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Svein Kyvik 《Higher Education Quarterly》2013,67(1):2-14
The purpose of this article is to examine the validity of perceptions by academic staff about their past and present workload and working hours. Retrospective assessments are compared with time‐series data. The data are drawn from four mail surveys among academic staff in Norwegian universities undertaken in the period 1982–2008. The findings show that many academic staff retrospectively perceive that expectations of their work and task performance have increased and hence that they now work longer hours. In contrast, when time‐ series data are used to measure changes in time use (on an aggregate level) no empirical evidence is found in support of this claim; instead, a slight decline in the average number of weekly working hours can be observed. Two possible reasons for this disparity are discussed. First, that heavier workloads do not necessarily imply that academic staff work longer hours. Second, that younger generations of academic staff may report fewer work hours than previous counterparts. 相似文献
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Researchers undertake a number of different research evaluation tasks, taking up a substantial part of their research time—estimated
to about one work month per year for a professor. This paper addresses the various evaluator roles and tasks researchers take
on, and the tensions they involve. How the research evaluator role may conflict with the researcher role and with societal
expectations is discussed, as well as the intrinsic tensions in peer review; including expertise vs. impartiality, evaluators
as neutral judges vs. exercise of power and influence, divergent peer assessments vs. the need for unanimous conclusions in
peer panels, peer review vs. increase in quantitative indicators, and accountability to society vs. peer review as preserving
the autonomy of science. The examination of these tensions provides insight in the political aspects of peer review, and a
basis for discussing an agenda for future studies on the role of peer evaluators. Major future challenges for peer review
concern how to meet demands for transparency and public accountability, and maintain academic autonomy. 相似文献
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Svein Kyvik 《Higher Education in Europe》2004,29(3):393-409
This article gives an overview and analysis of structural changes of higher education systems in Western Europe, and how the various countries have changed their systems over the last four decades. Emphasis is placed on the development of a non‐university higher education sector in most countries. The question to be discussed is the extent to which the various countries converge to a common structural model for the organization of higher education – either a binary system which is the most common model today, or a unified but hierarchical system as in the United Kingdom. 相似文献
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Vidar Gynnild John Tyssedal Lisa Lorentzen 《International Journal of Science and Mathematics Education》2005,3(4):587-607
In the late 1990s failure rates in a first-year introductory calculus course at the Norwegian University of Science and Technology
reached peak levels. This paper reports on findings from an action research project that was set up in 2002/2003 to improve
the situation. The study confirms that students approach their tasks differently which contributes to qualitatively different
learning outcomes. Furthermore, patterns of achievement in mathematics and physics in secondary education keep reoccurring
in the calculus course, even though the teaching and learning contexts are different. The paper does not provide any definite
answer as to why groups of students get involved in distinctly different learning processes, and it will take further research
to decide the nature of commitment to the learning tasks. However, inspired by the notion of ‘practices’ this paper raises
a discussion about the role of intentionality in learning processes. When doing mathematics, students are also in a process
of being engaged in and developing a practice. It is a major challenge for academic staff to contribute to communities of
practice that are conducive to learning. 相似文献
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In this paper we have set out to search for similarities and differences between the Nordic countries concerning patterns of competencies defined as scientific literacy in the Programme for International Student Assessment (PISA) study. The first part focuses on gender differences concerning the two types of competencies, understanding of scientific concepts versus skills in scientific reasoning, based on analyses of sum scores of groups of items. The second part focuses on differences and similarities between countries based on item‐by‐item analyses. Correlations between each Nordic country (as well as the Nordic group as a whole) and every other country have been used to look for a Nordic pattern. In the last part cluster analysis has been used to see how countries establish clusters and whether these clusters represent meaningful groups in a geographical, cultural or political context. 相似文献
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Svein Lorentzen 《Scandinavian Journal of Educational Research》2013,57(2):103-110
Citizenship education has never been looked upon as a special subject in Norwegian schools, but as part of the more vague and general aspect of socialization. As a changing, but always present field within the school subject of history, patriotism plays an important and interesting part in the textbooks. In this article, more than 50 history textbooks are examined, covering the period from about 1814, when Norway broke loose from the union with Denmark, through a period of union with Sweden into national sovereignty after 1905. 相似文献
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