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1.

Among the chief characteristics of the post‐industrial society are ambiguity and paradox. In Australian higher education, as in other sectors of Australian Society, these have found expression in individualism, private initiative and entrepreneuship.

The ‘privatization’ of higher education now includes the imposition on enrolment charges, the re‐introduction of ‘full cost’ fees, especially for private overseas students, moves towards the deregulation of salaries and conditions of employment of academic staff and the establishment of new ‘self‐contained’ and ‘hybrid’ private higher education institutions.

In response to these developments, debate has tended to centre upon a number of mythologies which inter alia assert that private higher education is new to Australia, that it is foreign to the Western academic tradition and that such education avoids the employment of public funds. Moreover, it is claimed that while private higher education is ipso facto elitist, it will, through competition, result in a more effective and efficient public sector.

The above mythologies are examined in the light of past, present and proposed developments in Australian higher education, with particular note being taken of the establishment of the Bond University in Queensland.  相似文献   

2.
ABSTRACT

Students as Partners (SAP) initiatives are often framed as opportunities to reanimate university education so that students become active participants in their learning, and change agents capable of transforming their institutions. Embedded in these framings is a view that students are also the primary ‘experts’ of their learning experiences. This shift marks curious terrain about how staff come into partnership when students are encouraged to understand themselves as experts at the very same time the purpose of universities is beset with multiple and contradictory narratives, and the whole notion of expertise – even for academics – has become unsettled by the politics of a post-truth era. If the advocacy of student expertise is to be understood as a radical intervention to the marketised neoliberal university, as is often claimed, we argue that the desire for expertise has a more compelling basis when students are engaged with what Gina Hunter calls learning to ‘see institutionally’. In this article, we both describe, and put to work, Jeffrey J. Williams’s idea ‘teach the university’ as one mechanism for students and staff working in partnership to ‘see institutionally’. We then examine the nascent efforts of our own SAP initiatives to make a case for why ‘the university’ – as idea and institution – deserves to be introduced to, studied and critically interrogated by students as part of a long tradition of inquiry. While a good many SAP initiatives aim to address where students are absent, under-represented or disempowered in the university, very few appear to take seriously that there is a field of scholarship about universities that lends credibility and contest to the notion of expertise. By staging a conceptual encounter between Williams, Hunter and our own partnership work, the potential for SAP is expanded as project that cares for the future university.  相似文献   

3.
Higher education emphasises training and skills for employment, yet while the ‘idea’ of educating global citizens appears in university discourse, there is limited evidence demonstrating how the ‘idea’ of the global citizen translates into practice. Recent research emphasises a desire for graduates to be local and global citizens with ethical and critical capacities for global workforce preparedness. The purpose of this paper is to explore the university responsibility for translating the ‘idea’ of the ethical thinking global citizen into practice. Semi-structured interviews were undertaken with higher education experts (n?=?26). The interpretive research is discussed through the themes: Constructing the global citizen, Enacting the global citizen, Legitimating the global citizen and The sidelining context (italics used to distinguish research themes in text). The paper contributes to higher education discourse on a contested and topical issue.  相似文献   

4.
《Africa Education Review》2013,10(4):533-551
ABSTRACT

The contribution of universities to regional development has in the last few decades gained significant currency. Inter alia, this contribution has been through steered national, regional, and institutional policies aimed at enhancing national development, good governance, human capital creation and innovation in an increasing knowledge-dependent economy, and through the universities’ core technologies of teaching and research. Based on empirical findings from an African case study, this article argues that other forms of contributions to regional development exist, which are neither from deliberate efforts nor steered by direct policies. This article proposes new forms of contributions termed ‘unintended contributions’, in which universities become growth poles by virtue of being located in a particular region. Using the counterfactual and ‘export and import substitution’ methods of analysis, this study shows the various ways in which a rural university in Cameroon has ‘contributed to regional development as a ‘growth pole’.  相似文献   

5.
Abstract

Background: The importance of ‘evidence-informed practice’ has risen dramatically in education and in other public policy areas. This article focuses on the importance of knowledge mobilisation strategies, processes and outputs. It is concerned with how these can support the adaptation and implementation of evidence from research and professional knowledge to inform changes in educational practices. It presents a case study of the Knowledge Network for Applied Education Research (KNAER), a tripartite initiative in Canada involving the Ontario Ministry of Education, University of Toronto and Western University and 44 KNAER-funded projects.

Purpose: The purpose of the article is to analyse the developing approach towards supporting knowledge mobilisation by the KNAER provincial partners through the governing body of the Planning and Implementation Committee and strategic and operational work of the university teams, and also the knowledge mobilisation strategies, challenges and successes of 44 KNAER projects.

Design and methods: We utilised a qualitative case study approach to investigate the Knowledge Network for Applied Education Research’s (KNAER) approaches to developing knowledge mobilisation over four years (2010–2014).To explore the work of the KNAER provincial partners, we analysed 17 meeting notes from the Planning and Implementation Committee and 9 notes from the university KNAER partners’ meetings. To explore the knowledge mobilisation strategies, challenges and successes of KNAER-funded projects, we analysed the 44 knowledge mobilisation plans, 141 interim reports and 43 final reports submitted by projects. To further investigate the experiences of KNAER projects during their implementation, we analysed responses from 21 people from 19 KNAER projects who participated in a facilitated discussion about their experiences.

Results: The Planning and Implementation Committee’s role involved three core responsibilities: (1) Approving knowledge mobilisation proposals submitted to the KNAER; (2) Ensuring that collaborative partnerships were developed at the local, provincial, national and international levels; and (3) Approving the KNAER operational and strategic plan. The university partners have taken on the roles of operational management, strategic leadership, and research and knowledge mobilisation expertise. KNAER projects varied in their knowledge mobilisation strategies, challenges and successes. ‘Exploiting Research’ projects focused on establishing connections and engaging communities of practice with people relevant to the project’s focus, creating an analysis of needs, designing or producing a relevant knowledge mobilisation product with the purpose of improving practice, monitoring the results or impact of the new product and sharing the dissemination process and results with others. ‘Building or Extending Networks’ projects engaged in creating or extending existing networks, developing a needs-based or gap assessment and producing appropriate products and dissemination processes based on the results gathered. ‘Strengthening Research Brokering’ projects organised steering committees to guide their work and gathered information via a literature review or by collecting information from stakeholders and then served as research brokers by collecting and mobilising relevant knowledge to inform practice. ‘Visiting World Experts’ projects developed knowledge mobilisation plans for host experts’ visits, involving establishing partnerships with networks, including universities and schools, and utilising social media and communication processes for knowledge mobilisation products.

Conclusions: KNAER included aspects of linear, relationships and systems models for connecting evidence and practice. Looking forward, KNAER is seeking to further advance a systemic approach. A systems model is in preference to linear models – which focus on evidence production only without attention to mobilisation or uptake of research, and/or relationships models – which may develop networks, but do not attend to capacity and resource barriers that need to be addressed for systemic and sustainable knowledge mobilisation.  相似文献   

6.
Abstract

Drawing on the work of Giorgio Agamben, this article offers a philosophical interpretation of Hong Kong’s recent Umbrella Movement and the city’s political identity since its 1997 handover to China. With the constitutional principle of ‘one country, two systems’ it has held since 1997, Hong Kong has existed as an ‘inalienable alien’ part of China not dissimilar to that of Agamben’s political ontology of the homo sacer’s ‘inclusive exclusion’ in the polis. In addition to highlighting how Agamben’s politico-ontological notions such as ‘exception’ and ‘inclusive exclusion’ can illuminate the events of the Umbrella Movement, this article focuses particularly on the figure of the student, which many have seen as the symbolic face of the protest campaign. Considering how the student may also be regarded as a figure of ‘exception’, this article argues that the ‘exceptional’ role of the student highlights the unique sociopolitical as well as pedagogical aspects of the Umbrella Movement. Finally, comparing Hong Kong’s 2014 protests to Agamben’s philosophical account of the 1989 Tiananmen protests, this article concludes by suggesting that the Umbrella Movement is not simply a one-off event but fundamentally a manifestation of Hong Kong’s continuing political existence since 1997.  相似文献   

7.
ABSTRACT

This research critically examines the role of pedagogical leadership as it is distributed amongst middle leaders. It seeks to better understand the playful utility of a popular culture metaphor as a frame for understanding empirical data about pedagogical leadership in two Australian schools during a period of imposed curriculum change. Utilising ‘the theory of practice architectures’ (Kemmis, Stephen, Jane Wilkinson, Christine Edwards-Groves, Ian Hardy, Peter Grootenboer, and Laurette Bristol. 2014. Changing Practices, Changing Education. Wagga Wagga: Springer), the paper explores a direct quotation as metaphor from several pedagogical middle leaders that ‘we’re spies’ – and from one participant, ‘in a good James Bond sort of way.’ This research plays with and interprets the politics of practice including collaborating or ‘licensed trouble shooting’, and empowerment or ‘interrogation’ in everyday pedagogical leadership practice where distributing leadership may create espionage, or compliance during reform. Educational reform is espoused for ‘the good of the empire’ of education through the enabling and constraining practices of pedagogical middle leaders.  相似文献   

8.
ABSTRACT

This article utilises rhetorical analysis as a method to investigate course level marketing communications for undergraduate fashion marketing degrees in England. The purpose of this method is to explore the persuasive appeals of Aristotle’s triad of logos, ethos and pathos, how they are used and how these appeals could differ by university type. Sixteen course pages were analysed, with the analysis of course web pages shows a clear distinction between ‘types’ of university, with Post 92 institutions relying heavily on appeals to emotion (pathos) and giving more focus to ‘value for money’ that would be a concern to their students. Russell Group and Specialist universities rely more on appeals to ethos (credibility) and logos (fact/data) to market their courses. This research finds evidence of market segmentation, demonstrated through the different use of persuasive appeals to express the course focus, and giving insight to their target audience.  相似文献   

9.
Abstract

This article considers the effect of information technology upon teaching, learning and research in the ‘digital university’. In less than a generation the university has become a business like any other. It does so in the determining context of neoliberal globalisation and the computer revolution. The university develops through what we may now see as a disastrous ‘category error’. The article argues that humans are analogue creatures who have constructed analogue worlds that they recognise in large measure, in nature. Digital logic is nowhere recognised in nature, and is ultimately alien to us. The university is the key institution for enabling us to understand who and what we are, yet it is being undermined through the suffusion of the market logic and the digital technologies that drive it from a past we look to less, to a present we dwell in more, and a future we are less able to shape.  相似文献   

10.
In The university of learning, John Bowden and Ference Marton explore the idea that being able to handle varying and unfamiliar conditions is fundamental to effective practice in ‘real‐life’. They suggest that in an age of rapid change and complexity, the challenge for educators and students is to ‘prepare for the unknown by means of the known’, and they offer the powerful proposition that the educational experience itself should provide rich diversity in the ways in which learning encourages engagement with phenomena. Variation, they suggest, is fundamental to what they call the ‘whole idea’ of the university.

This paper is a tribute to John Bowden, reflecting upon the significance of his thinking for the development of teaching and learning practice. In particular, it explores the practical possibilities and the fruitful, though considerable, challenges of deliberately introducing variation into teaching and learning in the university context.  相似文献   


11.
ABSTRACT

The Gülen Movement, a global network and religious community revolving the Turkish Islamic preacher Fethullah Gülen, has become a topic of political discourses in worldwide media since the coup attempt in Turkey in 2016. Earlier, it was particularly known for its worldwide education activities. The article discusses first results of a reconstructive analysis of practices and biographies in a context of a weekly religious sohbet (conversation circle) for male university students within the DFG-financed project Pedagogy of the ‘Gülen Movement’ (2016–2019). The Islamic culture of education inside the sohbet can be understood in the context of ongoing educational inequalities of Turkish-Muslim students in the German migration-society. Against this background, in Germany, Gülen Movement’s idea of education hizmet comes along with certain religious practices and subjectifications, which aim to enable young Turkish Muslims taking a recognised standing in society.  相似文献   

12.
Abstract

This study concentrates on exploring the ‘logic’ of modern universities in China-a working concept that promotes a more in-depth discourse on the implicit illustrations of the ‘logic’ of universities in contemporary China. Drawing on the logic model, we explore the conceptualization of the ‘logic’ of university and examine how the concept of ‘logic’ of modern universities to be perceived, challenged and negotiated through the historical, social and value perspectives. The historical logics, social logics and value logics contribute on unveiling the ‘logic’ of modern university in contemporary China. We suggested that the ‘logic’ of university has important conceptual and practical implications for higher education, especially the importance of explicitness. The ‘logic’ of modern university in China is subject to offer a platform where expectations of university students are elaborated. In addition, the study also seeks to offer an insight into the conceptualization of the ‘logic’ of modern university in contemporary China.  相似文献   

13.
ABSTRACT

Since gratitude is a significant pro-social quality or virtue, it might be (and has been) considered of some educational concern. However, while it clearly needs to be understood as a response that is in some sense required or owed towards benefactors, gratitude would hardly seem genuine unless it is freely and perhaps joyfully given – perhaps on the basis of some specific grateful emotion. Despite some academic appreciation of tension between these aspects of gratitude, the psychological and normative implications of what we shall call here the ‘paradox of gratitude’ for its learning or acquisition have been less thoroughly explored. Following some consideration of rival educational perspectives on this tension, this article argues that the best route to its resolution may be to surrender the idea of a distinct pro-social emotion or sentiment of gratitude.  相似文献   

14.
Since 2011, the government of British Columbia (BC) has focused on building the Canadian province’s economy through the development of a Liquefied Natural Gas (LNG) sector. In service of this endeavour, the government launched the Skills for Jobs Blueprint, which attempts to more clearly align BC’s education system with resource extraction industries. In this paper, I argue that at the heart of this policy is the idea of education for, through, and as extraction. Conceptually, ‘extraction education’ focuses on supply (what we can take out of the earth, institutions, and individuals) rather than demand (what is needed to put into the educational system to meet needs of the land, institutions, communities, and individuals), and is problematic on environmental, economic, employment, equity, and educational fronts. In theorising ‘extraction education’ I extend Freire’s ideas on ‘banking education’ and briefly explore dialogic, problem-posing counters to it.  相似文献   

15.
Higher education institutions (HEIs) in the UK and elsewhere are having a hard time, pushed into the marketplace with the turn to ‘academic capitalism’ and now suffering the effects of the economic downturn. Increasingly, the discourse of ‘excellence’ is being invoked as HEIs are held to account and public funding for research is predicated on the basis of ‘impact’. What effect is this having on the long‐established ideals appealed to in the idea of a university (if such an idea can be said to exist)? This paper adopts an autoethnographic approach in order to examine the ways in which dominant discourses are operationalised in the university through everyday communications and how, in turn, this impacts on the development of academic identities. The aim of this paper then is to examine the often uncomfortable point of insertion between the personal and the institutional in and through which subjectivities and identities are constituted as a means to understand the state we're in.  相似文献   

16.
ABSTRACT

Recent policy emphasis on market mechanisms to drive up the performance of education systems has resulted in rising fees and increased competition in higher education in England, and in the creation of different types of self-governing state-funded schools run independently of municipal authority in compulsory schooling. University sponsorship of Charter Schools in the US raises issues which this article examines in relation to university sponsorship of academies in England. The article provides a quantitative overview of university sponsorship of academies over the last decade and explores how the policy context has shaped the discursive construction of sponsorship by the institutions concerned. Different patterns of sponsorship linked to institutional position and differentiated discourses of ‘sponsorship’ consistent with ‘academic entrepreneurship’ are identified. The discursive function of sponsorship is argued to extend to a legitimation of the policy itself reflected in increasing government pressure on universities to sponsor academies.  相似文献   

17.
Embarking upon a pre‐university gap year is an increasingly popular option among British students. Drawing on Brown et al.’s work on positional conflict theory and the increased importance of the ‘economy of experience’, this paper seeks to explore this growing popularity and argues that the gap year’s enhanced profile raises important questions concerning the processes by which certain groups of young people are able to gain advantage over others during a period of educational expansion. Indeed, it is arguably no coincidence that the gap year’s popularity has taken off in parallel with this expansion, as the gap year emerges as an important means of ‘gaining the edge’ over other students in the context of increased competition for entry to elite institutions.  相似文献   

18.
ABSTRACT

Despite predominant macro-level changes of performance management at Chinese universities, little attention has been paid to how the disciplinary technologies have been interpreted and enacted at the level of individual academics. Using qualitative data with 26 participants at a Chinese research university, this study provides evidence of collective compliance with the performative imperatives. The study indicates that tacit compliance has been reinforced through the coercive powers of reward, punishment, and bureaucratization and consolidated through the normative influences of the Chinese Confucian culture and subjectification via creating new notions of ‘academic success’. Moreover, the process of perverse learning, during which opportunistic behaviors are taken to ‘play the game’, has contributed to the emergence of performance paradox. In addition, the findings do not indicate any vocal resistance in public but conscientious efforts have been taken in private by some of the participants to navigating through the performance paradox in order to alleviate the dysfunctional consequences caused by the perverse learning.  相似文献   

19.
ABSTRACT

This study uses a Foucault-inspired discourse analysis to examine two ideas about learning which reinforce the terminology whereby theory means campus-based training and practice means work placements. The purpose is to problematise this theory–practice terminology and provide scope for a non-dualistic alternative. The ideas examined are the idea of theory vs. practice as the point of departure for learning and the idea of theory and practice as harmonious points of departure for learning. These ideas were voiced by interviewed students who discussed the usual design of Work-integrated Learning (WIL) whereby students go to university to learn ‘theory’ and into working life to learn ‘practice’. The analysis shows how the ideas are formed by different ranking orders between theory and practice which are mutually exclusive, while also working together to reinforce the theory–practice terminology. The discussion on how a non-dualistic terminology can emerge highlights how the usual WIL design forms a dualistic setting where the theory–practice terminology thrives and how designing WIL at a third place between university and working life can provide scope for the terminology we seek.  相似文献   

20.
Abstract

The paper provides an historical but critical context for examining the relation of the pursuit of greater equality in schooling to the development of curriculum. This requires a brief account of what one means by the principle of equality, before showing the different ways in which there have been curriculum responses underpinned by philosophical understandings which need to be examined closely. These different ways are explained in terms of: ? ‘rational curriculum planning’ with its detailed definition of ‘aims, objectives, methods and evaluation’—and thereby a ‘science of teaching’;

? ‘forms of knowledge’ or ‘realms of meaning’ to enable all pupils to have a basic understanding of the physical, social, and moral worlds they inhabit;

? the pursuit of enquiry through which, for all learners, understanding is enlarged;

? provision of common curriculum experience as a basis for citizenship;

? taking diversity seriously; and

? equalisation of opportunities through a common system of national standards and assessments.

However, in the light of greater government involvement in the minutiae of curriculum reform, mainly through changes in qualifications and examinations, there is clearly a need to ask what sort of evidence is relevant to ‘what works’.  相似文献   

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