Language,institutional identity and integration: lived experiences of ESL teachers in Australia     

Sepideh Fotovatian 《Globalisation, Societies & Education》2015,13(2):230-245

Globalisation and increased patterns of immigration have turned workplace interactions to arenas for intercultural communication entailing negotiation of identity, membership and ‘social capital’. For many newcomer immigrants, this happens in an additional language and culture – English. This paper presents interaction experiences of four non-native English language teachers with other institutional members. It uses a sociocultural perspective of second language to map their approaches to negotiations of professional and institutional identities in and through these interactions. Their discussions highlight the role of language, cultural practices and the emic socio-political factors embedded within institutional interactions in individuals' identity negotiation and integration.  相似文献   

Re-examining and developing the notion of academic citizenship: A critical literature review     

Joclarisse Albia  Ming Cheng 《Higher Education Quarterly》2023,77(4):709-721

The notion of academic citizenship has been largely associated with the service role which is a part of academic work seen as additional to teaching and research. The changing landscapes of higher education and the increasing diversity of academic work have prompted debates on what academic citizenship means. This paper challenges the conventional association of academic citizenship with the service role and presents a critical review of the key themes and issues explored in extant literature on the subject. Drawing upon the general view of citizenship as practice, it proposes that the different dimensions of academic work be seen integratively, with academic citizenship reframed beyond the service role. We argue that academic citizenship needs to be conceptualised as a practice of enactment, that is, by the values, processes and means by which it is enacted and asserted as academics draw on freedoms, autonomy and individual motivations.  相似文献   

The diversity of university disciplinary profiles in research and teaching     

Angelika Tsivinskaya 《Higher Education Quarterly》2023,77(4):853-873

Is the ideal of a one-size-fits-all university model—where universities are capable of successfully performing all competencies simultaneously—ever achievable? Has the balance between teaching and research activities grown even more fragile or is such a balance unfeasible? In this paper, we review studies of institutional diversity in higher education and bibliometric analyses. We prose a two-dimensional typology based on diversity in teaching and research by scientific fields. We investigate the diversity in teaching and research, respectively, at the disciplinary level and address whether these primary activities mirror each other. As a measure of mismatch between the two activities, we assess the distribution of students and publications by scientific fields through a clustering analysis. Our study of higher education institutions (HEIs) in Russia reveals that private universities are less diverse both in research and teaching and have high teaching intensity compared to state universities. Expectedly, universities in the rankings have more diverse profiles and they have a higher research intensity.  相似文献   

制度变迁背景下影子银行体系生成逻辑的理论分析     

杨贺 《未来与发展》2014,(4):76-80,75

本文基于制度变迁理论,分析影子银行产生与发展的现实原因。采用博弈论的分析方法,对影子银行、正规金融机构、政府三个主体之间的博弈进行研究。研究显示：影子银行与正规金融机构二者有限度的合作使影子银行的制度安排在一定程度上满足非国有经济的金融制度需求;正式金融制度在一定程度上存在的非均衡状态．也是促进影子银行发展的关键因素：政府在影子银行的形成与发展过程中起着关键性的作用,它的策略行为决定了影子银行未来的发展规模、生存环境和演化方向。  相似文献   

通信作者不当署名行为界定及规则改进          下载免费PDF全文

熊皓男 《中国科学院院刊》2022,37(10):1491-1499

通信作者是特殊的署名类型,存在特殊的学术不端行为。通信作者的职责是完成论文通信事宜,其不当署名具体表现为标注不适格、侵犯其他作者署名权、未履行通信作者义务。良善的通信作者制度设计可以有效预防不当署名等学术不端行为,而现有的通信作者制度难以胜任。其改革应从制定通信作者署名规则、完善通信作者奖励机制、推行合作作者贡献声明 3 个方面进行。通过精细的角色分工、公正的奖励机制、科学的责任分配等方式,减少纠纷、促进协作。  相似文献   

双重网络嵌入、制度环境与区域创新能力     

熊焰  杨博旭 《科研管理》2022,43(6):32-42

    基于社会网络理论和制度理论,构建网络嵌入、制度环境和区域创新能力的理论模型。利用中国30个省份2005—2016年间的面板数据,探索了国际网络嵌入和本地网络嵌入对区域创新能力的影响机制,以及制度环境的调节作用。结果显示：国际网络嵌入促进了区域创新能力,而本地网络嵌入与区域创新能力之间存在倒U型关系。本地网络嵌入和国际网络嵌入之间存在交互效应,共同促进区域创新能力提升,且国际网络嵌入表现出对本地嵌入的替代性。市场化水平增强了国际网络嵌入对区域创新能力的正向作用,同时削弱了本地网络嵌入与区域创新能力之间的倒U型关系;东中西部地区发展的不平衡也导致了多重网络嵌入与区域创新能力关系的差异。  相似文献   

中国田野考古行业人才紧缺的现状与反思     

陈天民  陈宁 《科教文汇》2022,(3)

2021年是中国共产党诞生100周年,也是中国现代考古学诞生100周年。在“双百”周年之际,国家提倡要建设中国特色、中国风格、中国气派的考古学。考古学一时风头正盛,迎来了重大的历史机遇。然而,机遇与挑战并存,中国的一线田野考古还处于人才紧缺的现状,同时存在由此引发的种种问题。该文通过获取最新的行业资讯,结合作者自身多年的求学和从业经验,分析中国田野考古行业人才紧缺的主要原因以及由此引发的不良后果,并从制度层面提出了应对的解决策略,以期能够有效促进田野考古人才在社会上的合理流动,改变行业人才紧缺、高校毕业生就业困难的现状。  相似文献   

提质培优背景下产教融合校企合作制度建设探究     

陈勇 《科教文汇》2022,(3)

制度建设是产教融合、校企合作的关键环节,是职业教育改革发展的根本保障。在职业教育提质培优、增值赋能的背景下,以制度建设为重点,以多样化建设目标为主体,着力于健全产教协同治理结构、完善产教融合管理体制、创新产教融合考核载体三大方面,全面深入校企合作,深化产教融合,建成与经济发展相衔接、与民生需求相适应的中国特色产教融合、校企合作制度体系。  相似文献   

发展院校研究，建设现代大学   总被引：6，自引：0，他引：6  

赵炬明 《西安欧亚学院学报》2005,3(4):1-17

院校研究是把高等教育研究与管理研究的成果应用于高等学校管理，以提高和改进高校管理工作为基本目标的研究。这种研究是偏重于自我研究和应用研究，而不泛指高校的一切学术研究。伴随着美国高等教育的发展历程，美国的院校研究经历了个人自发阶段、科学管理和学校调查运动阶段、黄金阶段以及普及化阶段。根据美国的经验，从我国高等教育的大众化、市场化、国际化等方面阐明我国需要院校研究的原因及可能出现的问题。最后指出，我国院校研究应坚持4个原则：有用、有效、开放、创新，并应从4个方面入手：建立有利的高等教育公共治理环境、建立有利的高等学校管理制度、建立专业人员培养制度、坚持从实际出发，着手解决当前高校管理的重大问题。  相似文献   

The significance of materiality in shaping institutional habitus: exploring dynamics preceding school effects     

Pär Isling Poromaa 《British Journal of Sociology of Education》2017,38(3):384-402

This article examines the objective possibilities of Swedish schools to offer an equal and functional pedagogical practice for students’ acquisition of knowledge and skills. The data consist of policy documents, observations, and interviews with students, teachers, and head teachers in three educational settings distinguished by different social demographics. The focus allows for a comparative understanding of how tangible objects generate formations of schools as a relational phenomenon depending on geographic location and social background of students. The article indicates that the impact of materiality lies in its preceding power. It shapes the condition of institutions visualised in architecture, buildings, and the quality of and design of facilities and artefacts. From this material root emanates schools’ values, appeal, social status, and pedagogical organisations – school effects – that empower or weaken the school’s attraction and self-confidence. Different materialities influence each school’s institutional habitus, producing school effects with unequal educational outcomes.  相似文献