The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: twenty years’ reflection     

Mick Healey  Alan Jenkins 《International Journal for Academic Development》2018,23(1):52-64

Abstract

The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental practices and policies; institutional practices and policies; and national and international practices and policies. Drawing on our experiences over the last 20 years, we discuss the widening of academic development practice and consider who are the academic developers when it comes to embedding undergraduate research and inquiry in mainstream higher education.  相似文献   

Nearing world-class: Singapore’s two universities in QSWUR 2015/16     

Kaycheng Soh 《Journal of Higher Education Policy & Management》2016,38(1):78-87

Many universities strive to become world-class and two of Singapore’s universities are almost there, being ranked 12th and 13th in the QSWUR 2015/16. This study looked into the details of indicator rankings and found that the two universities are comparable to those in the top 10 universities in the same ranking in practically all indicators with the exception of Citations. Further analysis of the data of the 58 highest ranking universities with complete data revealed discrepancies in the assigned and attained indicator weights. Moreover, the Academic and Citations categories were not able to be used in stepwise regression calculations. These indicate that the computed Overall result is not what the ranker intended it to be and needs re-interpretation. If rankings are not anchored in statistical ground, discussions on rankings are at the abstract and verbal level, similar to discourses on alchemy (faith) vis-a-vis chemistry (facts).  相似文献   

Cognitive and social help giving in online teaching: an exploratory study     

Joan L. Whipp  R. A. Lorentz 《Educational technology research and development : ETR & D》2009,57(2):169-192

While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered.

Joan L. WhippEmail:

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Challenging the Assumption of a Western Phenomenon: Academic Entitlement in Saudi Arabia     

Sarai Blincoe  Christopher P. Garris 《Journal of Experimental Education》2017,85(2):278-290

Academic entitlement (AE) is increasingly associated with problematic behaviors and attitudes, including student incivility and endorsement of cheating. As research on this context-specific form of entitlement increases, no one has yet explored the rates of occurrence outside of North America. To investigate whether students at North American universities are alone in their endorsement of academically entitled beliefs and behaviors, we administered a bidimensional (entitled expectations and externalized responsibility) AE measure to university students in Saudi Arabia and the United States. Contrary to expectations, the Saudi Arabian students, particularly the women, reported on this measure higher levels of AE than the American students. However, in the Saudi sample, academic entitlement was associated with self-esteem and not with narcissism or independent self-construal. While these results challenge the assumptions that AE is an exclusive Western educational phenomenon, they also raise questions about the potentially different meaning of AE in non-Western cultures and the validity and reliability of AE measurement.  相似文献   

大学教师的学术工作：类型、特征及影响因素分析   总被引：4，自引：0，他引：4  

陆根书  黎万红  张巧艳  杜屏  卢乃桂 《复旦教育论坛》2010,8(6):38-44

本研究应用对三所高校500名教师的调查数据,探讨了大学教师学术工作的类型、特征及其满意度。研究发现：(1)大学教师主要围绕教 学与研究活动展开学术工作,从事这两类活动的时间占其工作时间的比例约为80%,而从事服务、行政活动的时间所占的比例不足20%。以教学 为主、以科研为主和以行政服务为主三类教师所占的比例分别为59.0%、25.6%和15.4%。(2)随着大学教师资历的提高,其学术活动逐渐转向以 研究为主。(3)大学教师在学术政策和学术性决策中影响力非常有限,学术权力行使不充分。根据上述研究结果,本研究提出如下政策建议： (1)转变大学教师的学术观,使大学教师从更广泛的意义上理解学术的概念及其内涵。(2)鼓励资历深的大学教师更多地从事教学活动,防止大 学教师随着资历的提高而脱离教学第一线。(3)扩大大学教师的学术权力,更好地平衡学术权力与行政权力的关系。  相似文献   

The relation between teacher-set performance goals and students’ mathematical achievement     

《Studies in Educational Evaluation》2016

The relation between teacher-set performance goals for 361 individual students and these students’ mathematics achievement was investigated. High performance goals were found to strongly relate to student performance, with an effect size of d = 0.80. The performance goals were set by the teachers at the end of a step-by-step procedure, consisting of initial teacher expectations, the use of data, and team input. This procedure was expected to decrease negative expectancy bias. Higher teacher performance goals than teachers’ initial expectations, so-called positive changes, were positively associated with the performance of initially low achievers. Initially high achievers, for whom the teachers made a positive change, performed worse than comparable students for whom initial expectation and final goal were the same.  相似文献   

安徽省立图书馆馆刊《学风》的文献价值   总被引：1，自引：0，他引：1  

江贻隆 《安庆师范学院学报(社会科学版)》2006,25(4):19-22

20世纪30年代,安徽省立图书馆馆刊《学风》,围绕整理中国文化、阐发安徽文献、培养民族意识、倡导良好学风的宗旨,刊发大量的高品质的学术文章。该刊也记录了教育家陈东原在图书馆领域的建树,保存了丰富的安徽文化史料,有较高的学术价值和文献价值。  相似文献   

Digital libraries： A testbed for multimedia technology     

庄越挺 《浙江大学学报(A卷英文版)》2005,6(11):1201-1203

INTRODUCTION One of the greatest attractions of a digital library is its multimedia resources humans can use for informa- tion retrieval to knowledge discovery and information integration. A problem of multimedia researchers is to find a so-called killer-Apps which can demonstrate well the potentials of research topics such as video sum- marization, semantic annotation, multimedia cross indexing and retrieval, etc. Deeper research and wider ap- plications of digital libraries revealed the…  相似文献   

面向捐赠本身:博克的捐赠观及启示     

齐永芹  邓凡茂 《培训与研究》2006,23(9):121-122,125

接受捐赠是大学找到的一个重要财源,来资助教学与科研,但某些捐赠也很有可能威胁着大学的独立与学术的自由,博克曾对捐赠的接受问题提出了独到的见解。本文总结了博克关于捐赠问题的见解,包括捐赠与学术自由、捐赠的来源及如何对待捐赠者的问题等等,并针对博克关于捐赠的论述还提出一些认识与思考。  相似文献   

康德的学术自由观——读康德《系科之争》     

周丽华 《比较教育研究》2007,28(4):19-23

康德的学术自由观建立在其自由观与国家观基础之上.在康德看来,在学术研究领域,应当存在一种自由平等的、建立在理性基础之上的争论.在这种争论中,运作的不是权力,而是真理.而这正是学术社团与其他社会组织之间的区别.  相似文献