Managerialism, Organizational Commitment, and Quality of Job Performances among European University Employees     

Sanne Smeenk  Christine Teelken  Rob Eisinga  Hans Doorewaard 《Research in higher education》2009,50(6):589-607

To achieve efficient and effective quality improvement, European universities have gradually adopted organizational strategies, structures, technologies, management instruments, and values that are commonly found in the private business sector. Whereas some studies have shown that such managerialism is beneficial to the quality of job performances of university employees, others have argued that managerialism is largely counterproductive and that it results in lower performances. The latter situation is called a ‘managerialism contradiction’. This paper tests two lines of reasoning underlying a potential contradiction governing the relationship between managerialism and job performances, while using university employee survey data from six European countries (Belgium, Finland, Germany, Netherlands, Sweden, UK). The results tend to support the assumption that managerialism, in these six countries at least, has a positive effect, albeit a modest one, on the quality of performances. The most important conclusion is therefore that there is no managerialism contradiction at work in European universities.  相似文献   

Learning to succeed in a flat world: information and communication technologies for a new generation of business students     

Alex Ramirez  Michael J. Hine  Shaobo Ji  Frank Ulbrich  Rob Riordan 《Learning Inquiry》2009,3(3):157-175

This article investigates the relationship of learning and its infrastructure using Web 2.0 technologies to facilitate the acquisition of skills needed to succeed in a global economy. We explore the learning phenomenon as a way to bring forward a process of continuous improvement supported by social software. We use a commonly accepted definition of learning to evaluate different learning theories, since it seems that the definition of learning itself is not a major source of difference between learning theories. Their differences are over issues of interpretation, not over definition. The theories reviewed are used in the design of a framework to assess the infrastructure against expectations of skill proficiency using Web 2.0 tools, i.e., wikis, blogs, social bookmarking, tagging, etc. which must emerge as a result of registering in an introduction to business information and communication technologies (ICT) course in a Canadian university. In this course, we use Friedman’s (The world is flat: a brief history of the twenty-first century release 3.0, Picador, New York, 2007) thesis that the “world is flat” to discuss issues of globalization and the role of ICT. Students registered in the course are usually familiar with some of the tools we introduce and use in the course. The students are members of Facebook or MySpace, regularly check YouTube, and use Wikipedia in their studies. These tools are the tools to socialize. In our course, we broaden the students’ horizons and explore the potential business benefits of such tools and empower the students to use Web 2.0 technologies within a business context.  相似文献   

Trends Influencing the Growth of Digital Textbooks in US Higher Education     

Rob Reynolds 《Publishing Research Quarterly》2011,27(2):178-187

Over the next 5 years, digital textbook sales in the United States will surpass 25% of combined new textbook sales for the Higher Education and Career Education markets. Moreover, we expect digital to be the dominant form factor in Higher Education textbooks inside of 7 years. This growth in digital textbooks will boost revenues in excess of $1.5 billion within 5 years (Private: Digital Textbooks Reach the Tipping Point in the US Higher Education—A Revised 5-Year Projection). This growth will also create avenues for new digital product models, allow new content publishers to enter the textbook market, lead to fundamental shifts in purchasing patterns around learning materials, and expedite the formal adoption of open educational resources to augment premium digital content.  相似文献   

A Case Study in the Measurement of Educational Efficiency in Open and Distance Learning     

Colin Tattersall  Wim Waterink  Pierre Höppener  Rob Koper 《Distance Education》2006,27(3):391-404

Open and distance learning (ODL) gives learners control of the time, place, and pace of learning, often being characterized as flexible learning. However, this flexibility goes hand‐in‐hand with procrastination and non‐completion. As a result, the efficiency of the educational process is of importance to ODL providers, government funding agencies, and learners themselves. Despite its importance, measuring efficiency in ODL is problematic. This article presents a case study in measuring educational efficiency using a method which reflects the special characteristics of ODL. The article concludes with a discussion of the wider applicability of the measurement method in the context of lifelong learning.  相似文献   

Book reviews     

Carol Blaire  William M. Keith  Mark Andrejevic  James P. McDaniel  Rob Anderson 《Quarterly Journal of Speech》2013,99(4):445-461

DIGITAL SENSATIONS: SPACE, IDENTITY, AND EMBODIMENT IN VIRTUAL REALITY. By Ken Hillis. Minneapolis: University of Minnesota Press, 1999; pp. xi + 271. $47.95 cloth; $18.95 paper.

THOMAS KUHN: A PHILOSOPHICAL HISTORY FOR OUR TIMES. By Steve Fuller. Chicago and London: The University of Chicago Press, 2000; pp. xvii + 472.

PROMETHEUS WIRED: THE HOPE FOR DEMOCRACY IN THE AGE OF NETWORK TECHNOLOGY. By Darin Barney. Chicago: Chicago University Press, 2000; pp. 340. $29.00.

DEWEY ON DEMOCRACY. By William R. Caspary. Ithaca, NY: Cornell University Press, 2000; pp. 256. $39.95.

THE ORGANIZING PROPERTY OF COMMUNICATION. By François Cooren. Philadelphia and Amsterdam: John Benjamins, 2000; pp. 272. $50.00.

CRAFTING SOCIETY: ETHNICITY, CLASS, AND COMMUNICATION THEORY. By Donald G. Ellis. Mahwah: Lawrence Erlbaum Associates, Publishers, 1999; pp. xvi + 229. $49.95.

PROGAY/ANTIGAY: THE RHETORICAL WAR OVER SEXUALITY. Ralph R. Smith and Russel R. Windes. Thousand Oaks, CA: Sage Publications, Inc., 2000; pp. xxiv + 240.

THEORIES OF CULTURE IN POSTMODERN TIMES. By Marvin Harris. Walnut Creek, CA: AltaMira Press, 1999; pp. 224. Cloth $62.00; Paper $22.95.

PRESIDENTIAL CRISIS RHETORIC AND THE PRESS IN THE POST‐COLD WAR WORLD. By Jim A. Kuypers. Westport, CT: Praeger, 1997; pp. xi + 242.  相似文献   

Literature and the Particularities of Dialogue     

Rob Anderson 《Quarterly Journal of Speech》2013,99(1):78-82

Index to the Quarterly Journal of Speech, Volumes I to XL, 1915–1954. Prepared under the auspices of the Speech Association of America. Compiled by Giles Wilkeson Gray. Dubuque, Iowa: Wm. C. Brown Company, 1956; pp. ix+338. $5.00.  相似文献   

Perspectives on learning cities and regions: policy,practice and participation     

Rob Townsend 《Studies in Continuing Education》2013,35(3):389-390

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Practical media work and the curriculum of the future     

Rob Watling 《Curriculum Journal》2013,24(2):207-224

This article considers the current range of contexts and pretexts for practical media work, principally in England. I argue that the current educational context in England requires us to broaden, rather than restrict the role that practical work is given in the curriculum. In particular I argue that practical media work has too often been associated with critical reflection (the ability to read between the lines of media texts) and critical authority (the ability to adopt the formal discourses of appreciation and judgement). It does this at the expense of critical autonomy (the ability to work with others to develop new, sustainable arguments) and critical action (the process of testing and refining these positions by applying them in real social settings). I argue that such a role is compatible with the development of pedagogies relevant to a ‘curriculum for the future’ (Young, 1998) which aims, among other things, to reconceptualize learning as a social, rather than an individual process.  相似文献   

Narrative Pedagogies in Science, Mathematics and Technology     

Linda Hobbs  Rob Davis 《Research in Science Education》2013,43(3):1289-1305

Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students’ lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience.  相似文献   

Neither a borrower nor a lender be: exploring ‘teaching for mastery’ policy borrowing     

Andrew Clapham  Rob Vickers 《牛津教育评论》2013,39(6):787-805

Abstract

Mathematics education is a high-stakes indicator of success in ‘über’ performative systems. The search to address England’s mathematics underperformance resulted in cross-national attraction toward, and policy borrowing of, ‘teaching for mastery’ from the high-performing education systems of Shanghai and Singapore. We argue that the cultural baggage implicit in mastery was in direct conflict with fundamental structures underpinning the English education system—structures which resulted in significant barriers toward implementing and internalising mastery. Theoretically grounded in the work of Lyotard, Foucault, and Ball, our paper maps how teachers working in the East Midlands region of England borrowed, implemented, and internalised mastery. Our micro, classroom-scale, examination reveals macro-scale performative drivers, as well as the pitfalls of policy borrowing without due care and attention. We highlight that policy borrowing is far more complex than simply copying and checking for fidelity between the original and the borrowed. We conclude by suggesting that underestimating the consequences of policy borrowing has highly significant and even detrimental outcomes at both the micro and macro scales.  相似文献