The Netherlands Engineering Education: Within the Framework of the Dutch Educational System     

H.J. VAN OORT  J. PINKSTER 《European Journal of Engineering Education》1992,17(1):9-16

The basic outlines of the European engineering educational systems are presented in the SEFI guide 1990. This article contains further detailed information on the characteristic elements of the two parallel systems which exist in the Netherlands. Attention is given to the common elements of both systems and to the points where they differ. The entrance qualifications of the enrolling students, the role of the government and the impact of the relations with industry are briefly reported.  相似文献   

Editorial—Continuing professional development     

John van Loo  JOHN VAN LOO 《Health information and libraries journal》1995,12(1):1-2

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Women in Engineering in the Netherlands     

SASKIA I. EVERTS  ELLEN C. J. VAN OOST 《European Journal of Engineering Education》1986,11(3):303-313

This paper discusses the situation of women who study engineering in the Netherlands. Quantitative data expressing the underrepresentation of women in engineering is presented against the background of some characteristics of the Dutch society. Next we consider the position of the women who did enter a technical university. Their drop-out rates are compared with those of men. Drawing on the results of our qualitative interviews, we sketch a picture of factors and processes which influence the course of their study. It is argued that the social intergration of women affects the way they deal with the two dominant questions ‘can I do it’ and ‘do I want this’.  相似文献   

COMPROMISE MODELS FOR ESTABLISHING EXAMINATION STANDARDS     

DATO N. M. DE  GRUIJTER 《Journal of Educational Measurement》1985,22(4):263-269

Cutoff scores based on absolute standards can be unacceptable in terms of the number of failures they produce. Cutoff scores based on relative standards, that is, cutoff scores set to achieve a fixed percentage of failures, can be unacceptable because an acceptable performance level for passed examinees cannot be guaranteed. In some situations one can improve upon an absolute standard using a compromise model, which draws on the information in the observed score distribution for a test to adjust the standard. Three compromise models are described and compared in this article.  相似文献   

EXISTENTIALISM AND EDUCATION     

CLEVE VAN MORRIS 《Educational theory》1954,4(4):247-258

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“双一流”建设背景下大学跨学科组织的学科网络结构研究     

马永红  德吉夫 《学位与研究生教育》2020,(6):30-36

基于耗散结构理论对跨学科组织形成的原因进行分析,将学科间的知识流动作为学科间的联结方式,根据结构洞理论提出三种跨学科组织学科网络结构模式：辐射模式、汇聚模式、“沙龙”模式。通过对跨学科组织的学科基础和组织目标两个方面的分析,认为三种模式的形成是高校以优势学科为基础,根据内外部需求和学科特点构建的结果。在比较国内外大学跨学科组织构建情况的基础上,提出我国高校跨学科组织应当厚植学科基础、明确战略目标、创新组织模式。  相似文献   

The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach     

KATRIEN VAN POECK  LEIF ÖSTMAN 《Journal of Philosophy of Education》2020,54(4):1003-1018

This article engages in the discussion about education's role in relation to sustainability problems, a debate characterised by a tension between two legitimate concerns: a concern about the instrumentalisation of education, and a concern for the urgent need of widespread engagement and mobilisation for coping with the consequences of severe socio-ecological problems. The authors argue for an approach that takes both concerns seriously. Drawing on transactional didactic theory—underpinned by a pragmatist perspective on the interplay of continuity and change through the phases of habit, crisis and creativity—they illustrate that engagement with real-world societal problems does not inevitably result in the instrumentalisation of education. It can, on the contrary, open up a space for newness, creativity, freedom and pluralism. Yet, realising this unique educative potential does not happen automatically. It requires specific didactical work, specific forms of teaching. Through a practical example, the authors illustrate how teachers can stage problematic situations and inquiries in such a way that sustainability problems are brought to the table, turned into a common matter of concern and made free by giving the students possibilities to renew the world. Thus, they turn the question whether or not to engage with real-world problems into the question how to do so.  相似文献   

Education and Life's Meaning          下载免费PDF全文

ANDERS SCHINKEL  DORET J. DE RUYTER  AHARON AVIRAM 《Journal of Philosophy of Education》2016,50(3):398-418

There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying (a particular form of) education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and how education might contribute to children's ability to find meaning in life or at least deal with the question. This issue is not only theoretically interesting (though relatively neglected)—it also has practical urgency. For people have a need for meaning that, if unfulfilled, leads to personal and potentially social crises—a need that often expresses itself first and strongly in adolescence; and there are reasons to have doubts about the contribution of today's traditional formal education system to the meaningfulness of children's (and future adults’) lives. We argue for the importance of frameworks of values, as well as for a greater emphasis on the affective dimension of meaning, though we reject pure subjectivism. The underlying purpose of this article, however, is not to argue for a particular comprehensive position, but to persuade philosophers of education of the importance of the issue of life's meaning in thinking about education today.  相似文献   

Forum on Electronic Media and the Future of Universities - Short-Term Memories: A Death in the Information Age     

VAN KORNEGAY 《The Information Society》2013,29(4):439-440

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Leadership and Strategic Management: keys to institutional priorities and planning*     

JAMES S. TAYLOR  MARIA DE LOURDES MACHADO  MARVIN W. PETERSON 《European Journal of Education》2008,43(3):369-386

Allocating and managing resources have always been important cornerstones of institutional leadership. Institutional resources include financial, physical and human components. Even in the best of times, it is a challenge to do this effectively. In times of diminished and shrinking resources, distributing these precious commodities across the institutions in the most equitable and productive manner is fraught with complications. As higher education funding streams expand and present more options, they also create new challenges. Leaders today must be well-versed in the emerging realms of philanthropy and entrepreneurialism. Beyond monetary resources, leaders and senior managers must monitor and understand the external environment in order to make discerning decisions about the viability of further infrastructure investments because of changing student demographics or the complexities of personnel within the dynamic culture of social organisations. This article will stress the need for leadership and an institutional planning process as essential prerequisites to effective resource allocations. Portugal will also be discussed as a case study.  相似文献