higher education institutions, in particular changes in the organizational identities of Ukrainian universities that are claimed through the mission statements. As Ukrainian universities are in the stage of transition from the Soviet past to the European future, it is of primary importance how they interpret and respond to the changes in the institutional environment, claiming their organizational identity through mission statements. To answer this question, sociological institutionalism is applied as a theoretical framework for the exploration of how institutions shape the organizational identities of universities. A content analysis of the mission statements of 46 Ukrainian universities was conducted: 26 defined before the adoption of the new legislation on higher education in 2014 and 20 formulated after this date. 相似文献
10.
In this paper, based on a project funded by the UK Economic and Social Research Council considering how people position themselves in relation to popular representations of mathematics and mathematicians, we explore constructions of mathematicians in popular culture and the ways learners make meanings from these. Drawing on an analysis of popular cultural texts, we argue that popular discourses overwhelmingly construct mathematicians as white, heterosexual, middle‐class men, yet also construct them as ‘other’ through systems of binary oppositions between those doing and those not doing mathematics. Turning to the analysis of a corpus of 27 focus groups with school and university students in England and Wales, we explore how such images are deployed by learners. We argue that while learners’ views of mathematicians parallel in key ways popular discourses, they are not passively absorbing these as they are simultaneously aware of the clichéd nature of popular cultural images. 相似文献
11.
Sandra Taylor 《教育政策杂志》2013,28(4):433-451
A number of writers have drawn attention to the increasing importance of language in social life in ‘new times’ and Fairclough has referred to ‘discourse driven’ social change. These conditions have led to an increase in the use of various forms of discourse analysis in policy analysis. This paper explores the possibilities of using Critical Discourse Analysis (CDA) in critical policy research in education, drawing on a larger research project which is investigating the equity implications of Education Queensland’s reform agenda. It is argued that, in the context of new times, CDA is of particular value in documenting multiple and competing discourses in policy texts, in highlighting marginalized and hybrid discourses, and in documenting discursive shifts in policy implementation processes. The last part of the paper discusses how such research might be used by policy activists inside and outside education department bureaucracies to further social democratic goals. 相似文献
12.
Recent education policy analysis has revealed the standardisation of education systems and an intensified focus on learners and learning to meet the requirements of the global economy and neo-liberalism. In this paper we analyse the way that early childhood education in Aotearoa New Zealand has become increasingly entangled with school sector priorities and international discourses of lifelong learning as it has encountered these requirements. We trace the shift from an explict rejecting and countering of school sector pedagogy to the promoting of increasing continuity with school sector priorities. We draw attention to dynamic, contrasting and competing interests and entities that have shaped the construction of learning and learners and curriculum and assessment priorities. We argue the need to attend to the complex mix of constitutive forces at work in the formulation and enactment of early childhood sector priorities, in particular to these crucial entanglements with school sector priorities, international discourses of lifelong learning and neo-liberal economic rationalities. 相似文献
13.
A considerable proportion of students in Germany has graduated from vocational training before entering higher education. With this paper we examined how these students progress through higher education. We argue that successful graduation is the result of a sequence of decisions and decompose the trajectories through higher education to distinguish non-completion, transfer and dropout. We used the German Educational Panel Study (NEPS-SC6), a retrospective life course study, and applied logistic regression models. Our results suggest that students with vocational qualifications are slightly more likely to graduate from the initially chosen program than traditional students, but this advantage diminishes after controlling individual and institutional characteristics. After non-completion of the initially chosen program, the traditional students are more likely to remain in higher education and transfer to another program, whereas students with vocational certificates rather choose to leave higher education. Taking the entire trajectory together, our bivariate analyses reveal a slightly higher risk of leaving higher education without graduation among the students with pre-tertiary vocational training. Again, this association disappears in models that control for individual and institutional characteristics.
相似文献14.
Matthew Weeks Katie James Winningham Brandon Winningham 《Christian Higher Education》2017,16(3):159-171
In this study, we investigated Benson, Donahue, and Erikson's (1993) concept of faith maturity as expressed by institutions of higher education (IHE) claiming religious affiliation. We examined the institutional mission statements of 87 schools affiliated with six Protestant denominations in search of evidence of their intention to develop the Vertical (V) and Horizontal (H) dimensions of faith maturity (Benson, Donahue, & Erikson, 1993). Contrary to this conceptualization of a mature faith, expressions of V and H dimensions were negatively correlated. There was considerable variability in the expression of both V and H dimensions, with Southern Baptist institutions being highest in the V dimension, and United Church of Christ and Lutheran institutions being highest in the H dimension. Although expression of V and H characteristics did not match Benson et al.'s definition of a mature faith, there was some evidence these dimensions corresponded with institutional practices related to relevant student experiences. Overall, the H dimension was emphasized in the mission statements more than the V dimension. These findings have implications for reviewing institutional practices regarding student curricular and co-curricular experiences. 相似文献
15.
Anna Llewellyn 《Journal of Mathematics Teacher Education》2009,12(6):411-426
In this article, I draw on post-structural and feminist epistemologies to analyse interview data from two prospective teachers
on a primary education degree. Specifically I use Foucauldian critical discourse analysis to discuss the competing discourses
of the masculine mathematician and the feminine primary school teacher. The initial purpose of the article is to deconstruct
the themes of control, choice and confidence, which I argue are prevalent within mathematical discourses within our current
neoliberal society. A further aim of the article is to explore the representation of discourse and data within educational
texts, which I do by experimenting with the language used throughout. 相似文献
16.
K. Allen J. Quinn S. Hollingworth A. Rose 《British Journal of Sociology of Education》2013,34(3):431-452
In this paper we explore how the ‘employable’ student and ‘ideal’ future creative worker is prefigured, constructed and experienced through higher education work placements in the creative sector, based on a recent small-scale qualitative study. Drawing on interview data with students, staff and employers, we identify the discourses and practices through which students are produced and produce themselves as neoliberal subjects. We are particularly concerned with which students are excluded in this process. We show how normative evaluations of what makes a ‘successful’ and ‘employable’ student and ‘ideal’ creative worker are implicitly classed, raced and gendered. We argue that work placements operate as a key domain in which inequalities within both higher education and the graduate labour market are (re)produced and sustained. The paper offers some thoughts about how these inequalities might be addressed. 相似文献
17.
18.
Imagining the mathematician: young people talking about popular representations of maths 总被引：2，自引：0，他引：2
Debbie Epstein Heather Mendick Marie-Pierre Moreau 《Discourse: Studies in the Cultural Politics of Education》2010,31(1):45-60
This paper makes both a critical analysis of some popular cultural texts about mathematics and mathematicians, and explores the ways in which young people deploy the discourses produced in these texts. We argue that there are particular (and sometimes contradictory) meanings and discourses about mathematics that circulate in popular culture, that young people use these as resources in identity making as (non-)mathematicians, negotiating their meaning in ways that are not always predictable, and that their influence on young people is diffuse and nevertheless important. The paper discusses the discourses that prevail in some of the popular cultural images of mathematics and mathematicians that came up in our research. We show how mathematics is represented as a secret language, while mathematicians are often mad, mostly male and almost invariably white. We then explore how young people negotiate these discourses, positioning themselves in relation to mathematics. Here we draw attention to the fact that both those who continue with mathematics after it ceases to be compulsory and those who do not, deploy similar images of mathematics and mathematicians. What is different is how they respond to and negotiate these images. 相似文献
19.
Elizabeth Knight 《高等教育研究与发展》2020,39(1):141-155
ABSTRACTThis study investigates the changing discourses of the value of degrees in prospectuses between 1976 and 2013, chosen due to the massification of higher education and use of the particular marketing tool of prospectuses. This research analysed the messages in prospectuses through the period in four English higher education institutions of different status, to consider how these changes reveal the communication of the value of the idea of a degree in the period. Four topics of the value of a degree were identified as part of the wider literature review: the value of a degree for traditional liberal purposes; as a marker of prestige of the awarding institution; for graduate employment; and for employability. The research finds that while significant change in each institution’s construction of degree value is reflected in the prospectuses, the adjustments in discourse between each set of prospectuses are incremental, and not necessarily possible to link causally to specific governmental policies. Over the period, a re-calibration of the idea of the value of a degree can be tracked towards employment purposes and away from the traditional liberal idea of higher education. However, a review of the most recent marketing materials indicates some shift back towards a re-valuation of traditional liberal values. The analysis contributes a historical perspective on how higher education can suggest markers to understand shifts in the value of a degree, and also draws on literatures that use institutional materials to examine public discourses of value. 相似文献
20.
ABSTRACTThe 2015–2016 South African higher education students’ movement proved historical for our country in bringing to our dinner tables: issues of higher education transformation and decolonisation; institutional culture(s); curriculum reform; the need to foreground and make inclusive assessment in education; the coloniality in our knowledge production, and more. Influenced by the emergence of the student movements and the critique they have brought to South African higher education, we bring to the fore the often silent critical reflections on the purposes of higher education in general, and in South Africa especially, as they relate to teaching and learning. We propose that the purposes of higher education in relation to teaching and learning ought to respond to (1) context, (2) democratic difference, and (3) cosmopolitan perspectives. We argue that discourses, phases and logics about South African higher education have tended to disregard and, at times, blur the context and differences as well as cosmopolitan perspectives. Using the notion of Ubuntu-Currere, we re-imagine how teaching and learning could respond to context, difference and cosmopolitanism with examples from the South African higher education experience. 相似文献