对构建生态校园的理性思考

构建生态校园是一个包含丰富内涵的目标体系.当前,我国高等教育迅速而深刻的变革所导致各种影响生态校园的矛盾日益彰显,需要我们把生态校园作为一种价值取向加以确立,并积极寻求应对之策.     

The Emotionally Affected University Student: support from the university community

The study measured the general attitudes towards disability of academics, administrative staff, and students in a small rural University. Respondents were also asked to comment on the nature of support that might be provided for a student with an emotional disability. There were some significant differences in level and nature of support for students with an emotional disability among academics, administrative staff, and students. These differences were related to the levels of comfort with, and sympathy felt towards, students with an emotional disability. However, overall the results suggest that university students with expressed emotional difficulties are liable to be relatively negatively regarded and are not liable to receive much concrete assistance for the difficulties they face. It is proposed that the data supports the notion that academics, of all the groups measured, are best placed to decide types of support for students with an emotional disability on a case by case basis.     

创业型大学的创业生态系统初探——以麻省理工学院为例

麻省理工学院倡导的创业生态系统将创业活动与创业教育良好地结合起来,能够为我国高校创业教育培养模式提供借鉴。案例研究发现,这个创业生态系统由众多的功能互补且密切联系的项目与中心、学生团体和创业课程等诸多要素共同组成。其中创业活动、学生团体和创业教育这三股力量交互作用,成为推动该生态系统不断演化的主要动力。     

让党旗在社区高扬:关于高校学生社区党建工作的几点思考

当前我国高校学生社区建设及后勤产业化改革不断推进,在学生社区开展大学生党建工作,既是大学生思想政治教育工作的迫切需要,又是大学生党建工作的内在要求。高校必须站在全局的高度,注重大学生社区的文化与环境建设,营造良好育人氛围,强化组织建设,使社区党建工作和院系党建互为补充、相互促进。     

Generative methodology: an inquiry into how a university can acknowledge a commitment to its Aboriginal community

This paper maps ethical and epistemological issues around attempts by a university to negotiate with the traditional custodians of the Sydney basin, the Darug, to facilitate the intergenerational transmission of knowledge within their community, and through the university curriculum. The theory and practice of research raised some important methodological questions about what constitutes knowledge in Aboriginal and western contexts. The project brought us to reflect upon the epistemological basis of our research to consider whether it was history, ethnography, cultural resource management or memory work. As we worked through these issues during the process of consultation and negotiation with Senior Darug, the inquiry began to focus on how a university can acknowledge a commitment to its community. Such a commitment for a university must be built around attentiveness and respect, rather than an epistemology of control. We find that respecting the power structures and organisation of an Aboriginal community is a crucial step for a university in performing such a commitment. Respect for the established power relations in these communities constitutes the very basis of a generative methodology.     

在合并中提高在改革中发展

近年来,我国高等教育管理体制进行了空前的改革和调整,改革的重点是解决计划经济年代形成的条块分割、低水平重复建设、优化组合教育资源的问题,提高整体办学水平和人才培养的综合素质.按教育部提出的合作、共建、调整、合并的方式,全国高等学校合并重组,调整规模空前.实质性合并的高校发展大多经历了打破原有办学格局,重新调配办学资源,统一办学思想和观念,深化内部管理体制改革的磨合期.做好高校合并的前期工作,尽量缩短磨合期是学校快速发展的基础.     

Assessing the impact of a university teaching development programme

Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme report, on average, higher satisfaction scores than students in the classes of the same teacher before she/he completed the programme. Students in the faculties where the programme is completed by a higher proportion of academic staff report greater change to levels of satisfaction in the quality of their degree over the seven‐year period of the study. The methodology adopted involves several new approaches to evaluation and confirms the need for the use of an evaluation framework and multi‐indicator strategy.     

大学生创新创业信息生态系统治理机制研究

信息环境是影响大学生创新创业教育质量的一个重要因素,当信息不足或过载时,都将降低创新创业教育质量.大学生创新创业信息生态治理的目的,就是建立信息平衡机制,包括获取机制、共享机制、整合机制、传递机制、进化机制、生态位机制、监管机制、保障机制、反馈机制、引导机制、共生机制、共同演化机制.借鉴波特的企业价值链分析框架,建立了大学生创新创业信息生态系统治理模型.     

A framework for fostering a community of practice: scaffolding learners through an evolving continuum

This paper proposes a framework of an evolving community of practitioners along a simulation, participation, and codetermined interactions continuum. Simulation, participation, and codetermined interactions are three models of learning, which describe how learners can be brought through a scaffolded process within a community experience. The framework also focuses on the processes rather than on the outcomes or products of a community. In this paper, we describe a case study of a group of heads of Information and Communications Technology (ICT) in schools being scaffolded through an experiential workshop to achieve learning outcomes such as ICT‐based project work (as product) and other constructivist dispositions of learning (as processes). The proposed framework is intended to be sufficiently broad so that learners are supported from simulation to codetermined interactions where autonomy of learners’ co‐construction efforts are encouraged and experienced.     

The organizational impact of university labor unions

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.     

The economic impact of university funding cuts

Although much has been written about the impact of funding cuts on UK universities, very little work has been carried out to estimate the effects of these cuts on the local economies in which the universities are located. This paper seeks to identify changes in the funding of three Scottish universities which can be traced directly to central government, and to quantify the wider economic effects of these changes. Significant effects are estimated, which form the unintended consequences of government policy on higher education.     

Alternatives to the entrepreneurial university: New modes of knowledge production in community service programs

Globalisation has significantly altered patterns of research and development, and production. In turn, this has generated new organisational forms and practices in higher education knowledge production. As a result, a strong trend towards the 'entrepreneurial' university has emerged, characterised by increasing market-like behaviour and governance. Within the dominant neo-liberal global consensus, this primarily serves the market and the private good. However, this is a growing counter concern for higher education's contribution to equity, community development and the public good. Drawing from various case studies, focusing on South Africa, this paper identifies the higher education-community partnership model as a complementary alternative to the entrepreneurial university. It is shown that knowledge production in these partnerships closely resembles so-called mode 2, applications-driven knowledge production. Potentially, however, the partnership model integrates and mutually enhances experiential learning, relevant research and community development.     

Pathways to completion: Patterns of progression through a university degree

This paper outlines a technique for identifyingand representing pathways of studentprogression through a degree course. Considerable attention over the last decade indeveloping performance indicators of studentprogress, retention and completion in highereducation, has neglected indicators ofindividual student progression. Common studentoutcome performance indicators are based oncohort or census-like counts. A new techniqueis proposed for longitudinal analysis ofindividual student enrolment and unit of studycompletions, to create pathways at the studentlevel. The frequency of individual pathwaysindicate the common patterns of studentprogression at the course level. Pathwaypatterns convey important information aboutchanges in programs of study, and associationswith student characteristics. Pathway patternscomplement current student outcome performanceindicators. The pathway technique is simple,accurate, practical and applicable not only tostaff and students in making informed decisionsregarding the teaching and learning environmentbut also to universities and governments inplanning and policy development.     

In practice: Enriching the student learning experience through community service learning

Cecil D. Bradfield and R. Ann Myers are professors of sociology and social work at James Madison University in Harrisonburg, Virginia, where they cofounded the JMU Center for Service-Learning. The Center is noteworthy in its dedication to (and success in) serving equally the academic learning needs of students and the needs of the community. Here Bradfield and Myers describe the Center and at the same time examine what makes service learning different from community service.     

Altering the model: the challenge of achieving inclusion

Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including” must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of society as offering potential “learning environments”.

高校社团对高职学生的自我控制能力影响的实证研究

本文通过问卷调查对广州地区某职业技术学院377名参加与未参加高校社团的大学生自我控制能力情况进行相关调查分析,结果显示:1)参加社团的大学生在自我控制综合能力水平上显著高于未参加社团的大学生;2)参加社团的大学生中,男生的自我控制综合能力显著高于女生。