'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   

Factors Impacting Academic Performance of First-Year Accountancy Students at Walter Sisulu University     

Obert Matarirano  Manoj Panicker  Charles Atoliyah  Zimasa Mangisa 《Africa Education Review》2020,17(1):83-99

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Faculty Student Interaction at the Community College: A Focus on Students of Color     

June C. Chang 《Research in higher education》2005,46(7):769-802

The present study describes the level of faculty--student interaction on 2-year college campuses, examines student characteristics correlated with faculty contact, and considers how interaction may differ among racial subgroups of students. Using data collected from the Transfer and Retention of Urban Community College Students (TRUCCS) survey, a sample of 2500 students informed this research. The findings reveal generally low levels of interaction, and especially with Asian American/Pacific Islander and Latino students. Having positive perceptions of the college environment and interacting with other members of the institution, from students to academic counselors, glow the strongest positive association with faculty contact among all racial subgroups of students. Prominent among the differences is the negative relationship between perceiving racial difficulties and interacting with faculty for Asian American/Pacific Islander students. The findings provide insight in how to increase and enrich faculty interaction on these campuses to better retain underrepresented students in the educational pipeline.  相似文献   

正确理解学分制内涵建立科学学籍管理体系   总被引：3，自引：0，他引：3  

石利萍 《牡丹江教育学院学报》2006,(4):89-89

学分制条件下的学籍管理是关系到学校发展和人才培养模式的系统工程。研究学籍管理如何适应学分制的改革,建立学分制学籍管理体系,完成学年制向完全学分制的平稳过渡,是高等院校教学管理面临的重要课题。这一课题需要教务教学管理人员在管理实践中不断探索、健全并完善。  相似文献   

大学教师发展——“教学学术”的维度   总被引：4，自引：0，他引：4  

王建华 《民办教育研究》2007,(1)

大学教师发展(Faculty Development)有着丰富的内涵,教学工作是其中一个十分重要的方面。论文借鉴欧内斯特.博耶所提出的"教学学术"的相关理论,指出大学教师发展的核心在于"教学专业"的发展,而教学专业发展的关键则在于以重构学术内涵为切入点,牢固确立"教学学术"的观念;认真处理好"教学学术"与专业科研和社会服务之间的关系;自觉加强关于大学教学本身的科学研究。  相似文献   

美国职业教育改革的新动向及启示   总被引：6，自引：1，他引：6  

刘春生  高玉鹏 《外国教育研究》2004,31(9):58-60

20世纪90年代以来，美国的职业教育改革主要体现为更加重视学术教育，增强职业针对性，以及注重就业与再就业的培训工作。通过探析美国当前职业教育改革的新动向，可以为我国当前经济体制改革下的职业教育发展提供良好的经验与启示。  相似文献   

关于办好城市社区学院的几点思考     

李南峰  李伟  田运科 《十堰职业技术学院学报》2003,16(4):69-73

社区学院的定位应是“一点两面”，即全面提高社区人口的综合素质，建立终身教育体系，努力为社会主义精神明、物质明和政治明服务；同时要考虑社区中准备就近入学继续深造的学生和社区成员的职业技能培训和继续教育问题。在办学形式上，社区学院应坚持学历与职业培训、全日制与业余、普通高教与成人高教、现场教学与网络远程教学等多种形式并举，以最大限度地满足社区居民的教育需求。在课程体系上，应根据“预科型”、“就业型”、“证书型”、“趣味型”四种学生类型，构建核心课程、基本课程、实践课程和技能课程。在考试方式上，坚持“宽进严出”的原则，实行“绩点学分制”，学历证书与职业资格证书并重。  相似文献   

Departments in Academic Receivership: Possible Causes and Solutions     

Tammy Stone 《Innovative Higher Education》2009,33(4):229-238

This article explores the concept of academic receivership in U.S. colleges and universities. Academic receivership occurs when control of an academic department or program is removed from the faculty and an outside chair is put in place by the college or university administration. A literature review is supplemented by a small survey to assess how common receivership is and how it is administered. Combined, these elements allow for a discussion of the warning signs that a department is becoming dysfunctional and a procedure to guide a department through the receivership process.

Tammy StoneEmail:

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