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1.
In this article, we conduct a discourse analysis of the strategic plans of two universities, one from the global South and the other from the global North, to understand how the constitution of space and place reconfigures human experience in the two institutions. We argue that universities do not simply respond to dominant logics of globalization but are active participants in its production. We draw on feminist geographers to elaborate how these universities’ discourses of internationalization reify a division of higher education as local ‘place’ and globalization as abstract global space, ‘out there’. This imaginary spatiality obscures the work of the ‘local’ in producing the ‘global’ with important implications for the redefinition of the student-citizen, useful knowledge, and managerial practices.  相似文献   

2.
Abstract

Purpose: This study sought to determine the influence of training transfer factors and actual application of training on organization level outcomes among farmer owned produce marketing organizations in Uganda.

Design/methodology/approach: Interviews based on the Learning Transfer Systems Inventory (LTSI) were conducted with 120 PMO leaders trained in partnership management skills by a four year extension project. Data were collected on training transfer factors, transferred training, and training related organization level outcomes. Data were analyzed by OLS hierarchical regression analysis.

Findings: The performance of the producer marketing organizations in terms of ‘improved inter-organization relations’ and ‘improved services’ was found to be significantly predicted by ‘personal capacity to transfer,’ ‘receiving feedback,’ and ‘resource availability.’

Practical implications: Rural service providers who build capacity of local organizations can use this knowledge to pursue certain strategic human level organizational outcomes by manipulating transfer system factors such as providing feedback and supportive resources to help trainees.

Originality/value: The LTSI model has been tested for its role in explaining human level organizational outcomes in a developing country setting. We have also seen that specific training transfer system factors will be responsible for certain elements of the multidimensional outcomes of training.  相似文献   

3.
This article is concerned with gendered spaces as they emerge from exploring Emirati female learners’ spatiality in a single-gender context. By conducting ethnographic research and utilising Lefebvre’s triad of perceived, conceived and lived space for the analysis and categorisation of students’ spaces, three types of gendered spaces emerged: ‘generally’, ‘absolutely’ and ‘conditionally’. These spaces were grounded in the sociocultural context of the institute and its participants. The research also revealed the dynamics associated with such gendered spaces, including mobility restrictions and the agency of the female learners through the ways these females contested gender segregation practices, negotiating and attempting to establish new positions of power within cultural and institutional constraints.  相似文献   

4.
This paper locates vocational knowledges and institutions (of the state) within the broader context of contemporary discourses of ‘risk society’, while paying attention to the history and politics of Vocational Education and Training (VET) and work-related learning in Australia VET is interrogated as institutional space(s) in and through which the projects of governance and regulation and that of knowledge management co-exist in a symbiotic relationship. Rather than position VET as an objectified site of unified knowledge, this paper attempts to map epistemological ontological terrains that shape knowledge practices inherent in VET. Although challenging and re-mapping familiar terrain may involve discomfort and anxiety, it is argued that, through such a shared endeavour, knowledge practitioners within VET - learners, teachers, researchers and policy makers - will be better situated to make sense of the epistemological ontological challenges inherent in these ‘new’ times and so continually make the case for policies and practices that have the capacity to contribute more equitable and sustainable futures.  相似文献   

5.
Education and training serve as critical elements of advancement of a nation’s economy in transition. The restructuring of the power engineering industry in Russia has called for a fast implementation of new management system in electric power engineering and radical training of professional managers at different levels in organizations. Management training in electric power engineering in Russia has been implemented by (1) preparing highly professional managers in higher education institutions and technical universities and by (2) improving the management skills of practicing managers in technical universities and educational centers of different power energy companies. This article reports the experience of introducing a new discipline ‘Management in Electrical Engineering’ at the Moscow Power Engineering Institute (Technical University) and reflects on training managers in electric power engineering at higher education and corporate educational centers.  相似文献   

6.
This paper examines leadership in Australia’s vocational education and training (VET) sector. VET leaders make a vital and growing contribution to learners, industry and society, yet research on their work is limited. This has direct implications for ensuring leadership is most effective, and for framing evidence-based capacity development. The current research draws together reviews of complex and often competing contexts, analyses of prior research, and results from a national survey of 327 practising VET leaders. Analysis of what VET leaders report doing in their jobs suggests that while they are attuned to the education-focused demands of their roles, they now need new capabilities to respond to internal and external developments. To identify the powerful forces which shape leadership, the study established criteria seen to mark out effective performance in each role. It highlighted a set of indicators identified by VET leaders as those most important in making judgements about the effective delivery of each role. Identifying indicators of effective performance is important, as it is these which, ideally, drive leaders’ aspirations and behaviours. The future capacity of VET in Australia will be underpinned by the capability and regeneration of its leadership. New programmes need to focus on concrete ‘change management’ skills, working through complex real-world problems and leading change in ambiguous environments. The more authentic and active modes of learning were advocated by VET leaders, who expressed an overwhelming preference for practice-based and self-managed, as opposed to formal, forms of professional learning.  相似文献   

7.
Abstract

Lefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries and diverse furnishings emphasising student comfort, health and flexibility. Schooling in the twenty-first century, certainly in the developed world, is required to ensure that children and school-leavers have appropriate life-long skills in preparation for participation in the twenty-first century knowledge economy. This world is characterised as complex and dynamic, deeply influenced by globalisation and the revolution in digital technology. Developing these skills calls into question ‘outmoded’ transmission models of teaching and requires teachers and school leaders to approach their work in radically new ways. Open school design encourages flexibility in learning and teaching, and allows collaborative, team teaching, with designers claiming significant educational benefits. This arrangement of multiple classes using innovatively designed, technology-enriched common space, facilitated by multiple teachers, working in collaborative teams, is far-reaching in its likely implications for community expectations and responses, relationship-building, assessment, student learning, teachers’ work and initial teacher education.  相似文献   

8.
Coherence of national education and training systems is increasingly tabled in European policy debates. Leaning on literature about the emergence and consolidation of national education systems, this article explores the rationale for VET reforms in Norway and Spain by scrutinising attempts to strengthen the coherence of their VET systems. Coherence has been sought through the unification of different strands of vocational education; initial, continuing and active labour market policies (what we call ‘horizontal coherence’) and the mainstreaming of VET curricular elements; plus the systematisation of VET practices across educational levels (‘vertical coherence’). While both countries looked for coherence, their motivations, how they operationalised the term and the emphasis of their actions differed substantially. Spain has experienced a move from the three largely unrelated strands into a more unified system; Norway from a fragile VET system to the availability of more VET courses and apprenticeship arrangements at all educational levels.  相似文献   

9.
The paper explores gender relations in academia and discusses how gender is constructed within academic institutions. It is based upon the study of a business school, part of a British university. The construction of gender relations within this institution was of special interest because the majority of managerial roles were occupied by women. All female academic managers (dean, associate deans and heads of department) and a random selection of female and male academics were interviewed. The process of construction of gender relations is investigated through the analysis of the discrepancy between the ‘masculine culture’ of high education institutions and the dominance of women managers within this organization. It is suggested that the numerical dominance of women managers may create tensions between their individual identities as women and their managerial identities, due to the predominance of masculine practices and values within the organization. Additionally, it emerged that the maintenance of masculine ideals and practices is also associated with downplaying women’s achievements.  相似文献   

10.
A current turn of interest in notions of the ‘learning economy’ and the ‘learning society’ is fuelling discussions on promoting education, training and learning in contemporary organizations and workplaces. Although the education of workers has been variously theorized and practised throughout the 20th century, the current debates are marked by a prevailing economic perspective that places emphasis on constructing ‘learning organizations’ and on ‘human resource’ learning in service of organizational strategies for innovation and competitive advantage in economic activities. Critics point out that economic and managerial models scarcely attend to the human subjectivity of the learner‐worker and the worker's diverse learning interests. Broader socio‐cultural ends of worker learning such as lifelong human development and participatory citizenship in democratic society are very often overlooked. This article offers a critical discussion of current conceptions of learning organizations and learning workers. It argues that the prevailing focus on techno‐economic imperatives and of obscured managerial elite interests in organizations currently circumscribe and delimit learning in production organizations. It proposes that a more comprehensive approach to learning in organizations attends explicitly to the needs and interests of workers as learning persons. Taking a longer view, it proposes that organizational and worker learning may generate not only improved work practices but may regenerate links between lifelong learning, societal democratic citizenship and civilized organizations.  相似文献   

11.
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind.  相似文献   

12.
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13.
In OECD countries, ‘real world’ upper-secondary vocational education and training (VET) programs are used to engage less academically oriented youth in learning, while helping to prepare them for post-school work and/or further education. In general terms, VET programs with high employer involvement, such as apprenticeship schemes, are considered to be superior to classroom-based VET programs that are typically found in many English-speaking countries. In this study, we examine outcomes from a potential ‘third way’: classroom-based VET with a short-term structured workplace learning component. Using propensity score matching and PISA data linked to information from the Longitudinal Survey of Australian Youth, we find this model is associated with higher school completion rates and better employment transitions.  相似文献   

14.
This article [1] analyses data from a national research project evaluating the contribution of competency-based training (CBT) to outcomes in vocational education and training (VET) in Australia. In the light of this analysis, it is argued that practitioners have an important and developing role as practitioner-researchers in industry settings, engaging in reflective practice and, indeed, in forms of action research. Moreover, it is argued that CBT provides opportunities for practitioners to develop and incorporate different models of education and training, often alongside the ‘standard’ CBT model for the benefit of trainees and the enterprises in which they work. Some implications for VET policy, practice and practitioner education are explored.  相似文献   

15.
Over the last decade, a competency-based approach to education and training has become widely used in a broad range of education and training contexts, most particularly, vocational education and training (VET). Among other things, this approach emphasizes the importance of knowledge and skill that is portable, visible and expressible. Various products have been developed (e.g. competencies, competency standards, Training Packages) to enable access to this knowledge and skill and secure its foundational role. Other knowledge and skill - that is, knowledge and skill that is situated and not easily visible and expressible - is seemingly rendered redundant. This paper discusses the role and significance of situated practises in competency-based training (CBT), most particularly embodied knowledge and tacit skills. Using empirical material collected in the course of a recent research project on CBT, the argument is made that the body, as currently constituted in VET products, is understood more as a symbolic/informational than material/physical entity. This understanding gives rise to a ‘thin’ conception of vocational competence and, sometimes, a thin practise of developing this competence. More broadly, the body is a critical site of contestation between radically different goals (e.g. industrial/educational, global/local). Bodily specificity (e.g. tacit skills, experienced judgement) can be mobilized to challenge the universalizing impulses of CBT. Indeed, this specificity completes or is necessary to these impulses. It plays a constitutive role in the practice of vocational education and training and could, with profit, be more fully recognized and supported in its policy.  相似文献   

16.
The paper discusses research leadership in public universities under change and the role of entrepreneurial strategies in research. Research leadership function today in situations where the New Public Management movement one the one hand have introduced management by accountability and control in the university while on the other hand open boundaries to other knowledge organizations, arenas and networks, and creation of resources are becoming more important than ever. Hence, an entrepreneurial strategy is more important than traditional managerial skills in order to produce new knowledge centres. By analysing two cases on the construction of new research groups, we will introduce new perspectives on research leadership, where dilemmas, uncertainty and complex relations to other managerial systems in the universities are in the forefront. The paper presents an important contribution to the understanding of a special form of creating new knowledge production in the university by means of organizational entrepreneurship.  相似文献   

17.
This contribution to the symposium on Michael Young’s article ‘Overcoming the crisis in curriculum theory: a knowledge based approach’, supports his contention that curriculum theory has lost sight of its object—‘what is taught and learned in schools’, and argues that this has particularly deleterious consequences for vocational education and training (VET). VET is unproblematically positioned as applied, experiential and work-focused learning, and it is seen as a solution for those who are alienated from or unsuccessful in more traditional forms of academic education. This article argues that rather than being a mechanism for social inclusion, VET is instead a key way in which social inequality is mediated and reproduced because it excludes students from accessing the theoretical knowledge they need to participate in debates and controversies in society and in their occupational field of practice. It presents a social realist analysis to argue why VET students need access to theoretical knowledge, how a focus on experiential and applied learning constitutes a mechanism for social exclusion and what a ‘knowledge rich’ VET curriculum would look like.  相似文献   

18.
澳大利亚职业教育体制和投资政策   总被引：1，自引：0，他引：1  
澳大利亚职业教育经过了近二十年的探索与改革，逐步形成了较为完善的职业教育体制。澳大利亚各级政府、行业企业和培训机构共同举办职业教育的局面为世界职业教育树立了典范。高职学院作为澳大利亚职业教育的主力军．肩负着职业教育和培训的重任，为促进劳动力素质的提高和社会经济发展不断做出贡献。  相似文献   

19.
In the former Portuguese colony, Macau, higher education is gaining more importance in the post-1999 era in local talent-building and regional integration to safeguard its socioeconomic sustainability. This paper is based on a recent and ‘innovative’ development in the arena of higher education in the territory, a creation of new space in mainland China for a local public university. By adopting a critical spatial perspective, we examine this idiosyncratic Macau model in three aspects: (1) What kind of power/knowledge production occurs in this new creation of space? (2) How does this new space (re)configure Macau higher education development in both local and global contexts? (3) In what ways does this emergent space re-order the relations between the state, society and school? In employing this spatial stance, we aim to open up understanding of how spatiality affects diverse possibilities in the case of Macau, in global higher education movement more broadly.  相似文献   

20.
From the perspective of a social theory of learning, this paper explores discourses and practices associated with competency-based training (CBT) in industry. Drawing on data from a national evaluation of competency-based training in Australia, implications for the formation of identities of workers (or trainees) and vocational education and training (VET) practitioners are discussed, particularly in relation to an increasing recognition of the importance of lifelong learning for workers, and knowledge-making and innovation within enterprises. It is argued that discourses surrounding CBT relate particularly to the importance of developing ‘procedural, technical knowers’ rather than ‘reflective problemsolvers’, and ‘standardized, adaptable workers’ rather than ‘innovators’ or ‘initiators’. Thus CBT often seems to precludes the kind of transformative learning that could potentially lead to social and technological innovation in the workplace and enriching personal and cultural change. Moreover, while some discourses surrounding CBT relate to ‘empowered, committed workers’, it appears that the lived experience of working life may sometimes contradict these claims. In relation to training personnel, some VET practitioners do appear able, using CBT as a springboard, to exercise professional judgement and creativity and instigate transformative and, indeed, critical learning programmes. However, for others, identities as ‘deliverers’ of a standardized curriculum seem to have been formed, potentially an experience of deprofessionalization. Some discourses and practices associated with CBT, then, appear to be neither in the best interests of workers, practitioners and the community, nor of individual enterprises and industry as a whole. A rethinking of arrangements for, and conceptualization of, competency-based training in the workplace is discussed.  相似文献   

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