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1.
Lewis Elton 《Higher Education Quarterly》1992,46(3):252-268
It is argued that, basically, academics engage in three activities: teaching, research and scholarship, and that the activity of scholarship must be recognised and separately funded. The concept of scholarship is derived from its historical roots, according to which it supports both teaching and research, but is extended to support all activities in which academics engage. This makes it possible to develop an expanding system of higher education in which all academic activities are appropriately recognised and rewarded and which can operate with significantly lower unit costs than has been the case in the past. However, the need to provide funding for scholarship puts a lower bound to acceptable unit costs. 相似文献
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J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
3.
This study examines the impact that collective bargaining has on multiple dimensions of teacher compensation, including average and starting salaries, early and late returns to experience, returns to graduate degrees, and the incidence of different pay for performance schemes. Using data from the School and Staffing Survey (SASS) and a more recent data set, the Teacher Rules, Roles and Rights (TR3), we find that collective bargaining has a significant impact on all aspects of current, qualification-specific salary schedules. Further, we find some evidence that bargaining impacts the design of performance pay plans. Specifically, unions tend to encourage teacher bonuses that are based on additional qualifications or duties, but discourage bonuses that directly reward improved student test scores. 相似文献
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Lewis Elton 《Teaching in Higher Education》2013,18(2):257-260
As a contribution to the debate, this article analyses the different meanings of the word 'love' and uses this analysis to demonstrate that good teachers love both their subject and the teaching of it, and that this involves them in respecting researchers in both their subject and in pedagogy. 相似文献
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Lewis Elton 《Assessment & Evaluation in Higher Education》1984,9(2):97-115
The evaluation of teaching and the assessment of teachers are similar activities with very different aims. Both are feasible, once we abandon the idea that they have to be based on explicit criteria of good teaching. This point is argued both on the basis of experience with established practice in higher education and through a comparison with similar practices in other professions. The latter leads to the construction of a model which uses students, peers, self and superiors in a way that allows an active role to the person assessed. Finally, attention is drawn to the need for an educational development unit to provide training, help and counselling as an adjunct to assessment. 相似文献
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This article presents a comparative analysis of the German and UK higher education systems and their relationship to graduate employment. It scrutinizes the complex interconnections between (1) higher education systems and traditions; (2) the role of higher education in the state, society and the economy; and (3) the views of graduates as expressed in interviews. We explore how far and in what ways opinions, expectations and experiences are shaped by (1) national traditions and culture and (2) current economic, social, political and educational developments. We find that today’s student expectations and perceptions are shaped and transformed by economic, political and social factors, including potent higher education beliefs dating back to earlier centuries, as illustrated by the reflections of graduates five years after graduation. The analysis explores the commonalities within each country grouping which lead to striking differences between the countries that transcend the mostly country‐independent disciplinary differences. The analysis has possible implications for the Bologna protocol and issues of European comparability. 相似文献
9.
An analysis of medical schools was conducted by means of a factor analysis of multiple demographic measures. Three factors emerged which described the principal dimensions that characterize four-year medical school environments. Upon comparing these factors with a previous study, it was apparent that the environmental characterization for medical schools have remained generally constant over the last several years. An additional factor, Graduate Emphasis, was, however, identified. A visual representation is presented to demonstrate the similarity of the medical schools on these three factors. 相似文献
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