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1.
Vera Sheridan 《Higher Education》2011,62(2):129-140
This qualitative study examines the interplay between academic staff and international students with regard to developing
academic literacies at university. Higher education has traditionally responded to increasing student diversity with the expectation
that students will conform to institutional norms or habitus. In this context international students arrive with cultural
capital which may not fit such norms, and would benefit from developing their academic literacy, as indeed would home students
given an increasingly diverse student body in Irish higher education. Findings reveal a gap between academics expectations
and international students’ capabilities. Academic staff remained within the remit of the research in contrast to the 22 international
students who were interviewed. They did not separate the totality of their campus experience from academic literacy practices.
These ranged from uncertainty around writing in another language to a mismatch between diversity management in class and students’
own expectations. International students found difficulty to making friends on campus which could benefit their integration
into the academic literacy practices of their respective disciplines. Findings point towards a whole institution response
to student diversity which transcends traditional disciplinary boundaries. 相似文献
2.
Financial stringency and neo-liberal influences in higher education are impacting upon relationships and academic values in
higher education. The aim of the present paper was to analyse how these forces operate differentially in the UK and Germany.
The British students were significantly more satisfied than were their German counterparts with the intellectual and personal
relationships that they had with their university teachers; this could, however, be attributed more to country-specific factors,
predating marketization, than to the effects of globalisation. Students in both countries clamoured for more practical experience
during their university courses; but a number of UK students and almost half the UK staff thought that that insufficient justice
was being done to theory in the HE programmes. Though ‘the market’ might be assumed conducive to efficiency, the British respondents
(both staff and students) were especially dissatisfied with organisational aspects of their institutions. Many of the German
staff believed that the old order of the university as they had known it was passing away and this awareness was painful to
them.
An erratum to this article is available at . 相似文献
3.
Economic success is an aim of governments around the world. Their ‘human capital’ stance towards higher education implies
the need to develop graduates’ capabilities to the full. The concept of graduate ‘employability’, currently being developed
in the light of theory and empirical data, is beginning to find acceptance in the UK. One of the keys to its acceptability
in higher education has been the alignment of employability with good learning – that is, learning that is manifested in complex
outcomes. However, the achievement of complex outcomes requires a programme-level focus, rather than a focus on individual
study units. This article reports on the way such a programme-level approach was adopted in four different universities in
the UK, and how relatively small-scale actions have the potential to augment students’ employability. The implications for
policy at the levels of the system, the higher education institution and the academic department are discussed. 相似文献
4.
Gisela Cebrián 《Environmental Education Research》2018,24(2):153-171
This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in EfS within an interdisciplinary group of academic staff members. A critical friend position was also acquired within a community of practice to implement a programme which attempted to embed sustainability within the student experience. The I3E model identifies four overarching components that can support universities in their aim to embed EfS within the undergraduate curriculum. These integrated components are: Inform the university community about sustainability; Engage the different university stakeholders in the change process towards sustainability; Empower individuals and groups to make change happen within their sphere of influence and action; and Embed sustainability within existing university structures. 相似文献
5.
Ka Ho Mok 《Higher Education》2010,60(4):419-440
With strong intention to enhance the global competitiveness of their university systems, both the Singapore and Malaysia governments
have introduced reforms along the lines of ideas and practices embedded in neo-liberalism. In the last decade or so, we have
witnessed reforms being introduced to the higher education sectors in these Asian states, particularly when corporatization
and incorporation strategies are adopted to transform national/public universities. With particular reference to how academics
evaluate the impact of the reforms on their academic life, this article reports and analyses findings generated from campus
visits and field interviews conducted in Singapore and Malaysia from 2007 to 2009. Although the senior management of corporatized/incorporated
universities in these Asian states has been given more discretion to decide how to operate their universities, most of the
front line academics that we interviewed have not experienced major differences in university governance after the reforms
took place. Instead of feeling ‘emancipated’ and ‘empowered’, many academics feel more pressures and control from the university
administration and government ministries. Despite the fact that both the Singapore and Malaysia governments have tried to
embrace the ideas and practices of ‘neo-liberalism’ to transform university governance, academics still see the state’s reluctance
in withdrawing from steering/controlling higher education development. Such observations clearly reflect the ‘clash’ of two
major governance philosophies, namely, ‘state centralism’ and ‘neo-liberalism’. In short, this article critically examines
how far the proposed university governance reforms by adopting the corporatization/incorporation strategies have actually
transformed university management and academic life style in Singapore and Malaysia. 相似文献
6.
Mitra K. Shavarini 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,1(2):329-347
The number of women attending institutions of higher education in Iran has been steadily increasing since 1989. Growing enrollment
rates for women in colleges and universities have sparked wide social and political debates in that country. The basic question
of why young Iranian women might even choose to pursue tertiary education, however, has not been adequately addressed in the
critical literature. This study gives voice to young women who explain for themselves why they are interested in higher education.
It reveals that college or university studies represent for female students many things: a sphere of hope, a refuge, and a
place to experience limited freedom beyond restrictive family environments; an asset that can increase a woman’s value in
the marriage market; a right that may make possible financial independence; and a vehicle that can earn respect for women.
On the whole, the desire for higher education illuminates the challenges facing women in Muslim nations and the ways in which
Muslim women are using this institution to change their social status. 相似文献
7.
During the last decade, the higher education sector has experienced many pressures and changes (Hanna, Educause Review, 38(4), 25–34, 2003; Scott, Educause Review, 38, 64–80, 2003; Waterhouse, The power of e-learning: The essential guide for teaching in the digital age, 2005). Universities around the world are facing the need to adapt to a rapidly changing educational and social landscape,
in which technology is both the main cause of change and a tool for dealing with the change. This study examines the organization-wide
technological changes that have infiltrated every aspects of life at all universities that are part of the higher education
system in Israel during the last 7 years: the introduction of on-line instruction, e-learning and Enterprise Resource Planning
(ERP) technology for university work processes
The research findings show that there is a mechanism for managing organization-wide technological changes at Israeli universities
but it is not a rational one. This study proposes a model for managing organization-wide technological changes in universities
on the basis of the existing mechanism, using knowledge management strategies for the purpose of change management:
KM-M-CM (Knowledge Management as a Mechanism for Change Management)
Implementation of this model will make it possible to realize the challenge of transforming the university from a "knowledge
institution" to a "learning institution." It will come life to the extent that the higher education system in Israel, its
leaders and decision-makers understand the need for a permanent mechanism to manage change and adopt this rational model in
order to establish it. 相似文献
8.
Sally Findlow 《Higher Education》2012,63(1):117-133
This article is a study of the competing academic and professional identity frameworks of lecturers whose discipline has only
recently become part of the business of higher education. The article engages with important questions about higher education
change and purpose, standards and parity among disciplines. Taking a critical ethnographic approach, it combines policy discussion
of shifting higher educational and nurse education regimes with an insider investigation into the attempts of a group of new
nurse lecturers in a pre-1992 English university to make sense of their work and identity in an already contested site. These
experiences and perceptions are analysed from the perspectives of autonomy, status and rival knowledge regimes. By underlining
the diversity of lecturer experiences in these terms, the article contributes to discussion of new stratification. It suggests
that despite the apparent merging in many respects of professional and academic frameworks, higher education practitioners
in such newly ‘academic’ disciplines can still find traditional professional identities more reliable conferrers of meaning
than academic ones. 相似文献
9.
Jenny Roberts 《Journal of Higher Education Policy & Management》2018,40(2):140-153
ABSTRACTStudent attrition remains a persistent problem within the Australian higher education sector. Contributing factors include financial, reputational and quality issues, which can pose significant risks for a university’s sustainability. Institutional culture is fundamental to decisions student make about withdrawing or remaining in higher education. Therefore, student retention requires a sustained, deeply embedded commitment from all parts of the institution, placing student experience at the forefront of all activities in the student lifecycle. Applying a lifecycle approach to the way in which institutions think about student retention benefits students by providing comprehensive and consistent support. Given that less is known about how professional staff contribute to student academic learning journeys as part of whole of institution responses to student retention, this paper focusses on the contributions that professional staff make within the student lifecycle and how they can most readily map their contributions to student retention and success. 相似文献
10.
Naomi Rosh White 《Higher Education》2007,54(4):593-604
Changed funding arrangements and views of education have resulted in a re-prioritization of activities and practices in Australian
universities. While considerable research attention has been given to the consequences of these changes for university policies
and the activities of academic staff, less attention has been given to how students perceive these changes. In this paper,
undergraduate students’ experience of the commodification of higher education sector are explored. The evidence suggests that
the changed context is beginning to affect how students perceive university priorities and their effects on teaching and learning. 相似文献
11.
Figuring “Success” in a Bilingual High School 总被引:1,自引:0,他引:1
Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High
School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed
specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the
cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions
that took place among students, teachers and staff, to explore the socially and locally constructed model of success within
this bilingual high school for newly arrived, Spanish-speaking immigrant youth.
Ali Michael is a PhD candidate in Teaching Learning, Curriculum and Society at the University of Pennsylvania. Her academic
and research interests include whiteness studies, multicultural education and anthropology of education.
Norma Andrade is the Language and Latin American Coordinator and Advocate for a non-profit organization, Refugee Women’s Alliance,
located in Seattle, Washington. She advocates for the immigrant and refugee communities in Washington State.
Lesley Bartlett is an assistant professor at Teachers College, Columbia University. Her research and teaching interests include
anthropology of education, comparative and international education, sociocultural studies of literacies, transnationalism,
and schooling across the Americas. 相似文献
12.
The form and function(s) of doctoral education continue to be a subject of much debate by stakeholders internal and external
to the university. Notable concerns driving this debate derive from a seemingly discursive array of factors including increasing
student numbers, increased understanding of the economic value of doctoral graduates, capitalisation of the academic market
and a focus on allocating funding using ostensibly narrow, arbitrary measures of ‘program success’ such as completion rates/time
to completion, all framed by a wider debate regarding precisely what constitutes valid knowledge in contemporary society.
Within the university, the biomedical sciences are one area of scholarship undergoing rapid change in this respect. One of
the salient outcomes of these internal and external dialogues is the apparent transition of biomedical doctoral education
towards a ‘training model’ that places increasing emphasis on rapid completion and the generation of ‘industry ready graduates’;
a transition that is, potentially, occurring at the expense of the edifying and transformative aspects of biomedical doctoral
education. Focusing on the effects of academic capitalisation, this paper draws on data from Australia and Europe to examine
the drivers and potential effect(s) of this shift on contemporary doctoral education in the biomedical sciences. This paper
acknowledges the potential benefit of contemporary developments whilst simultaneously concluding that by progressing too far
towards a quantitatively assessed, industry-driven training model we risk eliminating the intellectual and societal transforming
aspects of biomedical doctoral education that make graduates increasingly valuable to our economy and, just as importantly,
to our society as a whole. 相似文献
13.
Christine M. Wickens 《Higher Education》2008,56(5):545-564
The current review presents both postulated and empirically tested consequences of university unionization and labor strikes
on the North American institution’s administration, faculty, and students. The review explores the impact of collective bargaining
on employee working conditions including job security, academic freedom, university governance, and due process. More importantly,
this review examines the much neglected issue of organizational work relationships in a unionized academic environment. The
relationships discussed include those between faculty members, between the faculty and administration, between the faculty
and the university as an institution, and between the faculty and their union. The threat of unionization and labor strikes
to the professor–student or mentor–mentee relationship has been a central concern of those opposed to graduate student unions,
and this issue is also addressed here. The text concludes with the identification of potential areas for future research. 相似文献
14.
Quality Assurance in UK Higher Education: Issues of Trust, Control, Professional Autonomy and Accountability 总被引:5,自引:0,他引:5
Andreas Hoecht 《Higher Education》2006,51(4):541-563
This article explores the issues of trust, control, professional autonomy and accountability in higher education quality assurance
in the UK. The main part of this article is conceptual, but it includes results from semi-structured interviews with academic
staff that were conducted at two “new university” business schools. Both institutions are broadly similar in their key characteristics
and have experienced a transformation to university status in the early 1990s. The article argues that there has been a change
from informal “light-touch” quality control systems based on local practices and a significant amount of trust and professional
autonomy in the early 1990s to a highly prescribed process of audit-based quality control today. The article argues that accountability
and transparency are important principles that academics should wholeheartedly embrace, but that the audit format adopted
in the UK introduces a one-way accountability and provides “rituals of verification” (Power 1997) instead of fostering trust,
has high opportunity costs and may well be detrimental to innovative teaching and learning. 相似文献
15.
Choice of institution and field of study for a bachelor’s degree in Israel was found essentially meritocratic although influenced
by socioeconomic status (SES) as well. As expected, students of higher ability attend universities and those of lower apply
to academic colleges. However, among students of higher ability, those of higher SES opt for prestigious professions, such
as medicine and law, or natural or social sciences, while those of lower SES choose economics and management, computer science,
paramedical professions, and engineering. For students of lower learning ability, the differentiating effect of SES is smaller.
Those of higher SES prefer university to college, even if they have to study in a less prestigious field, such as education
or the humanities. On the other hand, students of lower ability and lower SES apply to colleges for studies such as education,
social sciences, computer science, economics and management, and engineering. Overall, students who master financial resources
and higher cultural capital prefer more ‘theoretical’ fields in a more extended course of study, while students of lower SES
assume more ‘practical’ studies, which will enable them a faster entry to paying positions on the job market. 相似文献
16.
An understanding of the key characteristics and implicit competencies underlying online teaching is essential to distance education institutions that embark on the assertive use of technology in their tuition development and delivery. The Virtual Teaching Dispositions Scale (VTDS) assists in investigating professional teaching dispositions associated with effective online instruction. It was initially validated among academic staff members at a residential university in the United States of America (USA). Strong support was found for the construct's cognitive, pedagogical and social presence that served as the conceptual foundation for developing the scale. The aim of this study was to validate the VTDS among academic staff members of an open distance learning (ODL) institution and to make suggestions for improving online teaching in this environment. This study highlights the need for interventions aimed at enhancing academic staff members’ experienced level of virtual/technological presence. 相似文献
17.
Kohei Takagi 《Frontiers of Education in China》2015,10(4):578-607
In the changing higher education environment, universities increasingly engage in areas outside the traditional teaching and research missions. The new missions extend over wide yet specialized areas, such as technological advancement, internationalization, entrepreneurship, and enhancement of teaching and learning. To effectively handle these areas, universities require specific talents that may not be found in conventional academic and administrative cadres. The transformation highlights blurred boundaries between academic and non-academic spheres of the university. Situated in the University of Hong Kong (HKU), this paper explores how the university utilizes new professionals and administrative staff in new missions. Qualitative interviews with university staff reveal their profiles and perceptions in evolving organizational structures. By examining understudied subjects in Hong Kong, it discusses implications of changing university staff and how universities may optimize their new talent. 相似文献
18.
Celia Whitchurch 《Higher Education》2010,60(6):627-640
The interplay of public and private sector dynamics in higher education has impacted not only on the roles and identities
of academic staff, but also on those of professional staff, who often have the task of bringing together, and achieving congruence
between, activities that are geared towards the public good and also towards more commercially oriented enterprise. In this
context, a new cadre of “blended professionals” has emerged, whose roles include initiatives associated with the social responsibilities
of institutions to their communities, as well as more market-oriented, income generating projects (Whitchurch 2008, 2009). This paper reports on case material relating to a sub-set of these staff, working specifically in the area of Community
and Business Partnership, and on the impact of their work for traditional management structures and relationships. It will
be argued that, although unlikely to be acknowledged in formal accounts of the university such as organisation charts or institutional
plans, these staff are responsible for providing and maintaining a framework that holds together more publicly oriented strands
of activity, such as widening participation, with more privately oriented strands, such as enterprise. In so doing, they make
extensive use of multi-professional team- and networking with a range of colleagues, both inside and outside the university,
not only helping to re-balance their institutions, but also to protect them against undue organisational fragmentation and
bureaucracy. They therefore contribute to an increasingly ‘mixed economy’ of broadly based portfolios of activity. The implications
of these ‘public/private’ spaces and activities for professional identities are explored in the context of institutional management. 相似文献
19.
South Africa has undergone transformation since the end of apartheid governance in 1994. Legislatively enforced, this transformation has permeated most sectors of society, including higher education. Questions remain, however, about the extent to which transformation has occurred in Higher Education Institutions (HEIs) in general, and across the academic staff body in HEIs in particular. In this study, we examine the transformation of academic staff profiles at HEIs throughout the country. Initially, we graph the racial profile of academics across multiple positions (junior lecturer to professor) from 2005 to 2013. We then use correlational analysis to identify which characteristics of universities in South Africa can be used to explain the racial inequities evident in South African HEIs. Our results indicate that world university ranking; percentage black African staff; percentage black African student body; and whether the university is ‘historically disadvantaged’, all influence the racial profile of the academic staff body to varying degrees. The size of the overall staff and study body does not appear to influence the racial profile of universities’ staff component. We conclude that transformation of the academic staff body of HEIs in South Africa is indeed occurring, albeit slowly. Rather than seeing this as a negative, we argue that the pace of ‘academic’ transformation in the country needs to be interpreted within the framework of academic governance. 相似文献
20.
The paper reviews Asia–Pacific higher education and university research, focusing principally on the “Confucian” education
nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special
developmental dynamism—still playing out everywhere except Japan—and have created a distinctive model of higher education
more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university
was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding
and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding
of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) “one chance” national examinations
that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public
investment in research and “world-class’ universities. The Model has downsides for social equity in participation, and in
the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid
low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each
and all of mass tertiary participation, university quality, and research quantity and quality. 相似文献