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1.
本文围绕日本高等教育交叉学科建设与运营的特点,从交叉学科研究的研究实体、交叉学科教育的教育体系、学科交叉型大学的大学改革理念三个层面,分别调研了一个典型事例,发现他们最主要的特点分别是:科研实体具有高度的学术组织运作机能;交叉学科教育是以一个学院为单位的整体改革,而不是停留在几门交叉学科课程的设置上;以学术融合为理念的新型大学,其动力来源于开创新的学科体系的战略目标。  相似文献   

2.
Academic development takes place in a context of higher education that is fragmented. Many argue that the development of teaching and learning is a largely generic and practical activity, which is common across disciplines. Others claim that it is generic but grounded in educational theory and research. Sceptical of these claims, this paper argues that it can be theoretical, critical and interdisciplinary. Such an approach would be enhanced if expertise from academic education departments and from service units concerned with educational development could be brought together. This raises questions concerning organizational structure and the professional identity of workers in the field of academic development.  相似文献   

3.
作为兴起于20世纪60、70年代的跨学科领域,妇女学的历史与高等教育学有许多相似之处。二者的兴起均得益于高等教育的发展与改革,以多学科研究起家,进而强调一种跨学科的研究,并最终凭借不懈的努力在大学里成功获得建制。不过,比较吊诡的是,高等教育学虽然是源于"大学研究它自己"而诞生的一门新学科,但在今天妇女学对于整个大学改革的影响却远比高等教育学的影响要大。究其根本,妇女学在学术目标设定、制度基础构建等方面都较高等教育学要略胜一筹。  相似文献   

4.
This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in EfS within an interdisciplinary group of academic staff members. A critical friend position was also acquired within a community of practice to implement a programme which attempted to embed sustainability within the student experience. The I3E model identifies four overarching components that can support universities in their aim to embed EfS within the undergraduate curriculum. These integrated components are: Inform the university community about sustainability; Engage the different university stakeholders in the change process towards sustainability; Empower individuals and groups to make change happen within their sphere of influence and action; and Embed sustainability within existing university structures.  相似文献   

5.
Almost all of the emphasis within interdisciplinary education in geriatrics has focused on the training of clinical teams, to the exclusion of an appreciation for the unique issues facing educational teams. This paper explores the perils and payoffs of the development and implementation of an interdisciplinary curriculum by an inter-institutional faculty team at the Rhode Island Geriatric Education Center (RIGEC). Following a discussion of the principles and concepts guiding the development of the curriculum - an interdisciplinary team approach, a goal-based focus, and continuous quality improvement - the structure and implementation of the curriculum development are described. Special attention is directed toward process and outcome evaluation issues. Lastly, recommendations related to the educational team process are suggested as guidelines for faculty developing academic teams in gerontology and geriatrics. Overall, the unique and multifaceted challenges of educational teams are highlighted and lessons learned from the RIGEC experience summarized.  相似文献   

6.
Academic development is one means of reorientating education within higher education (HE) to include sustainability principles. This paper identifies the requirements of academic development programmes that will provide educators with the skills to engage students in the ideas of sustainability and sustainable development. In order to determine what an ideal academic development programme for sustainability education might look like, a theoretical framework for sustainable education and academic development (SEAD framework) was constructed. This was based on an analysis of the literature in the areas of sustainability education, academic development and organisational change in HE. The aim of this paper was to present and analyse the theoretical SEAD framework against three international academic development programmes in sustainability education for HE, which utilised different approaches and delivery modes. From this analysis, it is possible to determine the elements of academic development that would most likely result in a change in educational development and delivery.  相似文献   

7.
This research explores the current status of implementing policy in sustainable development related teaching in higher education in Turkey. Turkish higher education policy has included increased commitment to sustainable development in recent years. However, there has not been much research conducted on its implementation. Hence, this study involves assessing the current status of sustainable development in teaching at higher education institutions (HEIs) in Turkey. Regarding the research design, a systematic review of accumulated sustainable development related teaching in all 193 HEIs in Turkey (as of the 2015–2016 academic year) was carried out. The accumulated programmes are categorised by occupation concerning sustainable development for the future of Turkey, and the courses are presented within those categories. Whilst many programmes and courses related to sustainable development were identified, the data also reveals the following features: the repetition of same courses; disciplinary partiality, particularly on environmental engineering; disciplinary conservatism and the lack of interdisciplinary practice in general; and last but not least, the differences between what sustainable development means in the European higher education political initiative and what the state of practice is in Turkish higher education.  相似文献   

8.
跨学科理念滥觞于美国,在知识生产模式转型背景下,由单一学科向跨学科的结合与转变不仅是社会科学发展的内在要求,更是解决日益复杂的现实社会问题的客观需要。当代科学发展与知识创新越来越呈现出学科交叉、融合、渗透以及整体化的趋势,新的知识生产呈现跨学科性的基本特征。知识贵为整体,过度分化的学科知识消解了社会科学研究者对复杂的社会事实与问题的认识能力,以及消解了作为整体的思想活动的能量。跨学科研究与人才培养受复杂问题的解决需求与知识创新的驱动而生,美国研究型大学重审原有培养"学科守门人"的博士生培养模式,将跨学科理念融入博士生培养全过程。跨学科研究与人才培养逐渐成为世界顶尖研究型大学博士生教育改革与发展的重要趋势。本研究通过对美国顶尖研究型大学社科类博士生跨学科培养的理念与实践以及组织制度保障进行研究,为其他研究型大学的跨学科人才培养提供借鉴价值。  相似文献   

9.
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10.
ABSTRACT

Interdisciplinary collaboration, in the sense of partnership between English language teachers and content teachers, is significant for enhancing university students’ English-medium academic success. It has long been advocated, but it has not become a common phenomenon in higher education institutions. The present article aims to synthesize what has been revealed about such collaboration in tertiary contexts in the (English-medium) literature, and to consider implications for practice and research. A systematic approach was adopted in conducting the literature review. The main body of the article focuses on illustrating five themes grounded in the literature: theoretical perspectives on the need for interdisciplinary collaboration; motivations for interdisciplinary collaboration and slow development of the trend; interdisciplinary collaboration on a continuum of partnership; team teaching in interdisciplinary collaboration; and benefits of interdisciplinary collaboration. Implications for practice and research are then discussed.  相似文献   

11.
双聘制是指校内两个学术单位(院系或跨学科研究中心)通过签署备忘录等方式共同聘任教师的聘任方式,它已成为美国大学促进跨学科研究和教学的重要策略。双聘制既节约人力成本,又可以迅速扩充跨学科学术的队伍,但在实践中面临各种困难,主要的困难是双聘教师普遍缺乏归属感以及职称晋升时面临障碍。本文介绍美国学者关于双聘制所面临挑战的研究,然后剖析密歇根大学推行双聘制的若干措施,以期对我国大学实行双聘制、促进跨学科研究和教育的实践提供一些启示。  相似文献   

12.
Forgiveness education has demonstrated psychological, social and academic benefits; however, it has not been discussed as a means of promoting character development for children and adolescents. In this paper, we discuss forgiveness as a moral concept and explain how forgiveness can contribute to current discussions of character education. After reviewing relevant literature we describe how a forgiveness programme can be an effective form of character education and attempt to clarify the contributions the forgiveness literature can make to the field of character education. We argue that forgiveness provides those interested in character development with a programme that can enhance educational initiatives and advance the character education research agenda.  相似文献   

13.
Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners’ capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants’ pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants’ understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts.  相似文献   

14.
Speed of technology modernization at the workplace has brought a need for opportunities for professional development for those at work. Distance education in engineering provides a viable alternative to meet this learner need. In concrete terms, this calls for employment‐related, flexible programme structures, where course content design, self‐instructional material preparation and student support services for course delivery are planned and implemented in a collaborative endeavour between distance teaching institutions, conventional, academic institutions and industry. While detailing the distance education programmes in science, computer applications and nursing education at the Indira Gandhi National Open University, India, the paper presents the above networking approach to the design and implementation of flexible programme structures as developed by IGNOU in implementing its engineering programmes.  相似文献   

15.
Abstract

Student difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first-year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England. It highlights the impact of different support and guidance within and beyond their degree programme where attempts to embed academic literacy development are part of subject modules. The paper reports the findings generated using a mixed methods interpretive approach. Questionnaires were collected at the beginning (n = 48) and end of the students’ first year (n = 44), and interviews and visual data collection methods (n =19) were used at the mid-point of the academic year. Key findings highlight students’ expectations of achievement on entry to university and the influence of the emotional journey of students as they begin to make progress as academic writers. Identifying, selecting and applying academic reading were an enduring concern whilst some students struggled with the digital literacy implicit in undergraduate work. Importantly, some strategies developed to support student transition to academic writing in higher education may have unintended consequences as they progress through the first year.  相似文献   

16.
Major changes are taking place within the health care system that have important implications for health professions education in geriatrics. The forces driving these changes are also affecting academic settings, where trends supporting the development of community-academic partnerships, service-learning models, and interdisciplinary education are all evident. These trends have major implications for health professions educators working to develop academic programs to prepare students for future practice with older adults. This article explores the impacts of these changes, in particular, on the design of interdisciplinary or collaborative education programming, including the following dimensions: assessment and definition of the problem, emphasis on functioning and quality of life, professional identity, changing roles of faculty and students, and institutional-organizational implications. General recommendations on how to respond to the challenges represented in these trends are also explored.  相似文献   

17.
受传统学术组织的挤压而导致的生存与发展困境，几乎是世界范围内大学跨学科组织发展所面临的共同难题。基于伯顿?克拉克的三角协调模式搭建组织合法性分析框架，对密歇根大学社会研究所进行案例考察，结果表明，该跨学科组织广受赞誉、屹立不倒的成长逻辑蕴含在其对国家与国际合法性、市场与第三部门合法性以及学术合法性的共同追寻之中。它对国家与国际合法性的寻求主要凭借其基于国家公共利益的研究定位和广泛的跨国学术合作而实现，对市场与第三部门合法性的获取主要在于其满足了有关企业和私人基金会的研究诉求，对学术合法性的寻求则主要依靠其整合了多学科的专家学者权威以及推进了相关社会研究方法的专业化。研究结果对于应对大学跨学科组织的成长困境具有重要的启示意义。  相似文献   

18.
Research into higher education: an a‐theoretical community of practice?   总被引：1，自引：1，他引：1  
A database of 406 articles published in 2000 in 17 specialist higher education journals, based outside North America, is analysed in terms of whether a theoretical perspective is adopted. In the majority of cases, any theoretical perspective is only implicit, and broader engagement with theory is absent. Where theory is explicit, the authors appear more likely to be based in a social science department or academic development unit, rather than an education department or higher education research centre. The implications of this analysis for the development of higher education research as an interdisciplinary field of study are explored.  相似文献   

19.
This article deals with the current reform of European doctoral education. It is argued that the concrete results of the reform can be better understood by analysing changes in the management of doctoral programmes. This rests on the case study of a Norwegian PhD programme in finance and is based on an analytical framework composed of three public management narratives: New Public Management (NPM), Network Governance (NG) and Neo-Weberian-State (NWS). The latter allows for a particular focus on the instruments, actors and objectives of governance. The article concludes that the examined doctoral programme's management story can be divided into two episodes. The first — the 'internationalisation' episode — is shaped by the academic profession in finance which uses a wide range of constraining NPM instruments and applies them in a comprehensive manner to doctoral education in order to achieve its overall objective, namely to implement an internationally competitive PhD programme. The second — the 'integration' episode — is about a recently developed policy instrument with relatively non-constraining NWS elements, used by the State to establish National Research Schools. The latter are principally aimed at the better development and coordination of doctoral training between small and large higher education institutions. Due to those differences between the two episodes in terms of constraining character and scope, the reform of the examined doctoral programme is strongly shaped by the first episode. Hence, the reform essentially consists in a doctoral programme with an international and academic character.  相似文献   

20.
Redesigning a curriculum for inquiry: an ecology case study   总被引：1，自引：0，他引：1  
This article reports on an interdisciplinary ecology degree that was redesigned to provide more research activity for undergraduates. A case study approach explored how the teaching team constructed a curriculum that used inquiry activities. The development of an inquiry curriculum was enabled by a University audit focusing on the links between teaching and research, a Programme Review that signalled a need for change, and a Programme Director and group of academics committed to change. In addition, curriculum planning discussions were facilitated by an academic staff developer, who developed a shared vision for an inquiry approach during extended conversations amongst the planning group. Consequently, the new programme progressively develops inquiry skills in four out of five core courses (papers/modules). At stages 1 and 2, structured, guided and open inquiry activities lead to an open inquiry capstone course at stage 3.  相似文献   

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