伦敦大学校外生制与我国高等教育自学考试制度的比较研究

伦敦大学校外生制与我国高等教育自学考试制度都是考教分离的成人高等教育制度。通过对这两类处于不同国度的成人高等教育制度进行比较和思考,可以发现它们虽然是不同高等教育制度的产物,但都证明了考教分离的优越性和生命力。在成人高等教育学历越来越缺乏竞争力的今天,这种考教分离的教育制度为我国成人高等教育的改革方向提供了很好的参照。     

高校网站外宣翻译失误探讨

高校网站外宣翻译存在的问题主要体现为忽视受众。本文指出,高校网站外宣翻译应充分考虑受众的审美诉求、文化背景和实际需求,有效发挥外宣文本的交际功能,试图为提高高校英文网站建设水平提供借鉴。     

英国伦敦城市大学招生政策及其启示

英国伦敦城市大学紧紧围绕服务于伦敦这座世界商业和金融之都办学,其招生政策是实现其办学目标的重要一环.本文选取伦敦城市大学为个案,着重论述其招生原则、入学要求和公平入学政策,旨在对我国同类高等院校制定招生时有所启发和借鉴.     

贵州省高校图书馆网络化建设

结合现代信息技术不断发展的趋势,有针对性地提出我省高校图书馆网络化建设的可行性方案。     

贵州省高校图书馆网络化建设

结合现代信息技术不断发展的趋势,有针对性地提出我省高校图书馆网络化建设的可行性方案.     

University students' perceptions of influences on external studies

Fifty‐three external university students and a comparison group of 51 on‐campus social and political theory students responded to a written questionnaire on their perceptions of the factors influencing their external studies. Responses were obtained to objective questions and by written open‐ended advice to two hypothetical prospective external students.

In both sets of responses students identified family, job and life circumstances as major influences on external university study.. Advantages of external study were self‐reliance and finances, and disadvantages were related to access to the library and academics' demands. Students expressed preference for studying on‐campus or by the combination of campus and external courses which was available at the university. The study provides base‐line data about students' perceptions of contextual frames or constraints on external study.     

伦敦大学及其远程教育的发展

伦敦大学的建立促进地英国高等教育的发展和古典大学的改革，它的校外学位制开创了函授高等教育形式，推动了英国及全世界的大学扩展运动，成为远程高等教育的历史源头。     

The external degree programme at the University of Zambia

Former Head of the Department of Correspondence Studies at the University of Zambia, as well as lecturer/course adviser in the same department.     

Managing change successfully: a case study at Brunel University London

ABSTRACT

The aim of this paper is to share a case study from Brunel University London’s Department of Life Sciences, where a change project was established to manage a significant increase in undergraduate student numbers. It gives an insight into the key factors behind the successful implementation of change, in particular focusing on how the project empowered academic and professional services staff to work together to develop shared solutions. It also emphasises the importance of adopting a project management approach, and the benefits a structured project framework can offer when managing change. Examples of specific solutions developed by the project’s work streams are reviewed, along with an analysis of the overall impact of these. These solutions enabled the Department to transition smoothly to a significantly increased student intake without negatively affecting staff workload or the student experience. It is hoped the lessons from this case study will be helpful to those seeking to embrace the challenges of the shifting higher education landscape, by demonstrating a way to successfully manage and implement change which is both positive and effective.     

The role of external studies in the Australian University structure

International Review of Education -     

伦敦大学与英国高等教育的近代化

伦敦大学的创立是19世纪英国高等教育改革运动的开端.在功利主义的导引下,伦敦大学对古典绅士教育传统进行必要修正,对大学目标、学科与课程等作出重大调整,全面启动英国高等教育的世俗化、平民化与泛智化进程.     

伦敦大学学院的教学助理制度及其特点

伦敦大学学院的教学助理既是教授的助理,又是未来大学教师的后备军,还是学生的服务者。他们不仅缓解了教授的教学负担,还为大学注入了新鲜血液,服务学生,保障教学质量。伦敦大学学院制定了严格的教学助理选聘条件,对教学助理实施全程培训与客观评价。这种卓有成效的教学质量保障机制,确保了伦敦大学学院高质量的本科生教育。     

新时期清华大学后勤的改革与发展

清华大学后勤的改革发展是清华大学建设世界一流大学的重要组成部分。新时期清华大学后勤面临新的机遇和挑战。笔者着重阐述清华大学后勤改革的基本原则;从后勤机构改革、人才培养和后勤服务保障体系发展方向等多个方面阐述了新时期清华大学后勤改革和发展规划;提出了“继续深化后勤机构改革,建立完善的后勤人才培养体系,走专业化和科学化道路,建设后勤保障服务体系”的基本思路。     

英国伦敦大学教育学院在职教师培训课程的研究

本文研究了英国伦敦大学教育学院在职教师培训课程类型，课程内容，与培训方式，介绍了英国伦敦大学教育学院在职教师培训课程中的荣誉学士学位课程，高级学位课程，特别课程与短期课程的课程模块。简要论述了英国伦敦大学教育学院在课程体系中贯彻的“教师教育－终身教育”思想，及发挥高等师范教育优势资源，为各种层教师的职业发展提供高质量服务的作法。     

伦敦大学教育学院的博士生培养及其特色

英国伦敦大学教育学院作为一流的教育和研究中心,其博士生培养工作在英国始终名列前茅。其灵活、多样且注重质量的培养体制,严格的中期学术检查和评估,以能力为本的教育方针,对我国博士生的培养工作有很多启示。     

英国大学教育学院的课程及教学特征--以伦敦大学教育学院为例

伦敦大学教育学院是享有世界声誉的教育研究中心,它通过提供大量多样的课程,培养各个层次的教育人才,吸引了来自世界各国和各个地区的学者和学生.伦敦大学教育学院开设的教师职前教育课程、硕士学位课程和博士学位课程各有特色,在教学上反映出教学安排灵活、理论联系实际和导师指导与自学相结合的特征.     

Academics’ resistance of external course pressures: Attempts to establish external studies at Monash University 1958–70

The control of funds has enabled the Commonwealth Government of Australia to achieve just recently the successful introduction of distance education programmes to Monash University, even though provision of correspondence classes was written into the objects of the university, founded thirty years ago. This paper seeks to explain why earlier attempts failed, through reference to academic structure, academic rationale, and the role of governing bodies.     

Graduate degrees by external studies: the Nova University programmes in Florida

This article examines the graduate degrees by external study programmes offered by Nova University, Florida. These programmes have generated much criticism from traditional institutions in the United States of America, but the success of the programmes rests on the quality of academic staff recruited, programme evaluation techniques and student demand for the awards.     

University continuing education in a neoliberal landscape: developments in England and Aotearoa New Zealand

This paper explores the impact of changing higher education policies and funding on university adult and continuing education in England and Aotearoa New Zealand. It discusses some of the contextual factors contributing to sustaining continuing education in New Zealand, against the tide of developments elsewhere, and in spite of its subjection to the influence of neoliberal policies since the 1980s: an ethos of public knowledge dissemination, acknowledgement of the universities' role as ‘critic and conscience’ of society, a broad commitment to educational equality and a strategic as well as pragmatic approach. The paper describes developments in one New Zealand continuing education department as it experiences institutional and political change. The author concludes that, in spite of demonstrating considerable resilience, the structures and activities of continuing education departments in New Zealand are as fragile as they have been in England. ‘Radical hope’ is advocated as the university‐based adult educator's response in difficult times. It involves challenging the assumptions of neoliberalism, and reaffirming the political nature of adult education.