Higher Education in a Global Market: The Case of British Overseas Provision in Israel     

Michael Lieven  Graeme Martin 《Higher Education》2006,52(1):41-68

In recent years there has been a major expansion by higher education institutions in setting up ‘for-profit’, offshore programmes and campuses. It has been claimed that for-profit provision in a free, or unregulated market, responds to student demand and acts as a catalyst for innovation, thus fuelling arguments for a global ‘free market’ in higher education. There are few opportunities to test these claims since higher education is overwhelmingly provided within national systems of education and is generally subject to strong local regulation. Israel, in the 1990s, offered a rare case of an unregulated market in higher education for foreign providers, albeit one which contained significant distortions: British institutions took the leading part in developments. This article examines that experience in the light of documentation in the public domain and of practitioner research and argues, contrary to unsubstantiated claims, that provision fell below acceptable standards. The article concludes that, in this field, consumer demand did not operate on the basis of quality and that the market-place cannot assure standards of higher education in overseas provision. Furthermore, until international standards are agreed, governments have a responsibility to regulate provision which directly affects the lives of their citizens.  相似文献   

The Development of Memory and Processing Capacity   总被引：1，自引：0，他引：1  

Graeme S. Halford  Murray T. Maybery  Anthony W. O'Hare  Paul Grant 《Child development》1994,65(5):1338-1356

The assumption of some developmental theories that short-term memory is the workspace of higher cognitive processes, and consequently that span measures processing capacity, is claimed to be inconsistent with the working memory literature. 4 experiments, using children aged 5 to 12 years, contrast this theory with a model in which short-term memory and the processing space component of working memory are at least partly distinct. Experiments 1 and 2 varied processing load, holding duration constant. The processing load manipulation had little effect on recall of a short-term memory preload. Experiments 3 and 4 failed to support the prediction that the greater processing efficiency of older children would be associated with slower loss of information from short-term memory. Although counting and rehearsal rates increased with age, and correlated with span, they did not predict the rate of loss of memory preload due to intervening counting. The data suggest that effects obtained with short-term memory span do not provide clear indications of overall working memory development, because short-term memory span and the processing space component of working memory entail distinct systems.  相似文献   

Letter from the editor     

Ian R. Dobson 《Journal of Higher Education Policy & Management》2016,38(6):593-594

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Special educational needs,disability and school accountability: an international perspective     

Emma Smith  Graeme Douglas 《International Journal of Inclusive Education》2013,17(5):443-458

Standards-based accountability approaches in education are increasingly being adopted in many industrialised countries. This tends to involve the scrutiny of student performance in national academic tests and then holding schools accountable for subsequent progress. International assessments such as Programme for International Student Assessment (PISA) are not accountability measures in themselves, but are often utilised in a similar way and national policies are judged against performance in these tests. Drawing upon the examples of PISA and national assessments in the USA, this paper explores how students with special educational needs and disability (SEND) are included in, and served by, these assessment policies. The analysis suggests that while these approaches are inclusive in their intent (most obviously through efforts to include students with SEND in testing) they may poorly represent the progress of these students. It is argued that more equitable inclusion of students with SEND must find a balance between accountability measures which measure performance in traditional attainment-focused tests and other relevant assessments which are meaningful to the given student and/or SEND sub-group.  相似文献   

Interview with Graeme Turner     

Graeme Turner 《传播与批判/文化研究》2013,10(1):138-153

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Motivation for lifelong learning: a biographical account of efficacy and control     

Graeme Martin 《International Journal of Lifelong Education》2013,32(6):669-685

Research on motivation for learning (or achievement motivation) has flourished in the past 30 years. Social-cognitive theories dominate the field and have provided many insights, but have been criticised for relying on a traditional methodological base and lacking contextualisation and embeddedness in individual experience. In the current ‘learning age’, sustaining motivation for (often formal/academic) learning across the life span is increasingly expected, but understanding the persistence of such learning across life is not well understood. Much of the work on motivation for learning is quantitative, employing questionnaires, brief interviews or experimental manipulations. Longitudinal, qualitative research is sparse, though a necessary counterpoint that can provide contextualised and alternative accounts of motivation through time and across culture. This paper presents a case study applying self-efficacy research, the lifespan theory of control and transitions theory to an individual’s learning trajectory.  相似文献   

Developing online problem‐based resources for the professional development of teachers of children with visual impairment   总被引：1，自引：0，他引：1  

Mike McLinden  Steve McCall  Danielle Hinton  Annette Weston  Graeme Douglas 《Open Learning》2013,28(3):237-251

This article presents a summary of the results from phase 1 of a two‐phase research project. Drawing on the principles of problem‐based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were volunteers from students registered on a two‐year distance education programme of study for specialist teachers of children with visual impairment. Two case scenarios were developed for the project, each of which was based around a fictitious support service for teachers of children with visual impairment. Following a campus‐based study day, the participants were assigned to one of two ‘PBL Activity Groups’ and completed a series of tasks within each case scenario. Participation in the project was supported by members of the Project Team over a period of one semester, following which participants were asked to provide feedback through an online questionnaire. A summary of the feedback is presented, and key findings discussed. The results suggest that, with appropriate resources, adequate preparatory training and effective tutor support, online PBL can be an effective method for supplementing the continuing professional development of specialist teachers studying through distance education.  相似文献   

Book Reviews     

Graeme D. Buchan 《The Journal of environmental education》2013,44(2):10-42

Abstract

The environment is the educational growth area for the coming millenium. Rescuing the planet and posterity from human excess requires new mechanisms for propagation of environmental understanding, ethic, and action into the community. Reported here is a novel venture, with a university or other tertiary institute acting as a center of propagation. An intensive 5-day Vacation School in Environmental Science for senior high school students from throughout New Zealand was held at Lincoln University on South Island and proved highly successful in stimulating wider environmental awareness in schools nationwide. The framework is described as an adoptable model.  相似文献   

Tame Technology Studies     

Graeme Gooday 《Metascience》2008,17(1):95-97

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Television antiheroines: women behaving badly in crime and prison drama     

Graeme Wilson 《Critical Studies in Media Communication》2017,34(5):509-510

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