EVALUATING AN INNOVATION

Investigations into EATE's particular style of development, and its effectiveness of approach in introducing and sustaining innovations, were thought to be important aspects in the identification of noteworthy strategies for bringing about change in issues relating to enterprise, economic and industrial awareness in institutions of initial teacher education. This article describes the composite thinking and support underpinning the eclectic evaluations of EATE‐funded initiatives. It discusses two essential, and sequential, steps — initial thinking about issues which need to be clarified before embarking on an evaluation, and the strategies for action, i.e. the practical activities which can then be carried out. The article is written with reference to the EATE initiative but ideas and considerations could, with ease, be applied to other innovations.     

ENTERPRISE AWARENESS IN TEACHER EDUCATION (EATE)

This paper sets out the rationale underpinning the setting up, delivery and evaluation of a major initiative in initial teacher education. The purpose of Enterprise Awareness in Teacher Education (EATE) is to incorporate enterprise, economic and industrial issues into all initial courses for trainee teachers. This is facilitated through an extensive programme of staff development. The article then goes on to record the processes and thinking behind one level of the evaluation of the initiative which has been incorporated into individual developments in institutions from the outset     

Monitoring Enterprise Awareness in Initial Teacher Education Courses

Abstract

This paper, written in a questioning and speculative way, raises some of the issues concerned with introducing enterprise awareness into courses of initial teacher education. In particular it focuses on competency and recording student achievement. We propose a taxonomy of objectives for enterprise awareness which should be helpful to course designers engaged in constructing a profile of the enterprising student teacher. Reference is made briefly to functional stages in course design and to the interaction between knowledge and understanding, attitudes and skills.     

Partnerships in Teacher Education: a response to The Business Partnership in School‐based/‐centred Initial Teacher Training

Abstract

This paper is a response to a Joint publication from Enterprising Approaches to Teacher Education (EATE), the Teacher Placement Service (TPS) and the Banking Information Service (BiS) (June 1994) which examined the validity of business‐education partnerships in initial teacher training. While supporting the essential points made by EATE et al, this paper stresses the need for permeation and flexible learning strategies in introducing and addressing these aspects of the curriculum and cites experiences from the school‐based Post‐Graduate Certificate in Education (PGCE) at the University of Bath.     

Evaluating Enterprise in Higher Education: the practical,methodological and ideological issues

This article explores the practical, methodological and ideological issues stemming from the evaluation of two enterprise initiatives in higher education. It considers the evaluation strategies adopted by the Enterprise in Higher Education Initiative (EHE) and the Enterprise Awareness in Teacher Education programme (EATE). A comparative analysis of their approaches to evaluating enterprise is offered along with a critical analysis of the evaluative approaches adopted. Some of the more general difficulties of evaluating enterprise are highlighted and the paper concludes with a consideration of the effect of political tensions upon the evaluations of programmes such as the enterprise programmes.     

KEEPING IT LIVE: STAFF DEVELOPMENT AS AN ESSENTIAL PART OF THE CHANGE PROCESS

This cross‐institutional evaluation assesses the effectiveness of promoting staff development as the central strategy for change within the EATE initiative. Increasingly, in institutions of initial teacher education as elsewhere, accountability requires output‐oriented staff who are able to attain given targets at reasonable cost. This “impact” case study is both explanatory and confirmatory, justifying the process of change specified by EATE in relation to organisational efficiency, current relevance and need.

The evaluation demonstrates how change can be effectively managed to improve teaching and learning within a short time scale and how EATE has played a critical part in opening up institutions to working with the business community, an integral element of the EATE strategy previously seldom encountered within initial teacher education.

The EATE initiative sought behavioural changes in participants through raising awareness, identifying the catalysts, better networking, the critical support of management and the business community, in order to keep it live and consequently embed thechange. Whilst staff in differing institutions perceived and defined some changes differently, the evidence suggests that strategies employed by EATE have been and are being efficient and effective contributors to the process of change.     

EATE and the Education of Primary School Teachers: problems and solutions seen from the perspective of a centre for primary teacher education

Abstract

The need for enterprise awareness is acknowledged: however, analysis of ‘enterprise’ reveals an ambiguity between enterprise as a personal quality, and enterprise as the activity of the entrepreneur. This creates conflict for those engaged in the education of primary school teachers. It is argued that both concepts of enterprise have something of value to offer Primary Education, and that both are concerned with the practical achievements of the educator. A model for implementation of the EATE initiative is proposed which resolves a conflict between the ideal and the instrumental in Primary Education. This provides a synthesis which allows for a productive partnership between EATE and institutions concerned with the education of primary school teachers.     

Enterprise,Economic and Industrial Awareness: making the links in initial teacher education ‐‐ two case studies

Abstract

Two case studies of work in initial teacher education provide the stimulus for a discussion of the incorporation of enterprise, economic and industrial issues within student programmes’. The first case study describes a seminar at Manchester University where these issues are introduced to students within the constraints of a 36‐week PGCE course. The second describes IT‐INSET activities undertaken by primary BEd students from Edge Hill College of Higher Ecucation.

A number of issues are raised, not least of which is the need to overcome student concerns about the incorporation of the National Curriculum cross‐curricular themes into teaching. The conclusion reached is that much work remains to be done and some possible future developments are examined.     

论创业教育热背景下高职学生创业意识的培养

高职学生创业意识教育实质上是一种素质教育,它对高职院校创业教育的开展,对高职学生创业能力的培养和综合素质的提高以及就业都具有重要意义。通过加大对创业教育的宣传力度、建立完善的创业教育体系、营造宽松的文化氛围和构建创业服务体系等途径和策略可以实现高职学生创业意识培养的目标。     

Riding over socialism and global capitalism: changing education governance and social policy paradigms in post‐Mao China

In coping with the challenges of globalization, various reform measures, in the field of social policy, have been initiated in post‐Mao China. Strategies such as privatization, marketization, commodification and societalization have been adopted to redefine the relationship between the state, the market and other non‐state sectors involved in social policy provision and financing. In particular, the restructuring of state‐owned enterprises and the de‐monopolization of the state in social policy provision has inevitably led to significant changes in the post‐Mao welfare regime. This article has chosen a theme ‘riding over socialism and global capitalism’ to examine how the Chinese government reinvents its social policy delivery by adopting new governance strategies to cope with the growing impacts of globalization. With particular reference to higher education, this article focuses on how the three major aspects of higher education governance, namely, provision, financing and regulation, have changed since the economic reform started in the late 1970s. This article concludes by asking whether the introduction of new governance strategies and new reform strategies in education have weakened the state capacity.     

谈高师初等教育专业数学方法论课程教学的改革

数学方法论是初等教育专业的一门重要课程。课程改革应以转变教育思想为前提,以教学内容和课程体系整体优化为核心,辅之以教学方法与教学手段的改革。学生通过这门课程的学习,应初步形成在小学数学教育中以培养学生的数学素养、创新思维、应用意识为基本教育目标的思想和方法。     

Industry‐related Work in Initial Teacher Education: a decade of development

Abstract

In the last decade, against a background of growing links between industry and schools, industry‐related work in teacher education has undergone a considerable expansion, in terms of numbers of courses, of time devoted and of numbers of students involved. Influences on this expansion have included the initiatives of individuals, the work of link organisations, course criteria in OES circulars, a spreading conviction of the relevance of industry‐related work to the personal and professional development of teachers, the stimulus of networks and partnerships of institutions and industries and the work of specific externally‐funded projects, including Industrial and Commercial Perspectives in Initial Teacher Education (ICP) and Enterprise Awareness in Teacher Education (EATE). During this period there has been a ‘conceptual shift’ in the idea of industry‐related work to include enterprise capability, as well as economic and industrial understanding; in tune with this shift, the accent in courses has been increasingly placed on practical experience and negotiated investigational activities.     

Leveraging Globalization as a Policy Paradigm for Higher Education

While globalization poses challenges, it also offers powerful opportunities for the higher education community to play a key role in shaping the future. This article explores globalization as a policy paradigm, both from international and local (Australian) perspectives. It first looks broadly at various strands of globalization - economic, political, cultural, technological - and suggests how each may relate to higher education. The specific example of Australia is then used to illustrate how one government is currently addressing globalization issues of particular concern to it: the promotion, protection, and quality assurance of education as an international enterprise. The government has used concerns about globalization as a "lever" to introduce new legislation extending control over the higher education sector. The author concludes by arguing that, like governments and other bodies, the higher education community can "leverage" globalization to judiciously move debate and shape future policy directions.     

AN INVESTIGATION INTO THE PRIOR ECONOMIC EXPERIENCE OF PRIMARY EDUCATION STUDENTS

In a previous paper (AEHE vol. 17(2) pp. 69‐88) Alistair Ross explored student teachers’ backgrounds and economic experiences, relating this to their economic and industrial understanding.

In this complementary paper he draws on the work of his research group and its EATE‐sponsored project to examine student teachers’ attitudes to economic issues and to their perceptions of teaching as work. In particular, the paper discusses students’ attitudes to the English and Welsh national curriculum cross‐curricular theme: economic and Industrial understanding (EITJ).     

AN INVESTIGATION INTO THE PRIOR ECONOMIC EXPERIENCE OF PRIMARY EDUCATION STUDENTS

This paper summarises the findings of an analysis of primary education students’ backgrounds and economic experiences, relating this to their economic and industrial understanding. The research was conducted in the 1990‐91 period by the Primary Schools and Industry Centre of the Polytechnic of North London, under the sponsorship and aegis of E ATE. The project team consisted of the present writer with Merryn Hutchings (PNL) and John Ahier (Homerton College). The full research report is published by EATE as The Economic and Industrial background, understanding and attitudes of Student Primary Teachers: EATE Research Report No. 1.     

A future for adult lifelong education in Aotearoa New Zealand: neoliberal or cosmopolitan?

This paper sets out to answer two questions ‘Given the policy settings for lifelong learning for adults in Europe and much of the western world, what are the policy settings and experiences in Aotearoa New Zealand?’ and ‘Will the future of adult lifelong education there be neoliberal or cosmopolitan?’ The article first examines some of the roots of post‐compulsory education policy in Aotearoa New Zealand over the last 30 years. In particular it considers trends in philosophies and practices about educating adults as well as some of the varied policy discourses prevailing over this period. Next it reviews the ever‐changing policy landscape, in particular unresolved tensions between social and economic goals, the acquisition of skills for learning for living and dialogic social purpose learning, and attainment of social cohesion and recognition of diversity. Finally the paper attempts to preview how these tensions may play out in an uncertain future.     

新时期高校学生社会实践活动实效性探析

社会实践活动是高校思想政治教育的重要渠道,是推进大学生素质教育的重要措施和人才培养的重要环节,是实现人才全面提升的最基本、最重要的途径。然而,高校学生社会实践尚存在着诸多的问题亟待解决。本文就高校学生社会实践中存在的问题及如何更深入、更有效地开展好社会实践活动,在理论环节上做了进一步探索和思考,在实践环节上提出了一些有益的建议。     

Structural and pedagogic change in further and higher education: a case study approach

The article reports on case study research carried out in two education institutions introducing information learning technology (ILT) as an enhancement to the learning experience. The approaches to change in each institution, described as structural and pedagogic, represent different strategies emanating from what might be polar opposites in the organizational structure. The research focuses on a university, where change is promoted by the lecturing staff interested in pedagogic developments, and a college of further education, where the Senior Management Team drive through structural changes which impact on traditional methods of course delivery. A range of leadership theories are employed to discuss the two cases and a leadership model proposed which, within the context of pedagogic and structural domains of interest, encourages staff in education institutions to develop better understandings of the parameters, interests and issues impacting on their respective roles.     

国际商务谈判教学中的文化欠缺

国际商务谈判在现代经济生活中越来越重要，它也是许多经济类院校的一门必修课，但当前国际商务谈判的教学中存在着很多的问题。文章试图从诚信教育、行为语言、思维方式的差异、合作意识与团队精神等四个方面来论述在国际商务谈判教学中存在的文化欠缺。     

About time: a metacognitive view of time and workload created by technological advancements in an ODL environment

Management of time and workload is influenced by the quality of awareness of impacting factors. Faculty has to attend to many responsibilities, with technology in teaching a recent but game-changing impacting factor. This article is a case study which explores the metacognitive awareness of the impact of technology on teaching, learning and research by a senior professor at a distance education institution. Current research often focuses on institutional policy, with less attention being paid to how staff consciously reflect on it. Although policy creates necessary frameworks, a healthy and comprehensive awareness of relevant issues is required for making informed decisions about time and workload. Many academics are so accustomed to being overworked that they seem to become unaware of the rising heat, much like the proverbial “frog in a pot of slowly heated water.” What is suggested is that faculty should be skilled in metacognitive awareness strategies, in order to better manage their time and workload.