The representation and attainment of students with dyslexia in UK higher education

Using a database of allstudents in higher education in the UK in1995–1996, students with dyslexia and those withno reported disability were compared in termsof demographic properties, programmes of studyand academic attainment. Students with dyslexiaconstituted 0.42% of all students resident inthe UK. Their representation varied with age,gender, ethnicity and entrance qualificationsand with their level, mode and subject ofstudy. Students with dyslexia were more likelyto withdraw during their first year of studyand were less likely to complete theirprogrammes of study, although with appropriatesupport the completion rate of students withdyslexia can match that of students with nodisabilities. In addition, students withdyslexia who completed first-degree programmestended to gain a poorer class of honours thanstudents with no reported disability, but 40%obtained first-class or upper second-classhonours. In short, dyslexia may havedeleterious consequences for progression,completion and achievement in higher education,but it is by no means incompatible with a highlevel of success, given appropriate commitmenton the part of the students and appropriateresources on the part of their institution.     

谈职业教育的价值取向

职业教育是由多元价值主体参与的教育活动,其价值取向分社会、企业、学校、个人等的价值取向,比普通教育更为复杂。职业教育要满足多元价值主体的各种合理需求,就必须优化调节职业教育价值取向:确定导向性的价值目标;科学合理地使用职业教育资源;目标定位于创业型职业人才的培养。     

对我国现代远程高等教育定位的几点思考

我国现代远程高等教育经过几年试点,取得了不少成效,但其目标定位等深层问题并没有真正解决,必须根据社会发展的需要和其自身的本质特征将其目标重点定位于继续教育和终身教育。     

高等职业教育价值定位的研究

高等职业教育具有满足个体发展需要的内在价值及满足社会发展需要的外在价值,其内在价值的定位在于：为具有实践能力优势的学生提供发展空间;其外在价值的定位在于：将认识方案转化为现实生产力。     

试论当前教育学的研究取向对我国高等教育研究的意义

当前,中国教育学研究已经出现了诸如问题取向、实践取向和人文取向等新取向,这是教育学新的发展契机,对高等教育研究也有着同样的借鉴意义。     

浙江省民办高等教育发展的路径与取向

浙江省民办高等教育办学形式主要有两种 :民办与国有民办。其中 ,国有民办二级学院的办学形式颇具特色。随着民间资金实力的增强与高等教育办学经验的积累 ,民办普通高等院校将成为浙江省民办高等教育的主流。     

中国高等教育评价价值取向发展综述及评析

高等教育评价价值取向是高等教育评价工作的出发点和落脚点,能够对高等教育评价活动开展起导向作用。我国高等教育评价工作起步虽然较晚,但是仍然存在自身独特的价值取向。本文从我国高等教育评价开始直到现在,划分阶段,在分析高教评价工作进展的基础上,分析其价值取向,以期明确今后高等教育研究和实践的价值取向问题。     

全球化背景下我国高等教育发展的文化取向

关于全球化背景下我国高等教育发展的文化取向,以往存在“西方中心主义”和“本土中心主义”两种取向。这两种取向各执一端,属于中西对立、体用二元的思维模式。全球化背景下我国高等教育发展的文化逻辑应当是“和而不同”。“和而不同”的高等教育理念追求的不是中西对立,也不是中体西用或西体中用,而是吸取世界上的一切优秀文明成果,构建兼具民族特色与时代精神的新型高等教育。     

高等教育准企业化

用准企业化的模式可实现高等教育产业社会效益与经济效益的最大化,准企业化经营妈可以满足市场经济、社会发展对高等教育发展的需求,又可以兼顾到高等教育的特殊性,是实现市场与高等教育结合的有效途径。     

高等职业教育第一产业类专业培养目标定位研究

高职第一产业类专业深受第一产业发展趋向、农村人才需求结构、职业教育价值取向等因素的影响,据此,我们应将高职第一产业类专业培养目标定位为培养适应现代农业发展需要的、具备综合职业能力和全面素质的应用型高级专门人才。     

关于我国残疾人高等教育师资培训的构想

本文客观的分析了当前我国高等教育迅速发展 ,而高等教育师资却远远不能满足需要的现象。针对需要与满足之间的矛盾 ,根据高等特殊教育教师资格与基本要求 ,尝试提出高等教育教师的培养目标、内容、途径、与注意事项 ,为规划我国高等特殊教育师资培训提供参考。     

江浙与湖北两地区高等职业教育比较浅析

本文通过考察江浙地区的高等职业教育的发展现状,将他们的成功可取的经验进行分析比较。以苏州工业园区职业技术学院等为例,从他们办学的理念、模式、教学、管理等方面进行分析比较,旨在为湖北乃至其他地区的高等职业教育的发展提供一定的借鉴参考。     

Quality management in Hungarian higher education: organisational responses to governmental policy

This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our theoretical framework is based on organisational theories (resource dependency and neo-institutionalism), Allison’s models on organisational decision-making processes, and also addresses some of the more specific characteristics of higher education institutions. Our empirical investigation shows that organisational characteristics matter in policy implementation of quality management in Hungarian higher education. Certain organisational variables, viz. leaders’ commitment to the implementation process, the involvement of external consultants, institutional reputation, and bureaucratic and political decision-making processes have strong effects on the implementation of quality management. Characteristics particular to higher education institutions were much less influential.

通识教育:我国高等教育改革的新走向

通识教育理念是对狭窄的专业教育思想的反正 ,是对教育本质认识的深化 ,是当前我国文化素质教育的深入和落实。通识教育的实施 ,需要加强通识课程师资队伍和相关规章制度的建设 ,除正式课程外 ,非正式课程即校园文化建设也是非常重要的一条途径     

Institutional imperatives versus emergent dynamics: a case study on continuous change in higher education

This qualitative case study examines continuous change in a higher education organization (HEO). Both real time and retrospective data covering a 6-year period of the case were collected. The findings suggest that, in order to meet institutional imperatives the HEO defined several managerial and academic domains when the internationalization process was launched. When organizational members activate these domains they confronted with local needs, problems, and opportunities, which enable them to modify, update or extend the defined domains. In addition, throughout time the members constantly realize the missing parts and incorporate them into the process. These findings suggest several insights on the adaptability of higher education organizations.     

高等职业教育教学改革的若干思考

高职教学改革应以不断适应时代要求为目标 ,推动高职教育的发展     

从经济学角度诠释高等教育产业化

高等教育产业化运作是教育体制改革的重大举措,也是经济体制改革的必然延伸。本文从经济学的角度论述了高等教育产业化运作的必然性、急迫性及可行性。     

高等职业教育教学管理规范研究

教学管理是管理者通过一定的管理手段,使教学活动达到学校既定的人才培养目标的过程。过程是一个或一系列连续有规律的行动。这些行动是必要的、相对稳定的、对过程发生影响的,因此行动、流程构成了整个过程的基本要素。要素,构成事物必不可少的因素,组成系统的基本单元。从千差万别、处于变动状态的教学管理操作中,抽象出相对稳定的要素与流程,并以此为依据构建教学管理、教学组织、教学文件的体系和系统,便成为具有实际运用价值的开创性研究。     

Asymmetries in progression in higher education in Taiwan: Parental education and income effects

A unique data set on Taiwan was employed to investigate the socioeconomic family backgrounds of students attending universities. Our empirical study found that individuals attending university are more likely to come from better-educated families than are those who do not attend university. Students attending public universities, which receive higher government subsidies, tend to come from wealthier families. Furthermore, our results show that the relationship between the size of the government subsidies and family background is not purely progressive. Students attending normal universities/teacher training colleges received the highest subsidies but tended to come from the least-educated families. Students attending the top five public universities come from the most affluent families of Taiwanese society.     

Coping experience among students in higher education

The study examines the coping strategies among 130 undergraduate college and university students with learning disabilities (LD) and 146 students without learning disabilities (NLD). Students completed self‐reported instruments designed to measure stress, support and strategies. The findings revealed that students without LD reported higher work stress, higher combined stress and more social support than did students with LD. Students without LD were more task orientated and perceived more support than students with LD, while students with LD used more emotional coping strategies than NLD students. Differences were also obtained regarding age and gender. The study highlights the importance of further investigations with a larger sample and the support sources of students with LD, and suggests developing task‐oriented coping strategies designed especially for students with LD.

Coping experience among students in higher education

All authors

Tali Heiman Corresponding author: Department of Education and Psychology, The Open University, 108 Ravutski Street, Raanana, 43107, Israel. Email: talihe@openu.ac.il View all notes & Dafna Kariv

https://doi.org/10.1080/0305569042000310354

Published online:

07 October 2010

Background variables of participants

CSVDisplay Table