What price the building of world-class universities? Academic pressure faced by young lecturers at a research-centered University in China     

Mei Tian 《Teaching in Higher Education》2017,22(8):957-974

This study explores the challenges faced by young lecturers in managerial transformation in elite Chinese academic institutions which aim to develop into world-class universities. Drawing on data from in-depth interviews, the paper discusses how a group of lecturers on tenure-track contracts at a research university in China perceived the impacts of this managerial personnel reform. The study revealed intensified academic pressure and consequent feelings of insecurity, uncertainty and anxiety among the participants. Rigid tenure requirements pushed down research quality, and detracted from the efforts the participants could have devoted to teaching. Further negative impacts were strengthened power hierarchies and increasingly gendered nature of the academic culture.  相似文献   

Analysis of academic administrators’ attitudes: annual evaluations and factors that improve teaching     

Brian D. Cherry  Nathan Grasse  Dale Kapla  Brad Hamel 《Journal of Higher Education Policy & Management》2017,39(3):296-306

This article examines academic administrators’ attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university’s goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators’ perceptions of academic evaluations and the ability to improve classroom instruction.  相似文献   

由学术而政治 由政治而戏曲——“三教论衡”简论     

庆振轩  车安宁 《内蒙古大学学报(人文社会科学版)》2003,35(4):75-79

“三教论衡”作为一种文化现象,渊源有自,自成一脉。它由学术而政治,由政治而戏曲,是政教文化因素与戏曲因素有机结合的产物。  相似文献   

关于办好学报的思考     

陈绍兰 《四川师范学院学报》2005,(4):113-116

学报是高校的重要窗口，要发挥其作用，必须重视学报编辑工作规范，加强学报内在质量，注重论文的学术性和信息量。提高出版时效。重视学报投入，加强管理，培养高素质编辑。新世纪编辑面临激烈的竞争和巨大的挑战，工作中应不断总结经验、更新知识，成为编、校、审三合一的多面手，以适应时代的发展，使编辑水平再上一个新台阶。  相似文献   

Effects of personality traits and social status on academic achievement: Gender differences     

Marko Jano&#x;evi&#x;  Boban Petrovi&#x; 《Psychology in the schools》2019,56(4):497-509

This study investigates the contribution of personality traits (HEXACO traits and Schizotypy) and social status dimensions (sociometric and perceived popularity) in understanding boys’ and girls’ respective academic achievement. The sample included 163 elementary school students from Serbia, aged 14–15 (87 girls and 76 boys). Regression analysis reveals that personality traits explain a similar amount of academic achievement variance in two gender groups (22% vs. 20% in girls’ favor), but social status proves to be a better predictor of academic achievement for boys (27% vs. 4% in boys’ favor). High Conscientiousness, perceived popularity as well as low extraversion turned out to be related to girls’ academic achievement. Low Schizotypy and Honesty‐Humility, as well as high openness, sociometric, and perceived popularity turned out to be related to boys’ academic achievement. Conscientiousness appears not to be related to boys’ academic achievement. The results are discussed and recommendations for improving educational practices are offered.  相似文献   

学术型研究生培养质量现状与提升对策研究     

姚芳  袁晓玲 《教育教学论坛》2019,(18):237-239

本文总结了我国学术型研究生培养质量特征及主要影响因素,指出培养过程中存在导师遴选机制不合理、学生录取方式不完善、学术活动流于形式、管理制度不健全等问题,造成现阶段学术型研究生培养质量下滑。针对存在问题,本文提出构建"指导有方、教研相长、追求创新、制度健全"的培养模式,具体从完善导师指导、鼓励学生创新、确保教学科研品质、提升管理服务水平等四个方面提升学术型研究生培养质量。  相似文献   

The Bulgarian academic profession in transition     

Snejana Slantcheva 《Higher Education》2003,45(4):425-454

In this essay I analyze the current status of the academicprofession in Bulgaria at a time of difficult socio-economictransition. After providing a brief overview of the historicaldevelopment of Bulgarian academia, I discuss faculty workingconditions, the career path within the profession and the legalframework for the professoriate. Numerous problems with respectto finances, institutional infrastructure and legal environmentchallenge the status quo of the Bulgarian faculty. The essaycloses by highlighting the future key issues for theacademic profession that focus around its finanacial viability,difficulties in recruiting a new generation of scholars, the qualityof teaching and learning, and faculty entrepreneurship.  相似文献   

'Not Without Dust and Heat': The Moral Bases of the 'New' Academic Professionalism     

Jon Nixon 《British Journal of Educational Studies》2001,49(2):173-186

This paper challenges the view that academic professionalism resides in the professional 'autonomy' of the academic, the 'self-regulation' of academics as an occupational group, and the differential 'status' of academic workers. This still influential (though residual) notion of academic professionalism, it is argued, leads to institutional stasis. What is required is greater reflexivity by academics in respect of their underlying professional values. In particular the piece challenges the academic community (of which the author is a member) to re-think academic freedom – the bedrock of professional identity within that community – in terms of increased inclusivity: 'freedom for all' rather than 'freedom for academics' The paper touches on issues relating to practice and organisational structure, but focuses primarily on the need for academics to shift the moral bases of their claim to professionalism. In so doing, it also challenges the post-Dearing consensus that the debate on academic professionalism can be adequately conducted in terms of 'standards' and 'outcomes'. A prime purpose of the paper is to promote debate and discussion by setting a different kind of agenda (a moral agenda) and by couching that agenda within a different kind of discourse (one that invites and admits moral speculation).  相似文献   

Academic growth and development - How do university academics experience it?   总被引：1，自引：0，他引：1  

Gerlese S. ÅKerlind 《Higher Education》2005,50(1):1-32

This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of university academics’ experiences of their own growth and development, i.e., what it means to them, what they are trying to achieve, how they go about it, why they do things that way ... The outcomes presented are based on a series of interviews with teaching and research academics at a research intensive university. The group as a whole showed a range of views of academic development, representing in particular a varying focus on:

•	Academic performance, in terms of increasing work output, academic standing or work quality;
•	Personal learning, in terms of ongoing accumulation of new knowledge and skills or increasing depth of understanding in one’s field of study;
•	Disciplinary or social change, in terms of contributions to one’s field of study or a relevant social community.

Implications for our understanding of academic development and academic work are discussed.  相似文献   

Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students     

Sabine Guntern  Hanke Korpershoek  Greetje van der Werf 《教育心理学》2017,37(6):733-744

This study investigates the joint impact of personality characteristics and self‐efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre‐clinical years. The students’ grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self‐discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self‐efficacy (students’ belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self‐discipline (positively related) and social activity (negatively related) for these students’ perceived academic achievement. Additionally, we found a positive contribution of self‐efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field.  相似文献