共查询到20条相似文献，搜索用时 15 毫秒
1.
Matthew A. M. Thomas 《Compare》2018,48(2):281-298
This article explores two distinct strategies suggested by academics in Tanzania for publishing and disseminating their research amidst immense higher education expansion. It draws on Arjun Appadurai’s notions of ‘strong’ and ‘weak’ internationalisation to analyse the perceived binary between ‘international’ and ‘local’ academic journals and their concomitant differences in status. In an attempt to examine critically how the status quo regarding knowledge production in higher education is maintained and reproduced, the article explores interactions between a Tanzanian academic and an educational researcher from the global North, including the ways in which research collaborations between academics from different contexts and material conditions in their institutions may both advance and inhibit professional development of academics and comparative education research, writ large. The article concludes with a call for comparative education researchers to carefully consider the future of educational research in sub-Saharan Africa and the complexities of continued involvement in knowledge production processes. 相似文献
2.
Amanda Bill 《高等教育研究与发展》2017,36(2):241-254
This article describes how a political assemblage currently at work in higher education is re-articulating academic subjectivities. This assemblage draws together entrepreneurial and humanist concepts of creativity into an intellectual resource that can change national economies. Academics are urged to use their creativity to counteract the narrowing funding base of the university. The article first introduces a history of the concept of creativity and explains how governmental agendas for creative industry and creativity in education emerged. Second, it describes a practice-based research project that grapples with the difficulties of knowledge transfer between the ‘creative’ and ‘social science’ academic disciplines. This raises questions about creative knowledge and reveals some ethical tensions in the performance of academic research. The research project is then positioned as a ‘counter-conduct’, used to short-circuit the procedures implemented for the conduct of creative research in the creative, entrepreneurial university. 相似文献
3.
Amy Scott Metcalfe 《Critical Studies in Education》2017,58(2):131-149
ABSTRACTTransnational academic mobility is often characterized in relation to terms such as ‘brain drain’, ‘brain gain’, or ‘brain circulation’ – terms that isolate researchers’ minds from their bodies, while saying nothing about their political identities as foreign nationals. In this paper, I explore the possibilities of a more ‘nomadic political ontology’, where the body is ‘multifunctional and complex, a transformer of flows and energies, affects, desires and imaginings’ (p. 25). In this sense, academic mobility is not only the outcome of national innovation and economic competitiveness strategies, but also sets the conditions for epistemic and ontological change at the level of the individual. In this paper, I explore a personal account of the nomadic political ontology of academic mobility to exemplify the interrelationships between nationalism, academic belonging and transnationalism. My experiences as a transnational subject affect the stability and scope of my work as a policy-oriented researcher who studies the academic profession and the internationalization of higher education. My positionality in relation to my research focus is likely not unique to the field of higher education studies or educational research more broadly, which permits a wider applicability of this exploration beyond personal narrative and a particular national context. This personal reflection, guided by nomadic theory and post-structural possibilities, offers a viewpoint of the academic profession beyond the standard mobility discourse. 相似文献
4.
Helen Peterson 《Scandinavian Journal of Educational Research》2017,61(1):1-17
This article highlights the multifaceted character of the Swedish higher education sector and investigates senior academic management positions from a gender perspective using theories about an academic prestige economy and academic capitalism. The focus is on an aspect often overseen in research on Swedish academia: the distinction between universities and university colleges. The analysis draws on interviews with 22 women in senior management positions in Swedish higher education and a quantitative mapping of the Vice-Chancellor and Pro-Vice-Chancellor positions in universities and university colleges between 1990 and 2015. The results illustrate that the academic prestige economy is interwoven with both gender and academic capitalism and produce different working conditions and requirements for senior managers at universities and university colleges. 相似文献
5.
Richard Hall 《Learning, Media and Technology》2015,40(1):106-122
This article considers the relevance of Autonomist Marxism for both research and practice in education and technology. The article situates the Autonomist perspective against that of traditional Marxist thought – illustrating how certain core Autonomist concepts enable a critical reading of developments in information and communication technology. These include notions of the ‘social factory’, ‘immaterial labour’ and ‘cognitive capital’, the ‘general intellect’ and ‘mass intellectuality’, and the ‘cybernetic hypothesis’. It is argued that these perspectives are particularly useful in enabling a critique of the place of education and technology inside the circuits and cycles of globalised capitalism. The Autonomist approach can be criticised – not least for its apparent network-centrism and its disconnection from the hierarchical, globalised forces of production. Nevertheless, this position offers a powerful ‘way in’ to understanding education and technology as key sites of struggle. It lays bare the mechanisms through which technology-rich educational settings are co-opted for work, while also suggesting possibilities for pushing back against the subsumption of contemporary education for capitalist work. 相似文献
6.
学术资本主义是近十年来在新自由主义思潮和新公共管理理论的推行中发展起来的一种现象。从学术资本主义的视角对高等教育筹资问题进行研究,回顾学术资本主义理论的发展沿革,探讨高等教育中的"学术人"如何逐步成为大学筹资的重要主体,在此基础上思考大学筹资的价值取向、筹资规律等问题。 相似文献
7.
8.
Wouter Sanderse 《Educational Action Research》2016,24(4):446-459
This article explores what it means for teachers to engage in and evaluate students’ character education, by examining the connections between action research and Aristotelian virtue ethics. These connections are explored in two ways. Firstly, the article examines what perspective action research has on how moral education, understood in an Aristotelian way, can be implemented and evaluated. While character education may be hot in educational theory, academic advances have not always reached teachers, heads of school, policy-makers and politicians. Secondly, a specifically Aristotelian approach to action research is explored that may help teachers to understand how action research about character education in schools can best be conducted. After a comparison of the three major action research paradigms, ‘Aristotelian action research’ is described as a kind of dialogical enquiry that contributes to the growth of teachers’ practical wisdom, which, in turn, has an effect on children’s character development. The article ends with suggestions as to how research about character education could be improved if we shift our attention from making character programmes more ‘effective’ to extending and refining teachers’ own practical wisdom and virtue. 相似文献
9.
Current discussions about education suggest that a transformative pedagogy that goes beyond the acquisition of knowledge and skills is needed. However, there is no agreement as to the inputs needed for a correct development of the educational model. In this sense, we can identify the presence of two different approaches to human and social capital which embody distinct educational worldviews. On the one hand, the ‘Marketable Human Capital’ or ‘Personal Culture’ approach, and on the other hand, the ‘Non-Marketable Human Capital’ or ‘Civic Culture’ approach. The first, which is linked to mainstream economic theory, sees education as any stock of knowledge that contributes to an improvement in the productivity of the worker and individual well-being. The second, which is rooted in the Mediterranean tradition of political thought, highlights the role of civic virtues, reciprocity, and public action within the educational process and its influence on public happiness. In this article, we analyse these connections in order to introduce the eighteenth-century Mediterranean tradition of economic thought into discussions about human and social capital theories and the role of education in them. Focusing on education through these prisms, national and international agendas must be reoriented towards the integral development of people to include broader global debates. 相似文献
10.
Nicholas Rowe 《高等教育研究与发展》2020,39(4):792-805
ABSTRACTThis article examines the teaching of collaboration within tertiary education, critiquing the hegemony of a neoliberal mandate. This review of academic literature first identifies the significance of social capital and an intrinsic motivation to collaborate, to theorize how an important and complex graduate attribute (termed here ‘collaborative dexterity’) might be approached by pedagogy. This leads into a historical analysis of research into higher education, revealing how the instrumentalization of collaboration to enhance the private advantage of learners continues to pervade academia’s understanding of collaboration. As higher education transitioned from learning ‘through’ collaboration to learning ‘to’ collaborate, extrinsic motivations for collaboration were promoted further through assessment procedures, maintaining a narrow economic-exchange approach to collaboration. These educational practices inhibit the development of collaborative dispositions, foster self-interest and ultimately limit graduates’ preparation for the needs of collaborative work environments. Moreover, while educational scholarship has extensively explored why collaboration is important and how it may be assessed, much less consideration has been given to how collaboration might actually be taught within diverse disciplinary areas in tertiary education. This suggests an urgent need for further research into how collaboration is taught within tertiary education, in ways that extend beyond a neoliberal conceptualization of collaboration. 相似文献
11.
Dr Esther Muddiman 《British Journal of Sociology of Education》2018,39(5):607-622
Both educational policies and academic literature assume that students take an instrumental approach to their studies at university. However, despite wide-ranging discussions in the academic literature about contemporary arrangements and practices in higher education, empirical examinations of these conditions are notably scarce. This article reports on a comparative qualitative study into undergraduate students’ accounts of studying business or sociology at universities in Britain and Singapore. Drawing on Eric Fromm’s distinction between learning as ‘having’ and ‘being’, the article demonstrates that – regardless of national context – those studying business displayed many elements of passive, instrumentalised, or ‘having’ orientations to learning, whilst those studying sociology showed clear signs of the more active and less instrumental ‘being’ mode of learning. By examining subject allegiance across national borders, this article underscores the importance of recognising subject choice, alongside other important contextual factors, in moving towards a nuanced understanding of student dispositions. 相似文献
12.
Neil O’Boyle 《International Studies in Sociology of Education》2015,25(2):93-111
Research finds that participation in higher education is generally empowering for mature students but that it can also create tensions in their off-campus relationships. This article reports on findings from an ongoing study of the experiences of mature students at university in Ireland and draws from interviews with 15 such students in the final year of their studies. Following similar research by Baxter and Britton in the UK, the article considers how mature students experience and represent changes in identities and social relationships brought about by entry to higher education. Specifically, the article focuses on the risks associated with using newly acquired academic language (or ‘university speak’) off campus. The findings reported here complement existing research and offer support for Baxter and Britton’s suggestion that mature students often experience compartmentalisation and fragmentation in their self-identities. 相似文献
13.
Fabian Cannizzo 《高等教育研究与发展》2016,35(5):881-894
This article explores the role that universities play in shaping the relationship between academics and their work. Drawing on Miller and Rose's interpretation of our present era as being characterised by ‘Advanced Liberal’ governance, this article demonstrates how discourses seeking to govern academic labour enrol ideals about the academic and subjectify academic staff within strategies to govern their conduct. Entrepreneurial conceptions of ‘good’ academic conduct are valorised through such initiatives as performance evaluation, interdisciplinary research programmes and Graduate Certificates of university teaching and skills development. Drawing on the past literature and an analysis of three Australian public universities, this article proposes three ideals through which academics are enrolled into strategies to govern their conduct: ‘the career academic’, ‘the tribal academic’ and ‘the celebrity academic’. The centrality of an entrepreneurial sense of self within academic ideals contributes to the production of insidious effects within academic practices. The subjectification of academics, as entrepreneurial knowledge managers, may potentially produce strain within academics who fail to close the psychological distance between their self-perceptions and academic ideals. This article proposes that future investigations of the development of academic ideals and values should engage with an analysis of modes of self-government. The utility of self-government is explored in an analysis of the dynamic production of academic ideals within policies and programmes aimed at governing the behaviour of academic staff. 相似文献
14.
Carol Gray 《欧洲师范教育杂志》2013,36(1):24-38
There is much current debate about the purpose and usefulness of educational research and the perceived communication gap between teaching professionals and academic researchers. UK government intervention into initial teacher education has in recent decades contributed to this divide by favouring school-based training. The most common route into teaching in England remains, however, the Postgraduate Certificate in Education, provided by higher education institutions and therefore required to comply with the higher education qualifications framework. The majority of initial teacher education in England therefore lies at the cusp of these two worlds, pulled in apparently opposing directions. The ‘teacher-as-researcher’ movement is widely seen as a bridge spanning these tensions, though there is discussion about the quality of practitioner research as well as about the appropriateness of a rigorous academic approach for investigating practice. This article offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. It argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership. 相似文献
15.
Duna Sabri 《教育政策杂志》2013,28(2):191-205
This article argues that the individual academic is all but absent from the assumptive worlds of policymakers in UK higher education. It is taken for granted in research on academic identity that those who work in higher education as teachers and researchers refer to themselves as, and indeed are referred to by others as, ‘academics’. Evidence is drawn from a study of policymakers in the UK to demonstrate that the word ‘academic’ is not a part of the lexicon of higher education policymaking. Moreover, the concept of the academic is cast into shade by an overwhelming emphasis on ‘the student experience’, and, from another direction, by a location of professional academic accountability at the level of the higher education institution rather than the individual. The article concludes with an exploration of what work this absence of the academic in policy does in disrupting the possibilities for engagement between the worlds of academia and policymaking and in perpetuating the discourses of marketisation and new management in higher education. It also suggests understanding the assumptive worlds of policymakers is a crucial counterbalance to a growing body of literature on academic responses to change, some of which has tended towards the self‐referential. 相似文献
16.
This article considers teacher professionalism from a neglected perspective. It analyses assumptions about the dynamics of professional participation implicit within competing academic and policy constructs of professionalism, including the currently iconic concept of ‘communities of practice’. All entail notions of becoming and being a professional. However, data from the project ‘Transforming Learning Cultures in Further Education’ (TLC) reveal significant instances of ‘unbecoming’: a majority of the tutors participating in the project were heading out of further education (FE) teaching. This illuminates a broader problem of exodus from the sector, in a political context which privileges economic goals and targets at every level, and in which the current climate of performativity increasingly impacts upon pedagogical relationships—contextual conditions which are also highly relevant to schooling and higher education. Drawing on exemplar case studies of two tutors, and on the theorization of learning cultures emerging from the TLC project, a Bourdieusian analysis of these dynamics is developed in terms of the interaction of habitus and fields, and ‘communities of practice’ critiqued. Paying particular attention to policy‐driven changes in and to the field of FE, and to the cross‐field effects in FE of policies in other sectors of education and beyond, the article argues for a more dynamic notion of professional participation. This might underpin ‘principles of procedure’ for improving teaching and learning, and policies to support diverse forms of teacher professionalism throughout the education system. 相似文献
17.
Nadia Edmond 《Teaching in Higher Education》2013,18(3):311-322
Rapid change in higher education (HE) has lead to a reappraisal and debate about the role and ‘mission’ of the university and the university teacher. In the diversification of the HE sector, it is possible to see a shift away from the ‘advancement of knowledge’ as the primary purpose of the HE sector as a whole. This article focuses on a particular dimension of this change referred to as the ‘vocationalisation’ of HE and evident in the growing role of work-based learning (WBL) in the academy. In particular, foundation degrees provide a context for examining the role of WBL and the university in professional development. Analysis of interviews with 19 students on, or progressing from a foundation degree for teaching assistants reveals how they construct their learning and the relationship between work-based and academic learning. The author concludes that notions of ‘equivalence’ between work-based and academic learning are flawed and fail to recognise HE's distinctive contribution to professional learning, and argues for recognition of the distinctive contributions that both WBL and ‘academic’ learning make to professional development. 相似文献
18.
Despite strong political support for the development of sustainability literacy amongst the UK graduates, embedding sustainability in the higher education curriculum has met with widespread indifference, and in some cases, active resistance. However, opportunities exist beyond the formal curriculum for engaging students in learning about sustainability. Previous research has highlighted the potential of the university campus for experiential, place-based learning about and for sustainability. This has been conceptualised as the ‘informal’ curriculum, consisting of extra-curricular activities and student projects linking estates and operations to formal study. However, the impact of the so-called ‘hidden curriculum’ (the implicit messages a university sends about sustainability through the institutional environment and values) has been overlooked as a potential influence on student learning and behaviour. This article reports on a small-scale research project which utilised a phenomenographic approach to explore students’ perceptions of the ‘hidden sustainability curriculum’ at a leading sustainability university. The findings suggest that helping students deconstruct the hidden campus curriculum may enhance aspects of sustainability literacy; developing students’ understanding about sustainability and creating solutions to sustainability issues, enabling evaluative dialogue around campus sustainability and also self-reflection, which could be transformative and translate into pro-environmental behaviour change. This research is transferable to other contexts. 相似文献
19.
Scientific research is usually presented as the driver that provides progress and meaning to the academic ecosystem. Higher education on the other hand, is typically imagined as something that naturally follows scientific research. In the academic ecosystem, education often retains a more marginalized position than scientific research and in many of the predominant accounts of the academic ecosystem it is even neglected. As a result, higher education and teaching tends to be treated as duty work that retracts resources away from research. In response to such accounts the present article proposes an alternative perspective in which higher education can assume a proactive role that affects institutions’ research. The article presents a case that demonstrates how social scientists at the Technical University of Denmark, in response to new demands for autonomous economy within Danish universities, invented the controversial, yet successful, ‘Design and Innovation’ engineering program. Design and Innovation’s controversial curricular composition brought together: creativity, social awareness, and product innovation and heralded the salvation for the declining status of engineering in Danish higher education. The article contributes to contemporary discussions on transformations within the university system by illustrating educational development as a transformative practice whereby the value and purpose of scientific disciplines get rearticulated in conversation with contemporary understandings of social needs. 相似文献
20.
This article contributes to the emerging theoretical construct of what has been called ‘transnational academic capitalism’, characterised by the blurring of traditional boundaries between public, private, local, regional and international, and between market-driven and critically transformative higher education visions. Here we examine how these issues are reflected in higher education policy in the Arab Gulf, asking: what kinds of capital are being constructed and traded? By and for whom? What is the relationship between higher education competition, governance and the public good? We find contradictory trends, which we see as strategic ambivalence pointing to country-specific readings of similar regional markets and attempts to hedge bets between rival forms of apparent capital. The exploration offers a counterpoint to more widely cited examples, hereby helping to shape new paradigmatic ‘glocalised’ understandings of this field. 相似文献