大学生国际流动对人力发展和全球理解的贡献

在高等教育国际化的进程中 ,大学生国际流动已经从无组织或自发的行为进入到有组织的形式 ,并且也已经成为各国经济竞争的一个重要方面。本文考察了全球范围内大学生流动的趋势 ,并重点以欧盟的依拉斯玛斯计划为例 ,分析了大学生国际流动的重要作用 ,以及阻碍大学生国际流动的因素与可能的解决方案。研究表明 ,大学生国际流动有助于人力的发展和全球的相互理解 ,应当进一步推动大学生的国际流动。     

Student Mobility from a Greek Perspective: Benefits and Difficulties as Expressed by the Participating Students

This article presents the case of student mobility through the ERASMUS programme at the University of Patras in Greece. Through research based on official records, questionnaires and interviews with students of the University of Patras who participated in mobility programmes during the period 2000–2005, this article examines the way Greek students perceive their participation in the ERASMUS programme, the problems and difficulties they encounter as well as the benefits they deem they derive from their participation.     

A Bourdieusian analysis of the participation of Polish students in the ERASMUS programme: cultural and social capital perspectives

In this paper we examine the perceptions of ERASMUS agents’ of Polish students’ participation in the EP. We provide a Bourdieusian analyse of the cultural and social capital acquisition of students based on the qualitative data, collected through semi-structured, in-depth interviews with Erasmus agents, of a European research project. We argue that: Polish students’ participation in the EP has a positive impact on their academic achievement, cultural, social and linguistic capital, but, at the same time, it has a negative impact on degree completion of students as they get highly paid jobs, which prevent them from fully developing their cultural capital; ERASMUS Tourism has its value and place in the EP, because it provides students with the opportunity to develop their cultural, social and linguistic capital; and a Bourdieusian analysis of the experiences of ERASMUS students provides a better understanding of the impact student participation in the EP on their development.     

Inter-University Cooperation and ERASMUS: The Integration of French LEA Students in British Undergraduate University Courses

With the advent of the ERASMUS programme a new impetus has been given to the exchange of students between countries within the European Community. Having outlined the aims and objectives of ERASMUS, the authors take as a case-study the development of links between the Universities of Birmingham and Grenoble III (Stendhal University), from the initial inter-university agreemart to the creation of an ERASMUS diploma. The problems posed by diffetences in university systems and practices in Britain and France are identified. Academic issues discussed include the relative merits of contrastive and complementay study programmes, the tailoring of course packages to the needs of specific groups of students, linguistic difficulties, assessment and validation procedures. After a brief consideration of practical arrangements, the article concludes with an evaluation of lessons which are to be learnt and of the extent to which such an initiative might be said to fulfil the ideals of the ERASMUS program.     

Engineering Education in ERASMUS: an overview

The ERASMUS Programme has meant a leap forward in both the quality and the quantity of student exchange programmes in engineering. About 4700 engineering students will be involved in the first three years of the programme. There is a variety of organisational patterns in the inter-university co-operation programmes, ranging from bilateral exchanges of short duration (three months) to fully integrated multilateral programmes leading to a double qualification. The ERASMUS exchanges have proved to be highly beneficial to students: in addition to the basic academic training, the period abroad allows students to improve their language proficiency, obtain cultural and social enrichment, and develop important personal virtues like openness, adaptability and the ability to stand on their own feet.     

欧盟“伊拉斯谟计划”及其意义

伊拉斯谟计划作为欧盟(欧共体)推动的欧洲国家间的大学生流动计划,为我们提供了了解欧洲高等教育跨国合作的一个独特视角。本文通过阐述伊拉斯谟计划的实施背景、目前情况以及相关评估,指出了欧盟在该计划之外致力于推动高等教育国际化的新举措。     

Political and Individual Rationales of Student Mobility: a case-study of ERASMUS and a French regional scheme for studies abroad

The aim of this article is to analyse political rationales for promoting student mobility in Europe and discuss these in the light of individual experiences of mobile students. Since the creation of the ERASMUS programme in 1987, student mobility in Europe has been the subject of unusual political promotion. More recently, in the context of the Bologna process, the goal of increasing student mobility has been reaffirmed by various higher education actors. Student mobility is thought to be both a component of the European Higher Education Area and one of its outcomes. Beyond this apparent widespread acceptance, we examine, on the one hand, underlying legitimating ideas and rationales that accompanied the institutionalisation of student mobility by the European Commission and a regional French authority. We also discuss the extent to which drives for mobility and outcomes at the individual student level are in line with the political perceptions and expectations of the above‐mentioned institutional actors.     

UMIST,IDN, NTUA,TUM, ULB: a successful European Exchange Programme

In this paper we describe a successful exchange programme between a number of European technological institutions in the fields of Automatic Control and Computer Science which has existed for nearly a decade. Although the programme started initially through a research interaction between the professors, it now has major student exchange and teacher exchange components. The programme has been financed partly by the participating institutions and partly from EEC funds (ERASMUS, ESPRIT, Stimulation action etc.).     

HANDICAPPED STUDENT SATISFACTION

This study was undertaken to investigate the relationships between selected student characteristics and measures of perceived campus and support service satisfaction of handicapped students enrolled in three comprehensive community colleges in Missouri. It was expected that specific information could be provided for decision making at the participating institutions regarding the handicapped student with special consideration to campus factors and support services. Significant correlations were found between students’ usage of specific services and their satisfaction with campus environments in general. Those specific services include: vocational evaluation, vocational counseling, instructional modification, and consumer services. Significant correlations were found between students’ usage of support services and their satisfaction with those services. High usage‐high satisfaction services included: learning centers, tutors, counseling, instruction modification, test arrangement, career exploration, job placement, equipment modification, notetakers, readers, and writers. Handicapped students used and were satisfied with the majority of services provides.     

IMPLICATIONS OF SOCIAL ROLE RESEARCH FOR COMMUNITY COLLEGES

The authors present a rationale for using social roles as the basis for improving the community college institution through curriculum development, faculty and student services improvement, and institutional enhancement. The construct social role is defined as a pattern of behaviors and attitudes related to a specific function or position as expected by society. Havighurst's original social role concept provides background information for the current research project. This research attempted to revitalize Havighurst's social role theory within a contemporary context. Toward this end, data were collected from 300 adults. The data collection methods controlled for an equal number of respondents grouped by age, gender, and SES level. The implications for the community college and its primary mission were presented in the areas of curriculum development, and faculty and student services, as well as implications for the community college as an institution.     

THE CHANGING ROLE OF CAREERS SERVICES IN HIGHER EDUCATION IN THE UNITED KINGDOM

The strength of specialist careers advisory services in United Kingdom universities is linked to the in loco parentis tradition and also to the tradition of occupational flexibility on graduation. The evolution of such services from appointments boards to careers services is traced in terms of three sequential changes: the impact of counselling, the growth of careers education, and the move towards an open‐access style of delivery. The overlap of roles between careers services and teaching departments is analyzed in relation to individual guidance and placement, and particularly in relation to careers education. The extent of overlap tends to vary between vocational, semi‐vocational, and non‐vocational courses. The emergence of the concept of personal transferable skills has encouraged new forms of partnership between careers services and teaching departments. This development raises questions about where careers services should be located organizationally within higher education institutions. Should they, for example, be aligned to other student services, to academic services, or to marketing services? What organizational benefits do institutions seek from such services? Are they part of the core offer made to students, or additional.services which are open to. review in terms of their specific costs and benefits?     

Eligibility and classification decisions in educational settings: Issuing “Passports” in a state of confusion

Eligibility and classification decisions have become an integral part of the American educational system, but the process of making these decisions remains poorly understood. Subjects for this investigation of this decision-making process were 223 educational professionals. Each was given referral and assessment information reflecting average performance for a hypothetical student and asked to make decisions about that student. In their decisions, 51% declared the student eligible for special services; 61% indicated the presence of mental retardation, learning disabilities, and/or emotional disturbance. Several subjects indicated eligibility for services, but did not classify, or indicated ineligibility for services, but classified the student. Learning disabilities was the most popular classification. Student characteristics and the subjects' professional roles and knowledge of assessment/ measurement principles affected decisions made; however, greater training and knowledge did not lead to significantly better decisions. It is apparent that more care must be taken by decision makers in the use and interpretation of assessment information.     

Supporting Veteran Transitions to the Academic Setting: VA on Campus

In this case study, we assessed academic functioning, service satisfaction, and needs of student veterans at a community college who had accessed the Veterans Health Administration (VHA) Student Veteran Health Program (SVHP) (n = 36). The SVHP provides outreach and behavioral health services directly on a large community college campus to overcome common barriers to engagement in mental health care (e.g., distance from a VA medical center). Academic difficulties that were most commonly reported were in the areas of retention of information, meeting deadlines, and cooperation with other students. Overall, the majority of student veterans who received services in the SVHP were satisfied (76.5%). Services targeting attention and concentration and utilization of educational benefits were highlighted as important by student veterans. This case study of VA services delivered within the community college setting provides important insights into how to design VA services to target the needs of student veterans. Specific recommendations for supporting student veterans on a community college campus are discussed.     

Reviews

The Philosophy of Higher Education Commitment to Higher Education
The Idea of Higher Education
Diverse Experiences Making Sense of Experiential Learning: Diversity in Theory and Practice
Improving the Process of Learning Helping Students to Learn: Teaching, Counselling and Research
The Nineties' Battle of the Curriculum First Degree. The Undergraduate Curriculum, Geoffrey Squires
Wandering Scholars Learning in Europe: The ERASMUS Experience - A Survey of the 1988S9 ERASMUS Students     

ASSISTING QUALITY ASSESSMENT AND IMPROVEMENT IN THE HIGHER EDUCATION INSTITUTIONS OF SLOVENIA

There are two universities in Slovenia which undertake research and teaching and offer professional services. The quality of the research performed by faculty members is assured by strict quantitative bibliographical criteria employed in the faculty rank award procedure. The criteria for teaching quality are less well defined. The new Higher Education Act of 1993, organized university staff development, the appearance of an integrated information system, and student evaluation of faculty teaching performance with the aid of student questionnaires can all be regarded as extrinsic assistance to intrinsic efforts on the part of faculty, students, and their organizations. Slovenia will endeavour to broaden and deepen its co‐operation with international organizations and foundations in the field of quality assessment and improvement of higher education institutions, particularly the quality of the teaching they offer.     

澳大利亚高校的学生教育管理——以悉尼大学为例

以悉尼大学为例,介绍了澳大利亚高校学生教育管理四个方面的特点,从新生入学教育、就业指导服务、心理健康咨询、危机事件处理、信息技术的应用、学生组织的作用、校园文化活动、思想道德教育等八个方面,对澳大利亚高校学生的日常管理和教育的实际运作情况进行了具体描述和分析思考。     

大学生就业选择影响因素及应对机制的建立

大学生在职业选择时,主观上要求在规避职业风险的同时,实现教育投资的收益最大化。就业市场的分割性收益差异、人力资本的流动不顺畅及人力资本的专用性是大学生偏好于沿海较发达地区、偏好于城市和垄断行业就业的主要因素。据此,国家应对赴西部基层及农村地区就业的大学进行制度化、多元化、明确化的人力资本投资补偿,以激励引导和促进大学生就业。     

DEFINING THE UNDEFINABLE: OPERATIONALIZATION OF METHODS TO IDENTIFY SPECIFIC LEARNING DISABILITIES AMONG PRACTICING SCHOOL PSYCHOLOGISTS

Accurate and consistent identification of students with specific learning disabilities (SLDs) is crucial; however, state and district guidelines regarding identification methods lack operationalization and are inconsistent throughout the United States. In the current study, the authors surveyed 471 school psychologists about school SLD identification guidelines and the identification methods actually used (e.g., ability‐achievement discrepancy, response‐to‐intervention, and the evaluation of students’ pattern of strengths and weaknesses). Results indicated that nearly half the participants were allowed or required to choose the method of identification that ensured students received services, if the school‐based team determined services were warranted. Variations in SLD identification methods were also found between schools with different characteristics (e.g., location, school level, and student composition). Implications for practice are discussed.     

移动学习技术开发实践的研究

普适计算的思想体现的是用户在任何时间任何地点都能够获取目标信息,移动学习恰恰是普适计算的产物,它实现了无缝连接,极大的丰富了远程学习支持的手段。移动学习大致有五种方式:移动式存储,基于SMS短信的方式,基于连接浏览的方式和J2ME方式以及基于特定手持设备的课堂反馈系统。文章分别对五种学习方式和技术实现给予了理论和实践的解释。我校的移动学习也在SMS平台,Pocket PC远程学习支持系统和WAP移动学习信息系统上做了开发和实践,并在实践中总结出了我校下一步的移动学习开发设想。     

Addressing the Wellness Needs of Online Distance Learners

As more opportunities for enrolling in online courses and programs become available, ensuring the quality of such educational experiences will continue to increase in importance. One factor determining quality concerns the student support services available to distance learners. Unfortunately, these services are often underdeveloped or overlooked, especially those support services associated with the 'extracurricular needs' of distance learners. The inclusion of wellness resources within the instructional design of an online course is one approach attempting to meet the challenge of providing such services to learners. The purpose of this study was to determine which student support service resources should be included in an Online Wellness Resource Center (OWRC) available within an online course. A needs assessment was conducted to determine whether learners perceived a need for access to wellness resources. Finding that they did express this need, the assessment then identified the specific wellness resources to include in an OWRC.