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1.
Due to the increased demands for science and technology (S&T) in criminal justice (CJ) occupational preparation and in response to the growing interest of students in forensics, this study explores the attitudes of CJ majors towards S&T. Despite the acknowledgment that S&T skills are helpful in gaining employment, CJ majors reported less favorable attitudes than S&T majors, reporting: less interest in gaining S&T knowledge, fewer social benefits of S&T, and greater concerns that S&T are dangerous to society than traditional forensic science majors. While these findings raise some fundamental questions about the suitability of increased representation of S&T courses within CJ curriculum, authors argue that CJ curricular goals must continue to evolve to foster innovative students who are academically prepared to meet the twenty-first century challenges of their future careers.  相似文献   

2.
In this action research work, I analyze the theory–practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results reveal that the proposal favors progress in theory–practice integration and stimulates the students’ reflection and research. By means of a written report and an oral presentation, the students communicated their reflections on S&T teaching in the context of their concomitant professional practice. They also collected and presented resources and activities they found useful for teaching, practiced the use of certain educational S&T kits, and looked for and shared S&T pieces of news from different mass media. They additionally conducted a school learning project simulation and reflected on it. Besides, they prepared three written essays about theoretical–practical assigned readings and discussed them. In this paper, I refer to achievements and difficulties that emerged during the process, relating them to other research findings in the area and to theoretical considerations. Finally, I make proposals for further efforts in this field.  相似文献   

3.
当前中国的旅游管理专业高等教育普遍缺乏有效的实践教育体系,从而制约了学生就业能力的提升。本文梳理了国际知名旅游院校在课程体系的设计和师资队伍的结构方面的卓越表现,对西方高等教育院校通过推行课程实习、建设校内外实践基地等方式所建立的科学完善的实践教育模式加以引介,以期对我国高等院校进行学习借鉴有所裨益,推进旅游管理专业高等教育体系的规范与提升。  相似文献   

4.
The uniformly positive view of social mobility in the United Kingdom overlooks the difficulties working‐class young people have in reconciling a working‐class background with the middle‐class environments of the university and the professional labour market. But even more hidden are the subtle processes of exclusion and exclusivity that permeate social life in, particularly, the elite universities. Here, working‐class students' marginalisation in relation to advantageous social activities and networks, compromises their chances of later success in the labour market. This paper scrutinises working‐class students' experiences of elite higher education through the lens of Bourdieu's concepts of habitus, capitals and field. Drawing on a research project on working‐class young people who gain entry to elite universities it analyses the disjunctures between working‐class habitus and the field of elite higher education, focusing on the emotional and social consequences for working‐class students. The findings raise concerns—largely unexplored in existing research—about working‐class reception in elite fields. The paper concludes with a call to look beyond the attitudes and actions of working‐class students to those of their upper‐ and middle‐class peers, and the culture and ethos of the elite universities.  相似文献   

5.
The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers’ reports of their learning from collaborating with academic staff to design, undertake and evaluate enquiries into aspects of learning and teaching at a UK University. The students’ reflections suggest that they identified learning in relation to employability skills and graduate attributes and more importantly in relation to their perceptions of themselves as learners and their role in their own learning and that of others. This article draws attention to the potential of staff–student collaborative, collective settings for developing pedagogic practice and the opportunities they can provide for individual student's learning on their journey through higher education.  相似文献   

6.
The internationalisation of higher education in Australia over the past two decades has brought about dramatic changes in Australian universities. Growing numbers of international students have enrolled in Australian universities and the number of students studying offshore has also increased dramatically. While considerable material has been published on the ramifications of the increased numbers of onshore international students studying at Australian universities, there is relatively little published research on the specific challenges facing academics participating in offshore programs. The aim of this project was to examine the current pre-departure cross-cultural training taking place in the business faculties of three Australian universities in order to gain a better understanding of the adequacy of the support given to Australian academics teaching offshore. Twenty staff involved in offshore education were interviewed as part of this project, including academics with considerable offshore teaching experience, senior academic managers and cross-cultural trainers. While these institutions engage in little formal preparation for offshore teaching, a great deal of informal mentoring and briefing is taking place. We consider the implications of the new quality assurance framework for Australian universities, which requires that institutions be able to demonstrate the ways in which they ensure the quality of teaching and learning. Under this new system, universities are bound by the Australian Vice Chancellors' Committee's guidelines for the provision of education to international students. It appears that Australian universities will need to establish more formal mechanisms to ensure that offshore staff are adequately prepared for offshore teaching posts.  相似文献   

7.
On average, about 25 percent of students leave higher education (HE) institutions annually in South Africa because they are excluded on academic and financial grounds. To resist such putouts, student boycotts and protests are common despite the fact that student organizations were incorporated into decision-making processes at HE institutions (defined as universities and technikons in South Africa) in 1997. By examining recent student protest behaviour, this paper explores the dimensions of various protests and examines some of the effects of student participation in HE governance structures.  相似文献   

8.
《Chinese Education & Society》2013,46(5-6):134-151
As a result of massification of higher education and the quest for competitiveness, the Taiwanese government has adopted a series of higher education reforms since the late 1990s. While the low birthrate has become a potential threat, recent developments in higher education policies such as the Program for Developing First-Class Universities and Top Research Centers, the Incentives for Teaching Excellences, and the new Multiple Examination Program have had considerable effects on students of different gender and socioeconomic classes. Even though the expansion in higher education has enabled many students to enter universities, inequality remains, as students from different socioeconomic backgrounds are distributed to different types/ranks of universities. Students from the lower socioeconomic class are mostly concentrated in private or vocational (science and technology) universities, while students from well-off families have better chances to enter elite universities. Moreover, the gender segregation in different fields of study has not been improved as a result of the aforementioned massification. Female students are still concentrated in the humanities and social sciences and encounter more difficulties in finding jobs upon graduation. Consequently, these graduates' salaries tend to be much lower compared with their counterparts in science and technology fields. The study further argues that class and gender are actually intertwined and should not be examined separately. In addition, issues such as race and disability need to be closely examined, as the number of students with mothers from Southeast Asia and Mainland China has been significantly increasing in Taiwan these days.  相似文献   

9.
ABSTRACT

In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access.  相似文献   

10.
This study examines the degree of association between students’ STEM occupational expectations and between-country differences in public attitudes toward science and technology (S&T). This study focuses on public attitudes among two different populations: students and adults. Three-level Hierarchical Generalised Linear Models are employed to analyse large-scale international data from the Programme for International Student Assessment (PISA). Results reveal that public attitudes toward S&T are positively associated with students’ expectations around pursuing STEM careers. Further analyses reveal that the positive association between public attitudes toward S&T and STEM career expectations remains consistent across gender, but that this association varies across performance levels. The positive association between public attitudes toward S&T and STEM career expectations is stronger for low achievers in science than for high achievers. These results advance the scholarly understanding of the ways in which social factors may be associated with students’ choices in pursuing STEM occupations.  相似文献   

11.
There have been significant increases in the number of universities and student enrollments in the last fifteen years in Ethiopia. The numerical gains have brought about improved access to higher education for students. The expansion has also diversified fields of study and opened opportunities to pursue higher degrees to a significant number of students. Furthermore, the opportunity created for the university staff includes increased university job security, positions in the university leadership and scholarships for PhD degrees. On the other hand, the downside effects of the massification have worsened the conditions of university teaching staff. Among others, it has resulted in increasing work load and extended work schedules for academic staff. A managerialist culture has evolved that measures teaching against instrumental outcomes. There is a sense of deprofessionalisation and deskilling among staff manifested in practices that are disconnections from professional knowledge, skills and attitudes. As staff are increasingly over-engaged, by taking more weekly class hours and managerial responsibilities, less 'down time' is available to keeping with developments in their fields of specialisation and practice  相似文献   

12.
Changing attitudes of Australian academics   总被引：1，自引：1，他引：1  
This article reports on the changing work-related attitudes and demographics of academic staff in Australia, in four universities and four former colleges of advanced education (CAEs, comparable to polytechnics), surveyed in 1979, 1984 and 1990. The surveys were of all academic staff in each institution, with response rates averaging 47%. As in other countries, the former binary system of education has recently been ended by reconstituting colleges of advanced education as universities. Differences in work-related attitude are examined, and shown to differ consistently between the types of institution, across the elapsed time, and between the sexes, ranks and academic disciplines of the respondents. In particular, each institution has shown a sustained increase in academic staff alienation and dissatisfaction over the eleven-year period. The differences in demographics and in work-related attitudes between original universities and former colleges of advanced education remain after the ending of the binary system. The differences are discussed in relation to a number of current policy issues, including the ending of the binary system of higher education. Since similar policy changes and similar pressures are occurring in a number of countries, the findings of the study have implications beyond Australia.  相似文献   

13.
Although inhibited by ideology, science and technology (S&T) managed to make some progress during the socialist periods in Central and South Eastern Europe. Even when transition came after 1989, inhibition remained for the following reasons: the lack of objectives and strategies, institutional fluctuations, inadequate funding, the dissolution of internal solidarity, and inadequate S&T management. Through the assistance of such inter-European programmes as TEMPUS and SOCRATES, a new paradigm of S&T has been introduced in the sub-region based on international competition, computerization, and networking, and an emphasis on excellence in the exploitation of the knowledge revolution. The dichotomy of theoretical and practical science is being reduced through the links between higher education and industry and the increasing use of university science parks as incubators of ideas in the interface of higher education and science.  相似文献   

14.
The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a ‘problem’ in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. “More Students in Higher ed, But it's no more Representative.” The Conversation 28: 1–4] and an absence of evidence to support deficit thinking, this deficit discourse requires re-examination. Qualitative data from 115 interviews carried out across 6 Australian universities as part of a national study reveal that, contrary to the conception of these students as a ‘problem’, students from low SES backgrounds demonstrate high levels of determination and academic skills and that they actively seek high standards in their studies. This paper critically examines deficit conceptions of these students, drawing on findings from qualitative interviews with 89 successful students from low SES backgrounds and 26 staff members recognised as exemplary in their provision of teaching and support of students from low SES backgrounds. Drawing on these findings, this paper challenges the deficit discourse and argues for a more affirmative and nuanced conception of students from low SES backgrounds.  相似文献   

15.
In Australia's globalising universities many support staff and teaching staff now work with international women postgraduate students. But are they aware of the issues facing these women, and is their understanding of them adequate? Indeed, how do they represent them? In this paper we draw on a small-scale pilot study involving key university personnel. We argue that the ways in which such staff represent this group of students is problematic. Focusing primarily on academic issues and on the literature on learning styles, we analyse these staff members' representations of international women postgraduate students from a postcolonial perspective. We explore the extent to which such representations, and the learning styles literature that reflects and informs them, are what Edward Said calls 'Orientalist'. In so doing, we point to both the constitution of the international woman student as postcolonial female subject and show how this situates her in relation to the prevalent learning styles discourse. Further we argue that such representations of the students differ in crucial ways from the students' self-representations, suggesting that in certain subtle ways such staff members are engaging with 'imagined' rather than 'real' women.  相似文献   

16.
The system of higher education in the USA comprises the undergraduate programs of the colleges and the graduate programs in research universities. This distinction has no equivalent in Germany. The idea of elite education is connected exclusively with the colleges. Its meaning and functions are demonstrated with an analysis of the criteria which are used for the ranking of higher education institutions. The ranking of the colleges is addressed to the students and is based on indicators, which give expression above all to the educational priorities of the students and the alumni. The ranking of the graduate programs focuses on specific academic programs and is addressed to the members of the various academic fields and to their prospective students. A few rankings cover whole educational institutions and serve to inform the higher educational management. We use these data to identity the specifics of outstanding research universities and their role in American higher education.  相似文献   

17.
This study investigated types of societal agents and the nature of their influence on Science and Technology (S&T) from Arab University professors' standpoint. Thirteen items from VOSTS instrument, developed by Aikenhead, Ryan, and Fleming (1989), were modified and used in this study. Five more items were developed by the researcher to meet the purpose of the study. The instrument was administered to 64 university professors at the Faculties of Science, Engineering, Agriculture, Medicine, Humanities and Social Sciences, and Education. The results showed that out of the four societal agents (government, the private sector, the public at large, and culture) identified by McGinn (1991) the first and the last have the most potent influence on S&T in the Arab world. The study also found that the influences of the Arab culture on S&T have positive and negative nature. Positive influences are cultural, political or economic. Positive cultural influences are: the promising role in reviving ijtihad 3 to encourage researchers to study and understand nature, the placed emphasis by Islam on the importance of pursuing knowledge, and international competition. Political and economic positive influences are the Arab people's intent to be in position equivalent to developed cultures regarding S&T and Arab states efforts in preparing researchers in different areas. Negative influences are also cultural, political, or economic. For example, forcing taqlid 4 in different aspect of life is a damaging cultural influence. Political and economic negative influences include little or no research funding, bureaucracy, heavy dependence on imported scientific and technological products, and brain drain. The study recommended the following: (1) to revive the concept of ijtihad to encourage developments in S&T; (2) to provide children with adequate conditions and resources to acquire good background in S&T in a way that considers students' world view; (3) to ensure enough financial resources for instituting S&T; (4) to empower Arab universities to participate effectively in instituting S&T; and (5) to unify Arab states efforts to establish a strategic plan for instituting S&T.  相似文献   

18.
In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team’s collaboration was its ability to achieve synthesis, that is, the extent to which the teachers were able to abstract from concrete experiences in S&T education in order to formulate and develop a shared vision and curriculum. They exchanged many examples and were able to create a shared idea highlighting critical elements in their approach to teaching this school subject. However, the teachers experienced difficulties in determining the level at which a school-based curriculum should be defined. The outcomes of this team’s collaboration are discussed in terms of leadership and the aims of the S&T innovation.  相似文献   

19.
The UK engineering and technology (E&T) sector is male-dominated, with women facing various cultural and structural barriers in entering and developing their careers within it. Existing research in this area has focused on women’s recruitment or retaining women in employment, but little has addressed women’s transition to industry through the higher education (HE) system. This paper therefore explores women’s experiences of HE in E&T, focusing particularly on the gendered help and support women were found to receive, as well as possible causes and consequences of this behaviour. The research adopts a qualitative design, using semi-structured interviews with women E&T students. The gendered help women received is shown to be something of a ‘poisoned chalice’; although there are sometimes short-term benefits, this is likely to hinder women from progressing in their careers at the same rate as their male peers.  相似文献   

20.
The issue of international student mobility has had a profound effect on policy decision-making in the higher education system of essentially every country; however, the statistical data on this subject are insufficient, especially for graduate students. The purposes of this study are to substantiate the state of international mobility among talented graduate students in the sciences and engineering who will publish scholarly research in their future career and to present the mechanism of their moves between institutions. This paper quantitatively analyzes the trajectories of more than 7,000 scientists and engineers beginning at graduate school, obtained from the biographical notes attached to journal articles for authors in the fields of computer vision, robotics, and electron devices. The results suggest that mobility in various engineering fields at world-class research universities is subject to varied pull and push factors. In the fields of computer vision and robotics, a high world university ranking is a significant pull factor in the global mobility of graduate students, which may promote a US-dominated stratification between institutions of higher education, since the institutions at the top end of these rankings are generally in the United States. In contrast, in the field of electron devices, employment for highly skilled workers in domestic industries seems to act as an alternative pull factor for talented graduate students. This article also sheds light on the status of the universities that underpin first-tier research universities by providing undergraduate students to them, an important role that tends to be concealed in the world university rankings. Furthermore, this article suggests the existence of complementary relationships between the globally top-ranked research universities and the exporting top national research universities in various countries, a relationship that is key to the shape of the current global higher education system.  相似文献   

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