Knowledge hustlers: Gendered micro-politics and networking in UK universities     

Emily Yarrow 《British Educational Research Journal》2021,47(3):579-598

This article explores the role of gendered academic networks in the context of research evaluation, and women’s lived experiences of UK universities. Gendered power is conceptualised as an important aspect of inequality regimes, providing insight into how men maintain power and how power dynamics and informal networks function, characterised in this article as ‘the hustle’. A case study comprising 80 in-depth, semi-structured qualitative interviews was completed in a UK university. Acker’s theory of inequality regimes informed the central analytical framework, and Bradley’s resource-based theory of power was used to explore the power dynamics in the case study. The findings have resulted in the creation of a conceptual framework which theorises the hybridised nature of inequality, gendered power and organisational lived experience, in which inequality regimes and gendered power interact and are mutually reinforced through informal processes. This article argues, from the findings of the empirical research, that in the context of the neoliberal university, inequality regimes and gendered power interact, and are mutually reinforced through informal processes and networks—‘the hustle’.  相似文献   

Teacher judgments at zero-acquaintance: A social accuracy analysis     

《Contemporary educational psychology》2021

How accurate are teachers’ first impressions and what moderates the degree of first impression accuracy? In previous teacher judgment accuracy research, teachers judged students who were well-acquainted to them, focusing on single traits. Here, we follow the zero-acquaintance paradigm and apply the Social Accuracy Model (SAM; Biesanz, 2010) to examine teachers’ first impressions regarding students’ personality profiles. Three groups of perceivers (student teachers, experienced teachers and psychology students; N = 285) rated students’ (N = 10) academic self-concept, intrinsic motivation and intelligence based on brief videos. SAM analyses revealed that teachers were accurate regarding the average students’ profile of characteristics (normative accuracy), but were not successful at detecting students' unique personality profiles (distinctive accuracy). Moreover, likeable students and those evaluated as more physically attractive were perceived with higher normative accuracy. Personality similarity and teaching experience were unrelated to accuracy. Implications for teacher judgment accuracy research and educational practice are discussed.  相似文献   

基础教育研究2020年度发展报告--2020年《中小学教育》论文转载情况统计与分析     

廖鲜梅  张雅慧 《课程.教材.教法》2021,41(3):129-136

通过对2020年度人大复印报刊资料《中小学教育》转载论文的统计分析可以看出,文章来源较为广泛,在被全文转载的文章中,其源报刊所占篇目较多的依次为《课程·教材·教法》《教育发展研究》《教育科学研究》。从第一作者所属单位性质来看,高校仍然处于绝对主体地位。基础教育研究的热点主要集中在疫情下的在线教育研究、教研转型、综合素质评价、教师培训专业化、学生学业负担与精准减负等方面。  相似文献   

Compelled to Compete: Chinese graduates on employment and social mobility after international and domestic study     

《International Journal of Educational Development》2021

The article offers unique insights into international and domestic graduates’ career progression and social mobility experiences in China. Drawing on in-depth interview data with master-level graduates, the analytical results reveal that the majority of the participants (both domestic and international) perceive that international graduates have more opportunities and better career progression, but the analytical results show that both domestic and international graduates secured positive employment outcomes. Significant gender disparities exist, as women, both international and domestic graduates, are still disadvantaged in terms of occupational attainment and career prospects and report lower employment satisfaction. All domestic graduates reported not only positive employment outcomes in the labour market but upward social mobility. In contrast, the majority of international graduates reported not having achieved the same level of social status as their parents. Graduates’ differentiated relations to China’s state institutions of Bianzhi, Danwei and Hukou and social connections (Guanxi) heavily influenced their employment trajectories and social mobility. We argue that the participants’ conflicting perceptions are linked to the intense labour market competition encouraged by the sustained expansion of domestic higher education enrolment and amplified by the increasing number of international graduates. The societal institutions defuse to some extent conflicts over economic interests arising from the marketisation of social life.  相似文献   

浅议绿色会计的建立与发展     

周剑 《湖南广播电视大学学报》2005,(2):53-54

绿色会计是近十年来发展起来的会计学科的一个重要分支，在西方发达国家，成为一个热门话题。绿色会计的研究把企业的经济效益和整个社会效益结合起来，更利于社会经济的可持续发展。  相似文献   

邹文海关于自由与权力的研究     

兰利新 《鞍山师范学院学报》2020,(1):10-16

邹文海作为中国早期杰出的政治学家,其对“自由与权力”的思考详见于他早期的著作和政论中。尽管他的思考是立足于当时的时代背景和政治局势,但是他对于“自由与权力”的种种创造性见解对于今天的政治学研究主题仍具有深远的影响和借鉴意义。邹文海创造性地吸收了社会学、心理学和文化人类学的观点,提出自由是一种心理感觉,权力是建立在人民同意的基础之上的。他从社会习俗的角度出发,对二者进行论证,并辩证地认为自由与权力是一种相反相成的关系。  相似文献   

Assessing collaborative learning: big data,analytics and university futures     

Peter Williams 《Assessment & Evaluation in Higher Education》2017,42(6):978-989

Assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally stored student activity data, open new practical and epistemic possibilities for assessment, and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge, this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address twenty-first century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts.  相似文献   

原发性高血压与心理社会行为因素     

黄俊虎 《福建师大福清分校学报》2007,(5):103-105

原发性高血压在我国发病率高,但知晓率、治疗率和控制率很低,本文通过探讨心理社会行为因素与原发性高血压之间的关系,深入对原发性高血压的认识,加强防范意识,积极开展一级预防,在药物治疗的基础上重视心理行为治疗,降低高血压的发病率、病死率,使我国的高血压防治工作取得长足进步.  相似文献   

Internet流量与负载均衡的研究     

李文正  郭巧  郭为民 《上海大学学报(英文版)》2005,9(2):143-146

Load and traffic balancing for the Internet are analyzed. An intelligent domain name system(DNS) policy for the control and management of content distribution networks (CDN) is presented. An CDNs network based Urtitech IntelliDNS is built, and performance of the network in realizing traffic and load balancing is measured. It is proved that CDNs provide a valuable service and the methods are feasible.  相似文献   

Stealth marketisation: how international school policy is quietly challenging education systems in Asia     

Hyejin Kim 《Globalisation, Societies & Education》2019,17(3):310-323

Across Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families – outside of expatriate communities – view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies – compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for ‘choice’ as a value, nor are there public discourses around international schools in the region celebrating ‘choice’ in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity.  相似文献