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1.
This study empirically addresses the claim made by Gibbons et al (The new production of knowledge: The dynamics of science and research in contemporary societies. Sage, Thousand Oaks, 1994) that a novel form of quality control (associated with Mode 2 knowledge production) is supplementing the “traditional” peer-review process (associated with Mode 1 knowledge production). A qualitative design was used to explore faculty members’ views on the criteria for assessing scientific research. Ninety-four semi-structured interviews were conducted with biomedical scientists, clinical scientists, and social scientists working in Canadian universities. Results show that the vast majority of participants are aligned with the “traditional” Mode 1 peer-reviewed procedures for assessing research and defining scientific excellence. These participants asserted that peer review is the best quality control mechanism for assessing scientific research, and peer recognition the key attribute for legitimacy in the academic arena. In contrast, participants ascribed a low value to non-academics’ judgment of their work. While the study findings do not provide support Gibbons et al.’s claim, they add to a growing body of evidence that supports the continuing importance of peer review in academic career success.  相似文献   

2.
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation, especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional, rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience, institutional responsiveness and policy reflexivity through transformative education.  相似文献   

3.
The form and function(s) of doctoral education continue to be a subject of much debate by stakeholders internal and external to the university. Notable concerns driving this debate derive from a seemingly discursive array of factors including increasing student numbers, increased understanding of the economic value of doctoral graduates, capitalisation of the academic market and a focus on allocating funding using ostensibly narrow, arbitrary measures of ‘program success’ such as completion rates/time to completion, all framed by a wider debate regarding precisely what constitutes valid knowledge in contemporary society. Within the university, the biomedical sciences are one area of scholarship undergoing rapid change in this respect. One of the salient outcomes of these internal and external dialogues is the apparent transition of biomedical doctoral education towards a ‘training model’ that places increasing emphasis on rapid completion and the generation of ‘industry ready graduates’; a transition that is, potentially, occurring at the expense of the edifying and transformative aspects of biomedical doctoral education. Focusing on the effects of academic capitalisation, this paper draws on data from Australia and Europe to examine the drivers and potential effect(s) of this shift on contemporary doctoral education in the biomedical sciences. This paper acknowledges the potential benefit of contemporary developments whilst simultaneously concluding that by progressing too far towards a quantitatively assessed, industry-driven training model we risk eliminating the intellectual and societal transforming aspects of biomedical doctoral education that make graduates increasingly valuable to our economy and, just as importantly, to our society as a whole.  相似文献   

4.
The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable.  相似文献   

5.
In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues, it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept of integrity of knowing to analyze knowledge about the environment in Korean sixth—grade science classrooms. Examining the notion of immediate coping and ConfucianCheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of knowing, suggesting instead that there is not only knowing about but knowingin andfor action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students to become active and responsible concerning STSE issues.  相似文献   

6.
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions of higher education, especially around notions of widening participation. Notions of widening participation in policy and practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in a range of higher education subjects and settings.  相似文献   

7.
The goal to enhance the impacts of academic research in the ‘real world’ resonates with progressive visions of the role of universities in society, and finds support among policy makers who have sought to enhance the ‘transfer’, ‘translation’, ‘uptake’, or ‘valorization’ of research knowledge in several areas of public services. This paper reports on an exploratory study of the strategies used by selected Canadian and international faculties of education to mobilize research knowledge. Drawing on data from semi-structured interviews with senior administrators of 13 faculties of education, the analysis reveals several themes. Academic leaders recognize knowledge mobilization as a desirable institutional mission, but they identify a number of barriers to greater efforts in this area. Although a number of strategies are employed, changes across multiple organizational dimensions to encourage and support knowledge mobilization were reported at only two institutions. These results are relevant to faculty administrators, scholars, and policy-makers interested in understanding the role of academic institutions in the mobilization of research knowledge to the broader education community.  相似文献   

8.
In higher education dual systems, graduates are qualified to apply for jobs in same professional fields along two separated educational routes. The research problem is whether the rival applicants for professional positions are treated equally in the labour market despite their different qualifications. From the graduates point of view, to be equal means to have an opportunity to be employed in accordance with one’s professional skill. Applying European survey data, the article tests to what extent the ‘distribution of work’ between university and non-university graduates seems to be based on educational qualifications or actual competence. Among 4,000 German, Dutch, Finnish, and Swiss graduates primarily in business and administration and engineering, only slight and occasional evidence of ‘status-based recruitment’ was found. All in all, the research suggests that from the view of graduate employment, the European dual HE systems work very much following the principle of ‘different but equal’.  相似文献   

9.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher education attainments. These changes are beginning to transform women's views towards education and more women with higher education attainment are entering the labour marker. However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women. Higher education for women has never had the same social impact as that for men. So far as the academic career of women is regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education is a social way of maintaining a sub-culture and traditional gender norms. Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the United States’ inPHP research report (vol. 9, 1995).  相似文献   

10.
Compared with the problems one encounters when trying to use ‘graduate employability’ as a measure of the quality of higher education, recognising how the definitions of ‘employability’ are dependent on the type of the data used in analysing the phenomenon in question is a totally different matter. This article demonstrates how the understanding of graduate employability varies when the viewpoint of the analysis changes from cross-sectional to longitudinal. Indicators obtained from the educational and working careers of graduates with master’s degree in nine European countries are used to illustrate differences between the two views on employability. The article shows that longitudinal indicators are useful in displaying the limitations of the higher education system when trying to improve the employability of graduates.  相似文献   

11.
The purpose of this paper is to examine current status, issues, and visions of higher education reform in Korea by focusing on ‘Brain Korea 21’ (BK21). ‘Brain Korea 21’ (BK21), is a major higher education reform project initiated by the South Korean government to prepare Korean human resources for the 21st century. ‘Brain Korea 21’ (BK21) aims at fostering world-class graduate schools and high quality scholars by providing funds to higher education institutions. In this paper, societal, economic and educational changes which led to the initiation of BK 21 and its implementation processes are described first. Then, some resistance and controversies against BK 21 are discussed. Major achievements of BK 21 are highlighted and future directions of higher education reform in South Korea are addressed.  相似文献   

12.
Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework is then developed for the case of two teachers’ knowledge of the concept ‘square’.  相似文献   

13.
Knowledge society discourse and higher education   总被引：1，自引：0，他引：1  
The growing importance of knowledge, research and innovation are changing the social role of universities in the globalized world. One of the most popular concepts used to approach these changes in post-industrial and post-modern societies is the concept of ‘Knowledge Society’. In this paper, we will analyse the roles higher education is expected to play with regard to various knowledge society discourses. We will begin with analyzing the uses of knowledge society as an intellectual device and continue by reflecting on how changes in higher education are related to knowledge society discourses in national, regional and global levels. In the final section we will reflect on current challenges and expectations generated within these discourses for higher education and the implications these expectations have for higher education research.  相似文献   

14.
During the last thirty years, National Qualification Frameworks have emerged as an attempt by the state to ‘manage’ the relations between education, training and work. Drawing on South African experiences of ten years of development of a competency and outcomes based National Qualifications Framework (NQF), this paper highlights the areas of greatest contestation and achievement. We argue for a view of NQFs as a work-in-progress and as contestable artefacts of modern society, which can provide an opportunity to address, in a modest manner, aspects of lifelong learning that contribute to economic development, social justice and personal empowerment.  相似文献   

15.
The purpose of this article is to analyze the meaning and presumptions of competence in the concrete context of knowledge capitalism. First, the nature of competence as a ‘commodification of human ability’ that obtains a standardized monetary value to sell in the labor market, is elucidated by applying Karl Marx’s critical theory. Second, it is further investigated that, in the new context of the global learning economy, the production of the competence as a commodity itself becomes a key industry, representing itself a crucialsub- system of knowledge capitalism. Third, this paper explains how competence discourse has a great deal to do with the current drastic changes in the educational paradigm from ‘nation-state education’ to ‘global learning economy’. These changes are illustrated by how traditional school subject-based curricula are replaced by competency-based curricula, academic qualifications integrated into a unified form of qualification framework, and school achievement is evaluated according to the ‘demanded workplace competence’. It is also argued that human competencies by nature have ‘double-bind’ characteristics: while it is pushed to meet the demands as knowledge commodities, human beings themselves are beyond any notion of tradability, and the new capitalism based on human commodities, if any, should reveal new rules to play the game.  相似文献   

16.
Positioning higher education for the knowledge based economy   总被引：1，自引：0，他引：1  
This article questions the assumption that increasing competition among higher education institutions is the best method of achieving a strong higher education sector in developing countries. It notes that there has been increasing emphasis on the importance of higher education institutions for sustainable development, particularly because of their importance to the global knowledge economy. For the same reason, the appropriate management of the relationship between the state and higher education institutions is vital to a strong and dynamic future for these institutions. This paper proposes a menu of options for higher education governance, grouped around ‘state-centric’ and ‘neo-liberal’ models of development. The ‘state-centric’ model proposed is based on a variety of examples of high performing Asian economies, in particular, while the ‘neo-liberal’ model is based on emerging trends in higher education management in countries such as Australia, the United States and the United Kingdom. The paper suggests that despite pressure across the globe to encourage a market among universities, this may not always be the most efficient use of resources, or the best way to integrate universities in a country’s drive for economic growth.  相似文献   

17.
Visual aspects of 12 collections of children’s writing that were published in South Africa between 1986 and 2003 are considered. The covers, illustrations, facsimiles of original writing and artwork, fonts, colours and author credits create images of childhood and youth and provide clues to the purposes for which the collections were made and published. Spanning the period from the last days of apartheid to today’s modern, democratic country, they provide an unusual insight into the changing place of the young in South African society. Elwyn Jenkins is Professor Extraordinarius in the Department of English Studies, University of South Africa, Pretoria. His publications include Children of the Sun: Selected Writers and Themes in South African Children’s Literature (Ravan, 1993), South Africa in English-language Children’s Literature, 1814–1912 (2002), and contributions to The Cambridge Guide to Children’s Books in English (2001) and The Oxford Encyclopedia of Children’s Literature (2006).  相似文献   

18.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms need to be created at the institutional level to manage diversification of the higher education system as a whole.  相似文献   

19.
This study examines the proposition that mass higher education is, in practice, less a network of more or less homogeneous activities than a series of concentric circles in which elite institutions remain at the centre, but are surrounded by increasingly wide bands of universities and colleges, that are less and less likely to set graduates on the road to elite status the further they are from the centre. After a brief review of the classical and subsequent literature on elites and elite formation, the empirical study uses data from the very long established annual publication Who’s Who to make a quantitative analysis of the higher education background of all 120,000 Who’s Who entries born in the twentieth century. It finds that Oxford and Cambridge remained the dominant route to elite status throughout the century, though their share fell from about a third to about a quarter of the total. There were big rises in the contribution of other leading universities that have come to be known as the ‘Russell Group’. An analysis by main occupational categories shows that the political elite broadened its educational catchment area more than other groups. The so-called ‘public’ (i.e. independent) secondary schools also continued to make contributions much larger than their numbers warrant. The main conclusions are that Bourdieu’s notion of ‘symbolic capital’ offers a useful contribution to the interpretation of the continued dominance of well-known high status universities, and that while there was considerable change throughout the century, in general it followed the British tradition of being evolutionary and slow. In policy terms it concluded that the present government is justified in seeking both to widen participation generally and simultaneously to increase the number of people from modest economic and social backgrounds who attend the high prestige universities.  相似文献   

20.
Within the context of the growing development of intercultural counsellor education, the question of how different cultures reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education process. This paper briefly explores these terms and movements and then highlights findings from a research project that took place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process of knowledge development within the counselling education field. Implications for counsellor education are highlighted.
Ann Moir-BussyEmail:
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