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1.
María del Rocío Bonilla Eva Perea August Corrons 《Journal of Marketing for HIGHER EDUCATION》2020,30(1):145-160
ABSTRACT The interactions of users in social networks have been analyzed in the literature as sources of information on their ability to generate engagement among stakeholders in higher education institutes, which make more tactical than strategic use of social networks. This study helps identify which variables generate greater participation in Instagram users, providing strategic proposals for digital marketing. From the codification of all the publications published by a university in a social network site during the period of one year, a comparative analysis was carried out through a multivariate model. The results provide important and timely implications for both universities and higher education professionals. Our findings suggest that higher education marketing specialists should develop stronger and more consistent communication strategies to establish more valuable relationships with stakeholders. The administrators of the social networks of higher education institutions can find patterns in those publications that generate a greater participation in this study. 相似文献
2.
This paper proposes inclusion phobia as a sharper and more operative definition of the ‘fear of the unknown’ often cited as an explanation for resistance to inclusive education. Using ‘severe and profound learning disability’ as the paradigm case, we situate the phobia surrounding this label in its social and historical context. Our hypothesis is that resistance to inclusion for this group is not rational but amounts to a thought disorder in a psychiatric sense. Using qualitative case studies of pre-service teachers on practicum and headteachers engaged in decisions about admissions, we demonstrate the workings and impact of inclusion phobia. We illustrate its trajectory from a general social dysfunction, to the systems that channel it to the individuals caught up in it. Our aim is to expose inclusion phobia so that, teacher educators, teachers and pre-service teachers might, in knowing it, find new ways to remedy it. In doing so, long standing resistance to inclusive education is made more tractable. We conclude with our own proposals for an anti-phobic curriculum for teacher education. 相似文献
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Simone DeVore Robin Fox Lucy Heimer Brooke Winchell 《Early Years: An International Journal of Research and Development》2015,35(4):394-410
As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling. 相似文献
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According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalisation as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalisation and care to the social inclusion variables of participation and connection. 相似文献
6.
《Critical Studies in Education》2013,54(1):29-71
This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review. Concurrently, it explores the different meanings ascribed to social justice, equity and social inclusion over this time span and what these have meant and will mean for students, particularly those from low socio-economic backgrounds. It concludes that a relational understanding of social justice – ‘recognitive justice’ – is yet to inform student equity policy in higher education, although this is now what is required in the context of the planned shift from mass to universal participation. 相似文献
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Ides Nicaise 《European Journal of Education》2012,47(2):327-342
Whereas in 2000 the EU had heralded the knowledge-based society with as its motto ‘with more and better jobs and stronger social cohesion’, the past decade has led to greater inequality and (at best) a status-quo in poverty. EU2020 seems to acknowledge this failure and aims to reconnect social inclusion with the knowledge-based strategy. This article discusses the education-inequality nexus and shows what strategic and institutional measures need to be implemented for a ‘smarter’ social inclusion policy: a better balance between knowledge-intensive and knowledge-extensive policies, an extension of EU anti-discrimination law in the field of education, integration of the OMC in education and training with the social OMC (including the social re-orientation of the structural funds), and peer learning focused on structural reform of E&T systems. 相似文献
8.
Efthymios Constantinides Marc C. Zinck Stagno 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):7-24
The importance of social media as platforms of social interaction, communication and marketing is growing. Increasing numbers of businesses in various industries have already integrated or plan to integrate social media applications into their marketing programs. Higher education institutions show increased interest in the potential of social media as a marketing tool. Particularly important is the potential of these tools to reach and attract future students. An important issue for research is to understand how potential students use social media and what their role is in the decision making process of choosing a program of study, a University, or College. This paper identifies market segments among future students based on the use of the social media and examines the impact of the social media on the choice of a higher education program and institution. The study is based on data collected by means of a national survey among future university students in the Netherlands. Future students are pupils from the last two years of secondary education. Market segmentation was carried out based on the use of social media, by means of a cluster analysis and a factor analysis; the latter proved to be the best choice since it produced more differentiated market segments. The findings indicate the existence of three distinct segments in the population of future students in the Netherlands on the basis of social media use. Another major finding of the study is that future students are mostly interested in social interaction and information seeking when using social media, while the content contributed by this group is limited to photo and video sharing. Compared to traditional communication channels social media still play a secondary role in the students' choice. While penetration of social media is extremely high among future students, the impact of these in the choice of study and institution is relatively low compared to more traditional forms of university marketing. This paper provides university marketers with a useful insight into the developments in the market and discusses various options and opportunities for engaging social media as effective marketing tools. 相似文献
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Maria Helena Martins Maria Leonor Borges Teresa Gonçalves 《International Journal of Inclusive Education》2018,22(5):527-542
In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about inclusion and discusses this concept based on the perspectives of academic and non-academic staff. A qualitative approach was used to provide an informative exploration of attitudes towards inclusive education and recommendations for promoting best practices therein. Data were collected using semi-structured interviews. We found positive perceptions of university staff members about the inclusion of the students with disabilities. However, more effort is needed to provide these students with opportunities to continue their academic career in HE and to promote inclusion, personal development and participation in social and economic life. Although inclusive education is on political and educational agendas, the perception of disabilities as deficits prevails. The findings of this study, therefore, reveal that changes must be implemented to effectively adopt the social and educational model of disability. 相似文献
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我国社会改革中重要的组成部分就是高等教育的改革,在人才需求越来越高的今天,培养创新型人才对于我国的发展有着重要的意义,甚至可以称为战略发展的核心任务。文章进行了创新型人才培养与深化高等教育改革方面的思考,对高等教育改革背景下培养创新型人才存在的主要问题做了一定研究,并提出解决的途径和方法。 相似文献
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Elaine Keane 《Irish Educational Studies》2013,32(1):85-102
Drawing upon data collected as part of a research project exploring diversity in Irish higher education, this article focuses on the relational realm of under-represented students’ experiences. It commences with a brief overview of the background and context as well as the methodology of the study. The article then presents and explores a number of interrelated findings with regard to the relationships experienced by these undergraduates, both with other students and with their external friends and acquaintances. Friction was evident in the accounts of the respondents and this article argues that an increased focus on the relational is required by institutions, given the central role played by the social experience in the retention of students in higher education. Further, it is argued that education for diversity and inclusion be incorporated as an explicit and integrated component in all higher education curricula in order to foster mutual understanding and respect between student groups, within the broader educational community and ultimately in the wider society. 相似文献
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Marianne Cense 《Sex education》2019,19(3):263-276
The complexity of young people’s strategic negotiation of sexual agency constitutes a challenge for professionals working in the area of sexuality education. This paper explores how comprehensive sexuality education can support young people to develop sexual agency in all its forms: embodied, bonded, narrative and moral. A first step is to base sexuality education on the recognition of the connectedness of young people to different people and to different sexual cultures. This implies that comprehensive sexuality education should provide the tools that can help young people in the process of taking up a position, forming an identity and embodying a sexual self within their own social and cultural context. Moreover, comprehensive sexuality education should not only be aimed at empowering individuals, but should also address different sexual cultures, gender norms and other social norms, to stimulate critical consciousness and collective agency, and thereby create an environment that enables and supports young people’s agency and diminishes inequality and restrictive norms. 相似文献
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世界一流大学能够长期引领顶尖人才培养的方向,与其推行博士教育发展战略有关。对世界排名前20位的大学进行分析,发现其博士教育发展战略具有如下特点:战略环境源于回应社会发展的需要,战略目标坚持质量首位,战略内容围绕更加高效的培养形式,政府宏观管理与高校自主推行相结合进行战略实施,完善的制度体系与充裕的资金支持作战略保障。其未来走向是:增强博士教育竞争力,强调国际化发展,推进博士教育公平化以及提升博士生职业能力。这对我国在"双一流"建设大格局中创建一流的博士教育具有诸多启示。 相似文献
14.
从大学和知识的关系、大学和个体发展的角度看,公益性反映出高等教育的本质属性.讨论我国高等教育的公益性问题,不能脱离我国社会转型的大背景.高等教育公益性的弱化是我国社会转型引发的特殊问题.重塑公益性的高等教育,需要政府、大学和社会的共同努力,但是政府需要发挥主导性的作用. 相似文献
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目前,我国各级各类教育发展战略目标的确定尤其是2020年高等教育毛入学率达到40%的目标是缺乏科学依据的.根据科学、技术和社会生产计量分析的基础之上建立教育发展的数学模型以及教育发展的系统分析,可以得出:与十六大提出的2020年人均国内生产总值比2000年翻两番的奋斗目标相适应,高等教育毛入学率应达到50%,实现高等教育的普及化. 相似文献
16.
Chrissie Rogers 《International Journal of Inclusive Education》2013,17(9):988-1002
As a result of exclusionary tactics, social, cultural or economic disadvantage or disability, vast numbers of pupils have poor educational experiences and are either marginalised or demonised due to ‘difficult differences’. In the context of Martha Nussbaum's capabilities approach, where she suggests that we ought to be who we want to be, this paper addresses intellectual disability, inclusion and inclusive education. It proposes that care, compassion, creativity and ethics are critical in understanding the education for all children and young people, rather than necessarily pedagogical process. In addition, it suggests that learning should take place within and through relationships and that these relationships are important in developing a healthy sense of self. Therefore politically, rather than following a path of blame whether it is the dysfunctional family, the deficit child or the economically deprived nation, this paper says that we require socially just practices, compassion and care as fundamental to human development, social inclusion and inclusive education. Ultimately, education is failing a large sum of children and young people and therefore needs to be radically reconsidered. 相似文献
17.
Although cases of child abuse among migrant families are often reported by social media, the issue of child maltreatment among migrant families in China has received little empirical attention. This study investigated both the prevalence of child maltreatment by parents among migrant families, and the individual, family and community-level risk factors associated with child abuse in this context. A survey was conducted with 667 migrant and 496 local adolescents in Shenzhen, South China, with a stratified two-stage cluster sampling design. Logistic regression analysis was conducted to compare the prevalence of maltreatment between migrant and local adolescents, and also to explore risk factors associated with the psychological and physical maltreatment in both groups. The results showed that parent-to-child abuse was more prevalent among migrant than local adolescents, with migrant adolescents 1.490 and 1.425 times more likely to be psychologically and physically abused by their parents than their local counterparts. Low academic performance, delinquent behavior, family economic adversity and low parent attachment put migrant adolescents at increased risk of both psychological and physical maltreatment, and neighborhood disorganization was significantly related to psychological aggression among migrant adolescents. The findings confirm that child abuse perpetuated by parents is a serious problem in Mainland China, especially among migrant families, and implications for policy and practice are discussed. 相似文献
18.
Internationally, the number of students with disabilities entering higher education institutions is on the rise. Research
estimates that 8–10% of students attending higher education are registered with disability, with learning difficulties being
the most commonly reported disability. Widening participation in higher education has been supported by legislative changes,
inclusive education practices, the use of ICT and accessible facilities and programs and, ultimately, an increasing belief
among students with disabilities that higher education maximizes their opportunities for employment and independent living.
Within the Cypriot context, research on disability, access and provision in higher education is limited. This study was a
part of a large-scale study (PERSEAS) funded by the EU. From the original sample, 15 students attending private higher education
institutions in Cyprus reported disability (i.e., sensory impairment, dyslexia, physical disabilities) and were selected for
focus group discussions. Also, interviews and focus groups were conducted with the Headmasters and teachers, respectively,
in 10 private higher education institutions. This study yielded interesting results regarding the current state of provision
(e.g., concessions for exams and assignments, infrastructure, teaching modification, counseling services) as well as issues
of social inclusion, equality of opportunity and entitlement to education. 相似文献
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生存环境恶化、公共卫生危机频发、地缘政治动荡以及逆全球化趋势等一系列人类共同面临的世界性难题给各国高等教育国际化进程带来考验。在此背景下，高等教育在全球、国家、高校等多个空间场域中被各种主体力量塑造，高等教育国际化的行动场变得愈发复杂。然而，过去十年来的全球趋势是国家的作用愈发凸显，越来越多的国家将高等教育国际化与外交战略、科技创新、经济发展和人才规划等方面统筹谋划，以立法、战略规划、资金支持等形式将高等教育国际化纳入国家战略，与世纪之交时以高校为主体主导国际化发展的偶发性、碎片化、边缘化特征有较大区别。本研究从国家战略的利益相关者、动因和实施路径三个维度比较了近十年来美国、英国、澳大利亚、德国、俄罗斯、日本、马来西亚、印度、土耳其等九国高等教育国际化的特点与发展趋势。研究发现：高等教育国际化的趋同性特点包括高等教育国际化作为国家战略与科技、人才战略成为一揽子战略方案，战略制定动因由“国际贡献”向“国家贡献”倾斜，世界一流大学建设成为战略行动新趋势等；各国政府在高等教育国际化战略中的功能、动因、行动路线上存在差异。研究对我国谋划高等教育国际化的国家战略具有借鉴作用。 相似文献
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Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The results show that the attitude of the organisation conducting the survey – as perceived by the participant – outperforms well-documented variables (e.g. sex, age, and contact to a person with disability) in predicting the attitudes of the participant towards inclusion. This one variable explains as much variance as all other predictors combined. We argue that social desirability is a neglected issue in research on attitudes towards inclusive education. Our findings challenge the validity of numerous studies on this topic because they show a positive bias in the attitudes of participants when they were surveyed by a university. Thus, we outline the first steps to reduce social desirability-induced validity problems in research on attitudes towards inclusion. 相似文献