Buffer,coupling, and broker: Reflections on 60 years of the UGC     

Graeme C. Moodie 《Higher Education》1983,12(3):331-347

The main conclusion of this survey of the way in which the British University Grants Committee (UGC) has acted as an intermediary between government and universities is that the UGC secures the maximum degree of self-government possible at any given time. How great that “maximum” is depends essentially on the power and purposes of the two principals (government and universities) rather than on the limited powers of the go-between (the UGC). Whereas for the first 45 years of its existence the relations between the principals were such as to focus attention on the UGC as “buffer,” changes in those relations since 1963 have emphasised the fact that the UGC is also a “coupling” between state and higher education. The pressures of economic circumstance and government action have suppressed the “euphoria” that accompanied the expansionist fifties and sixties, but to kill the messenger would be inappropriate.  相似文献   

Fostering Empathy through an Inclusive Pedagogy for Career Creatives     

J. David Carlson  Terry Dobson 《The International Journal of Art & Design Education》2020,39(2):430-444

With the emergence of an entire generation of technologically infused learners comes a new challenge for educators to combat their desire for technologically enhanced isolation. The impact of social media on self‐absorption and the ramifications of excessive screen time are already evident in our current generation of tech‐native students. Meanwhile, the need for more empathetic employees who show compassion toward clients, exercise tolerance for co‐workers and demonstrate cultural awareness in all aspects of their work is already being prioritised over discipline‐specific skills and even STEM expertise by current business leaders. Similarly, the demand for more empathetic creatives is being catalysed by a design industry that now values human‐centredness. Empathy brings the human component to user‐experience and interface design and is now widely acknowledged as the first step in any design process. As a corollary, the development of empathy as a pedagogical deliverable will not only be necessary for the workplace of the future but for future generations to become fully‐functioning members of society. This research explores how an inclusive art and design pedagogy can foster collaborative learner‐centred approaches to develop empathy as a key component of emotional intelligence. Our methodology for triggering meaningful experiences and transformational growth harnesses collaborative play as a way to engage learners in stimulating, socially conscious teamwork. By becoming more intentional about designing the future of higher education in order to nurture more empathetic career creatives, we also lay the groundwork in preparation for educating the most technologically advanced, yet potentially socially isolated learners of any generation yet.  相似文献   

Does science education need the history of science?     

Gooday G  Lynch JM  Wilson KG  Barsky CK 《Isis; an international review devoted to the history of science and its cultural influences》2008,99(2):322-330

This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can support the scientific education of the general public at a time when debates over "intelligent design" are raising major questions over the kind of science that ought to be available to children in their school curricula. It concludes by considering further work that might be undertaken to show how history of science could be of more general educational interest and utility, well beyond the closed academic domains in which historians of science typically operate.  相似文献   

Students' financial concerns in higher education     

Tuba Mazhari  Graeme Atherton 《Higher Education Quarterly》2021,75(1):6-21

Focus groups were conducted to explore prospective students' perceptions of tuition fees, maintenance loans and how these impact their decision to engage with higher education. Views on rebranding of the term ‘tuition fees’ to ‘student/graduate contributions/tax’ and the introduction of differential fees for different courses were explored. Concerns around high living costs of being at university featured largely in conversations with students, and much more so than tuition fees. Students were averse to the idea of differential tuition fees which they felt could create an elitist system where only affluent students could access some high‐cost subjects. There was little agreement with the concept of rebranding ‘tuition fees’ to a ‘graduate contribution, or tax’. Overall knowledge of student finance, in particular tuition fees, was limited, which in turn led to doubts and anxiety around the concept of student finance overall.  相似文献   

‘Pressure to play?’ A sociological analysis of professional football managers’ behaviour towards injured players     

Graeme Law  Daniel Bloyce 《Soccer & Society》2019,20(3):387-407

Drawing upon figurational sociology, this paper examines professional football managers’ attitudes towards injured players. Following interviews with 10 managers, as with previous research, we found that managers have an expectancy that players are rarely fully fit. Players were stigmatized when they were seemingly unwilling to play when a manager encouraged them to. However, we also found that many managers shaped, in part, by their habitus formed from their own experiences as a player, showed greater empathy towards injured players. Many claimed they would not risk the long-term health of players, although at times, managers at the lower levels felt more constrained to take certain risks. We argue this is an unintended outcome of the increasing pressures on managers to succeed with smaller squads. The increasing emphasis and reliance on ‘sport science’ enabled managers at the higher levels to have a more supportive approach to managing injuries not previously identified in existing literature.  相似文献   

Researching computer‐based collaborative learning in inclusive classrooms in Cyprus: The role of the computer in pupils' interaction     

Katerina Mavrou  Ann Lewis  Graeme Douglas 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(3):486-501

This paper discusses the results of a study of the role of the computer in scaffolding pupils' interaction and its effects on the disabled (D) pupils' participation and inclusion in the context of socio‐cultural theories and the ideals of inclusive education. The study investigated the interactions of pairs of D and non‐disabled (ND) pupils working together on computer‐based tasks, in mainstream primary schools in Cyprus. Twenty dyads of pupils (each comprising a D child and an ND peer) were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non‐verbal interaction and the functional–structural approaches for verbal interaction. Through application of video analyses, seven central aspects of interaction were identified: helping behaviours, motivation, self‐confidence, peer‐acceptance, affection, positive and negative socio‐emotional status, and the input of the computer. Results of the study showed that the computer was a mediational scaffolding agent of the other six areas of the participants' interaction as it: (1) was an important interactional agent in initiating and terminating a conversation, (2) facilitated interaction and participation, as an intellectual and physical tool, (3) promoted different styles of interaction (not always positive ones) through the various input and output devices, by differentiating participation. Hence, the computer emerged as the third party in the collaborative activity which provided various opportunities and motivations for interaction.  相似文献   

Demystifying Tesla     

Graeme Gooday 《Metascience》2014,23(3):649-652

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Staying the distance: students’ perceptions of enablers of transition to higher education     

Angela Bowles  Ruth McPhail  Daniela Rosenstreich  Alexandra Dobson 《高等教育研究与发展》2014,33(2):212-225

Students’ perceptions during their first semester at university may be critical in the decision to continue or discontinue studies. In this study we consider students’ perceptions of what factors enable successful transition to university. Using qualitative research, students’ perceptions are obtained by in-depth interviews and focus groups that capture the first- and second-order perspectives of existing students at the end of first-year studies. Interview and focus-group themes are used to develop an 80-item questionnaire that is then used to collect data from first-year students (n?=?771) at an Australian university. Key findings from the research are the identification of seven enabling factors that fall into two main groups, student-centred and university-led. Identifying enablers of transition provides universities with the opportunity to assist students in the successful transition to higher education.  相似文献   

How Has Massification Changed the Shape of Australian Universities?   总被引：1，自引：0，他引：1  

Dobson  Ian R. 《Tertiary Education and Management》2001,7(4):295-310

Access to university has improvedfollowing the massification of the Australianhigher education sector which started in 1989,with the expansion being funded by a wideningof the funding base. In the ten years from1989, Australian universities enrolled anadditional 231,000 students, including an extra189,000 in undergraduate bachelor degrees. Specific equity policies have further attemptedto increase opportunities for studentspreviously excluded from higher education. This paper looks at changes in the compositionof the student body, and in the patterns ofuniversity funding. Using aggregated nationalstudent data sets, some of the changes whichhave arisen from massification are identified,with particular consideration of designatedequity groups.  相似文献   

Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools     

Paul Lynch  Steve McCall  Graeme Douglas  Mike McLinden  Bernard Mogesa  Martha Mwaura  John Muga  Michael Njoroge 《International Journal of Educational Development》2011

This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries.  相似文献