Women,Academia and Identity: Constructions of Equal Opportunities in the ‘New Managerialism’– A Case of ‘Lipstick on the Gorilla’?     

Wendy Saunderson 《Higher Education Quarterly》2002,56(4):376-406

This paper has two distinct foci. The first is an introductory focus on the current position and problems of academic women working in UK universities (despite the valorization of Equal Opportunities (EO), and within the context and constraints of the 'New Managerialism'). The second and main focus is on the personal impact of university work on the lives of academic women, towards exploring and uncovering how higher education's institutional structures and processes impact upon academic women's identity structures and processes. Idiographic analyses of a small number of case studies suggest that despite considerable recent gains, some academic women's identities are compromised, challenged and made 'vulnerable' through feelings of being undervalued, overburdened and often the subjects of unequal treatment – more than 30 years after the Equal Pay Act and almost 30 years after the Sex Discrimination Act. The paper's conclusions therefore warn that continued valorization of EO policy without its assimilation into the underlying core institutional culture will sanction the valediction of any tangible or effective progress in HE's ability to produce more robust academic identities and more satisfying daily working lives for academic women. Insofar as such assimilation is not achieved, the policy, practice and rhetoric of equal opportunities and equal treatment in UK higher education will remain little more than 'lipstick on the gorilla'.  相似文献   

Digital Explanation as Assessment in University Science     

Nielsen  Wendy  Georgiou  Helen  Jones  Pauline  Turney  Annette 《Research in Science Education》2020,50(6):2391-2418

Research in Science Education - Assessments in tertiary science subjects typically assess content knowledge, and there is current need to both develop and assess different forms of knowledge and...  相似文献   

Peruvian higher education: expansions amid economic crisis     

David Post 《Higher Education》1991,21(1):103-119

The development of the university system in Peru is described and attention drawn to the periods of rapid expansion. The economic crisis of the 1980s led to some doubts about the wisdom of maintaining such a high growth rate. The fall in the number of university entrants in the period 1974 to 1978 is analyzed in the context of the educational reform program introduced by the military government. The new university law of 1983 followed the return in 1980 to civilian government. Future prospects for higher education in Peru are discussed.  相似文献   

Collaborative research in contexts of inequality: the role of social reflexivity     

Brenda Leibowitz  Vivienne Bozalek  Jean Farmer  James Garraway  Nicoline Herman  Jeff Jawitz  Wendy McMillan  Gita Mistri  Clever Ndebele  Vuyisile Nkonki  Lynn Quinn  Susan van Schalkwyk  Jo-Anne Vorster  Chris Winberg 《Higher Education》2017,74(1):65-80

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.  相似文献   

Write on or write off? An exploration of Asian international students’ approaches to essay writing at an Australian university     

Wendy Green 《高等教育研究与发展》2007,26(3):329-344

This paper investigates the approaches taken to essay writing by five Asian international students at an Australian university. Analysis of their in‐depth interviews reveals links between their perceptions of learning, their perceptions of essay writing, their motivation for completing the task, and their awareness of the structural conventions of the essay as a genre. These links are apparent, irrespective of whether the students were taking a deep or a surface approach to the task. In addition, analysis of the interviews shows that the students who were taking a deep approach to writing had developed high levels of cross‐cultural awareness, specifically in relation to the learning cultures, and the discursive structures of academic writing in Australia and their home country. Implications for the practice of teaching academic writing within the context of increasing cultural diversity in higher education are discussed.  相似文献   

The role of school psychology in preventing depression     

Keith C. Herman  Kenneth W. Merrell  Wendy M. Reinke  Carolyn M. Tucker 《Psychology in the schools》2004,41(7):763-775

To advance the role of school psychologists in mental health prevention and wellness activities, in this article we describe (a) a social ecological theory for guiding school‐based prevention research, (b) the role of schools in the development and prevention of depression, (c) a continuum of school‐based support for meeting the needs of children who are currently depressed for preventing future internalizing distress for all children, and (d) social and political factors that must be considered if lasting change is to occur. We conclude with specific considerations for school psychologists. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 763–775, 2004.  相似文献   

Internal and External Barriers, Cognitive Style, and the Career Development Variables of Focus and Indecision   总被引：3，自引：0，他引：3  

Peter A. Creed  Wendy Patton  Dee Bartrum 《Journal of Career Development》2004,30(4):277-294

One hundred and thirty final year high school students were administered scales tapping optimism/pessimism, self-esteem, external career barriers, career decision-making self-efficacy, career focus and career indecision. It was hypothesised, first, that cognitive style (optimism/pessimism) would predict both internal (self-esteem) and external career-related barriers, second, that internal barriers would interact with external barriers and impact on career decision-making self-efficacy, and third, the previously mentioned variables would subsequently predict career focus and career indecision. Results demonstrated that cognitive style was influential in determining the perception of internal barriers (for females and males) and external barriers (females only). Internal and external barriers, along with optimistic/pessimistic cognitive style, were found to predict career decision-making self-efficacy (in males, but not in females). There was no evidence that internal and external barriers interacted to predict career decision-making self-efficacy. Last, it was found that career decision-making self-efficacy, internal and external barriers, and optimistic/pessimistic cognitive style were able to predict career focus (males and females) and career indecision (males only). Results are discussed in the context of Carver and Scheier's (1981) control theory.  相似文献   

Students' perceptions about science: The impact of transition from primary to secondary school     

Wendy Speering  Léonie Rennie 《Research in Science Education》1996,26(3):283-298

As students move through school, attitudes to school in general, and science in particular, become less positive. This paper reports on a longitudinal study which mapped, from the students' point of view, the transition between primary and secondary school in Western Australia. The study focused on the subject of science, and used both quantitative and qualitative methods. During the transition, there is a considerable change in the organisation of the school, the curriculum and the teacherstudent relationship. Students in this study, especially the girls, were generally disenchanted with the teaching strategies used in their secondary science classrooms, and regretted the loss of the close teacher-student relationship of their primary school years. Their perceptions were that science in secondary school was not what they had expected, and this experience may have long term implications for their subject and career choices.  相似文献   

Some Sex‐Related Differences in the Correlates of Subject Preference in the Middle Tears of Secondary Education     

Wendy Keys  M. B. Ormerod 《Educational studies》1977,3(2):111-116

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Gender Differences for Optimism, Self-esteem, Expectations and Goals in Predicting Career Planning and Exploration in Adolescents     

Wendy Patton  Dee A. Bartrum  Peter A. Creed 《International Journal for Educational and Vocational Guidance》2004,4(2-3):193-209

An Australian sample (N=467) of high school students was administered scales tapping optimism, self-esteem, career expectations, career goals, career planning and career exploration. The study tested a career mediational model based on social cognitive career theory (SCCT) and cognitive–motivational–relational theory (CMR). It was hypothesized that the stable person inputs of optimism and self-esteem would predict career planning and career exploration through the variables of career expectations and career goals differentially for young males and females. For males, optimism and self-esteem influenced career expectations, sequentially predicting career goals, career planning and career exploration. A different pathway was identified for females, with optimism directly influencing career goals, which subsequently predicted career planning and career exploration. Self-esteem predicted career expectations, which then directly influenced career planning and career exploration by bypassing career goals. Results are discussed in the context of SCCT and CMR.  相似文献