Ethical Considerations of Quality in Higher Education     

Clive Loveluck 《Assessment & Evaluation in Higher Education》1995,20(1):9-14

In a paper presented at last year's conference, the author argued that there were at least six definitions implied in contemporary discussions of quality in higher education. The paper suggested that, by accepting quality as a measure of expectation, it was possible to place quality issues at the heart of the formulation of corporate strategy for institutions of higher education. It also argued that the linking of quality with funding mechanisms would be a procedure fraught with both conceptual and practical difficulties. In this paper, it is argued that the current position in the UK, with regard to quality issues, is demonstrating the predicted conceptual confusion and is generating practical consequences which can be catastrophic for the future of the higher education sector. It is proposed that this situation has its roots in a disregard of the ethical considerations involved in the determination of the appropriate concept of quality and its implementation in both national strategy and corporate policy. There are many approaches to the problems of ethics, but for these purposes the simple distinction between the ‘Guardian’ and ‘Trader’ syndromes is sufficient. The former identifies those ethical standards which are appropriate to protective, governmental behaviour whilst the latter concerns standards of behaviour in commerce. Whilst there are common elements, there are also codes of behaviour within each syndrome which are irreconcilable. The paper argues that the proper understanding of quality issues in higher education must be related to the choice of ethical standard, whilst the confusion which currently exists is caused by a reluctance to face up to that choice. It is clear that quality issues can never be ‘value free’: what is less evident is that quality can never be ‘amoral’.  相似文献   

Performance pay for teachers: Determinants and consequences     

Clive R. Belfield  John S. Heywood 《Economics of Education Review》2008

Theory and evidence on performance-related pay for teaching remain inconclusive. Teachers will respond to rewards, but an appropriate reward structure may not be devised because education is a collaborative endeavor. Here we test three hypotheses: performance-related pay among teachers is more likely to be observed when there are evident indicators of team production; teachers receiving performance pay will earn more in total than otherwise equal teachers without performance pay; and teachers receiving performance pay should have higher job satisfaction. We use the Schools and Staffing Survey (2000) to test each hypothesis. Team production does strongly predict performance-related pay, and that such pay does boost earnings, but that job satisfaction is lower for those who receive such pay awards.  相似文献   

The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand     

Clive C. Pope 《Physical Education & Sport Pedagogy》2014,19(5):500-511

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Defining the Australian mechanical engineer   总被引：1，自引：1，他引：0  

Clive Ferguson 《European Journal of Engineering Education》2006,31(4):471-485

The attribute focus in engineering education now adopted by the engineering education accrediting bodies of the US, UK and Australia is based on meeting the assumed needs of professional practice. It is associated with an increasing expectation by employers of work-ready graduates rather than relying on subsequent work-based learning and experience to develop many of the essential professional practice attributes. Yet the scope of the mechanical engineering profession is broad and views of practitioners contributing to debate on attribute requirements are largely influenced by their own often unique professional formation.

In addition, the formative development of the profession in Australia has been significantly influenced by 19th and 20th century UK and US practices, although historically the industrial profile of Australia has been strikingly different. An analysis of current industry distribution of Australian, UK and US mechanical engineers presented in this paper shows continuing, although less marked, differences.

To develop a clearer perception of the profession in Australia, its educational formation, and operational environment, this paper provides a concise study of the formative development of the profession, and presents a breakdown of the industry sectors in which they are currently employed. The effects of momentous global changes in engineering employment and formation over recent decades are also discussed.

Recent changes in engineering employment have included major structural changes to organisations, accelerating technical and educational developments and mounting societal expectations making it imperative that attributes be attuned to the new engineering paradigm as increasing demands are placed on our graduates.

This paper provides an essential foundation for ongoing debate and analysis of attribute needs related to this broadly based engineering discipline. Although presented from an Australian perspective, many issues discussed are applicable worldwide.  相似文献   

The Dynamics of Chart Success in the U.K. Pre-Recorded Popular Music Industry     

Eric A. Strobl  Clive Tucker 《Journal of Cultural Economics》2000,24(2):113-134

In this paper we investigate the dynamics of chartsuccess in the U.K. pre-recorded popular music industryover the period 1980 to 1993 using the British albumchart listings. We find that the incidence of chartsuccess is substantially skewed to the right, whethermeasured by total weeks spent per artist, averageweeks spent per album, or the total number of albumslisted per artist. We subsequently investigatepossible determinants of the length of chart survivalof albums in order to determine what may be drivingthe observed skewness. Our results indicate that thetype of album, seasonal demand, and initial popularityplay an important role in ensuring continued chartlisting of an album.  相似文献   

Desegregation,Racial Conflict and Education for Democracy in the New South Africa: A Case Study of Institutional Change     

Harber  Clive 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(5-6):569-582

Education under apartheid in South Africa was characterised by racism and segregation. Since the first democratic election in 1994 a process of racial desegregation has begun in South African schools. However, desegregation is not the same as integration. Given the historical context of South Africa, simply mixing students from different racial groups in one school is likely to result in racial conflict and violence unless the structure and processes of schooling are changed at the same time. This article examines the experience of one school in South Africa which has not only desegregated its intake but has also attempted to democratise its management structures in order to teach democratic values through experience and in particular to foster a climate of mutual respect among students so as to decrease racial distrust. So far, the changes appear to be successful but there are a number of important lessons to be learned.  相似文献   

Classification of all pharmacological interventions tested in trials relevant to people with schizophrenia: A study-based analysis     

Farhad Shokraneh  Clive E. Adams 《Health information and libraries journal》2023,40(2):201-216

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