The implications of academic entrepreneurship for university administration

The authors argue that universities should offer training and education in Entrepreneurship to all students but particularly to those wishing to become entrepreneurs. Certain institutional changes in favour of Entrepreneurship should be made at the level of governance. Once started, Entrepreneurship programmes can reimburse the initial investments made in them as successful spin‐off enterprises multiply and their founders collaborate with their alma maters. The case of the “International Education Center for Students with Motor Disabilities” at the Cracow University of Economics is evoked. It trains handicapped students in telemarketing and other forms of distance business enterprise by use of the new technologies.     

Institutional and academic entrepreneurship: implications for university governance and management

The teaching of Entrepreneurship in universities, particularly in the German‐speaking countries, began to take off in the 1990s. Once the idea was accepted, introduction of chairs and course programmes posed no particular difficulties. Some traditional academics have questioned the academic rigour of the subject, particularly when the teaching and practical training aspects of Entrepreneurship have been in greater demand than the research aspect. The author gives pointers as to how best to set up Entrepreneurship programmes in unviversities as per three models: the campus‐based integrative model, the campus independent model, and the campus‐based dual model. Two American examples of the latter model are presented.     

KfW and the promotion of entrepreneurship training in Germany

The author, a spokesperson for Kreditanstalt für Wiederaufbau (KfW), a major German investment bank, describes the efforts that this institution has made to stimulate the development of Entrepreneurship studies in German universities. These efforts got underway in 1998, when KfW financed the setting up of a professorial chair in new company formation at the European Business School in Oestrich‐Winkel. Other chairs in other German universities followed. The author outlines the challenges to such university programmes in Germany and lists a number of recommendations to make instruction in the subject successful. KfW is promoting the generalization of entrepreneurial culture, without which Germany will be excluded from major economic developments.     

CURRICULUM‐PROPOSAL FOR THE INTEGRATION OF INFORMATICS INTO ENGINEERING PROGRAMMES OFFERED AT COLLEGES AND UNIVERSITIES IN DEVELOPING COUNTRIES

As a contribution to the narrowing of the technological and economic gap between developing and developed countries, the author has proposed and designed a three‐to four‐semester curriculum intended to integrate informatics into engineering course‐programmes in the universities of developing countries. The curriculum in question, the implementation of which in a number of universities would be a contribution of the Federal Republic of Germany to university training in developing countries, was presented at an international workshop held at the University of Harare (Zimbabwe) entitled, “Integration of Computer Science into Engineering Education in Africa”. It includes a detailed statement of the objectives of the curriculum, the subject matter to be covered, and the teaching facilities required.     

“慕课”对地方普通本科院校的影响与教师应对

"慕课"是指"大规模在线开放课程",从兴起到现在才几年的时间就在全球快速发展起来,照此发展速度,将来地方普通本科院校可能受到较大的影响。文章从为教师提供继续学习的平台和为学生提供聆听世界级高水平教授讲课的机会两个角度分析"慕课"教学模式对于地方普通本科院校的有利之处;还从地方普通本科院校的招生数量和地方普通本科院校教师岗位的稳定性两个方面分析"慕课"教学模式可能带来的不利影响;探讨地方普通本科院校的教师应如何积极借助"慕课"平台提升和重塑自己,从而应对"慕课"教学模式可能带来的影响等问题。     

Curriculare Schwerpunkte Ud Entwicklungstrends Im Erziehungs- Und Gesellschaftswissenschaftlichen Studium Für Den Lehrerber Uf In Der Bundesr Epublik Deutschland

The authors describe an empirical study on the curricular contents of university lectures offered to teacher students in the Federal Republic of Germany. Since students as a rule do not have to take compulsory courses it seems to be of great interest which courses are offered to them and how much these courses are related to their profession as teachers. The purpose of the study is to ascertain what knowledge and competency students intending to become secondary school teachers can acquire by attending the courses available to them. In order to fulfil this purpose a system for the classification of lectures has been developed and applied to all lectures and other university courses, from summer 1965 to summer 1972, in educational science, philosophy, psychology, political science and sociology, at the universities of Berlin (Free University and Technical University), Göttingen, Hamburg, Heidelberg, Kiel, Köln and Tübingen. This period covers a range of 15 semesters (7 1/2 years), the maximum time for a teacher student. These universities are a sample of urban and country districts, and at the same time somewhat representative for the politically different governed “Länder” of the Federal Republic of Germany. A general result of the study is that the absolute number of university lectures increased rapidly during the observed time, with the exception of philosophy. The number of lectures on educational science often doubled, in the case of Berlin and Kiel it even tripled. Another important observation shows that the categories with the most entries differed from university to university. This was especially the case in philosophy, but this phenomenon occurred also quite clearly in the field of educational science. As far as trends could be observed, a slight tendency towards the decrease of the historical components of educational science has to be reported, but this tendency is not so significant as the others. Two main conclusions among others have to be drawn from the results of the study: First, the current university education for teacher students depends mainly on local and situational factors, e.g. it is the professor's decision on which topics he wants to lecture, second, the university education for teacher students can not be regarded to be adequate to the problems they have to face after leaving university. This means that the curricular norms and values of the university education will, at least in some cases, remain unsatisfactory for these students.     

德国“卓越大学计划”探析及启示

德国“卓越大学计划”是德国为了应对激烈的国际竞争、发展本国大学和顶尖研究而实施的改革举措。纵观计划全局,“卓越大学计划”具有项目设计的层次性,评估机制的合理性,资助对象的流动性、项目分布的差异性等特点,其对我国“双一流”建设工作的借鉴是:坚持人才培养的中心地位,做好“双一流”建设顶层设计,构建积极长效的评审工作机制,建立完善的参与和退出机制,重视地区和校际之间的教育公平。     

Balancing the priorities of the classroom teacher with the imperatives of high stakes assessment of reading: An English perspective

The question underpinning this paper, and the international symposium on reading assessment at the University of Nottingham which preceded it, is this: “In what ways can we learn from each other how to improve reading assessment, at the personal, classroom, local and national levels?” This paper will attempt to answer the question “How can we learn from each other?” in the following ways: first some background information on the New Paradigms in Reading Assessment (NPRA) seminar will be presented; second, an account will be offered about what has been happening in language arts assessment (the subject termed ‘English’) in the United Kingdom, which goes some way to explaining why in England there has been a particularly urgent need to learn from the experiences of other countries; third, some examples will be given of new approaches to assessment in other countries, particularly the United States, Australia, and Scotland (which has the same government, but a different education system from that in England and Wales) from which those of us in England might learn; fourth, some principles which might underpin new assessment approaches within the English system will be put forward; and finally, an indication will be given of how some of these principles are being put into practice in classrooms in England, as pilot work on an international collaborative study.     

德国大学教授:教学与科研中的差序平衡蕴意

和世界其他大学一样,德国大学经历了多次变革,但洪堡主张大学应当秉承教学与科研紧密联合的理念却始终享有崇高的声誉。反观之,重研究、轻教学在中国各级各类大学中已经是一个普遍现象,这种一哄而上的局面所带来的负面效应是显而易见的。反省自身,洞悉他者,通过深层解析不同层次、不同办学模式的各类德国高等教育机构中教授的工作特点,揭示德国大学教授在教学与科研中如何秉承"以研究促教学,以教学带研究"的动态平衡范式,以期能给我们启示。     

新时代思想政治教育“双创”平台建设的对策--以江西省高校为例

“双创”人才是实现科技兴国的基石,如何推进高校“双创”平台建设仍是重中之重。根据江西省高校“双创”平台建设状况,将“双创”人才培养与江西省经济发展相结合,从专业制定、课程制定,以及人才目标制定三方面完善高校“双创”人才培养模式,并通过大数据的信息化思想政治教育平台与高校“双创”平台融合协同,从而改善江西省创新创业环境建设,以利于提高江西省高校“双创”教育水平,为我国提供更多高素质的创新型人才。     

高等农业院校思想政治理论课亲和力的构建

农业振兴靠人才,人才培养靠教育。当前高等农业院校思想政治理论课亲和力面临着学校“重智轻德”、教师“重农轻文”、大学生“即时满足”的现实困境。高等农业院校亟须构建具有高度亲和力的思想政治理论课。文章立足于大学生视域,结合马克思主义理论基础,以江西农业大学为例,围绕“讲”“育”“结合”三方面探究提升高等农业院校思想政治理论课亲和力的创新路径。切实提高思想政治理论课的实效性,真正实现高等农业院校的育人要求。     

Measuring Distributive Justice Preferences of Finnish University Students via the State Budget

We measure the distributive justice preferences of students within eight departments in the faculty of Social Sciences at the University of Turku, Finland. We use the Finnish government's annual budget and its specific appropriations as a proxy to measure the students' underlying preferences. We test whether the type of studies of the respondents is associated with the preferences one has for increases or decreases on specific programmes financed via the budget. Students of economics preferred more money for technological investments and research, as well as for “law and order” programmes. They wanted much less spending for subsidies of any sort. On the other hand, those in social—type disciplines, preferred the opposite, that is, less funding for technology‐related programmes and more money for pensions and subsidies.     

STEERING PATTERNS IN THE AUSTRIAN UNIVERSITY SYSTEM

Inspired by Burton Clark's “triangle of coor‐dination” whereby a university is steered according to its relationship to “state authority”, the “academic oligarchy”, and the “market”, the author analyses the debate going on in Austrian higher education circles today about the proper way for the universities of the country to be steered. The general proposal is to supersede the University Organization Act of 1975, which had really been a reformulation of the traditional ministerial bureaucratic centralism typical of Austrian university governance, in favour of market‐oriented and decentralized approaches with many of the functions of the Ministry of Science and Research to be handed over to a buffer organization to be created. The chances are, however, that fundamentally very little of current practice will be changed because of the strength of set patterns and because of the inner contradictions within the principal reform proposals.     

Japan’s English-medium instruction initiatives and the globalization of higher education

This article analyzes a recent initiative of Japan’s Ministry of Education, which aims to internationalize higher education in Japan. The large-investment project “Top Global University Project” (TGUP) has emerged to create globally oriented universities, to increase the role of foreign languages in higher education, and to foster global human resources. The TGUP identifies 37 universities: 13 as “top global universities” intended to compete in the top 100 university world rankings and 24 “global traction universities” intended to lead the internationalization of higher education in Japan. Despite the substantial funding behind this initiative, little research has been conducted to evaluate the potential impact of this policy on language planning in higher education in Japan. This paper addresses this gap in its exploration of the TGUP, including key changes from previous internationalization policies. It then presents an analysis of publicly available documents regarding the policy, collected from all 37 of the participant universities. Findings indicate a positive departure from older policy trends and the emergence of flexible, unique forms of English language education in Japan’s universities.     

Revisiting Vico's Pedagogy of Invention: The Intellectual Entrepreneurship Pre-Graduate School Internship

Debates regarding higher education's relevance and responsiveness to societal exigencies have in the past three decades resulted in the development of programs with leitmotifs such as “service learning,” “problem-based learning,” and “civic engagement” (e.g., “Scholarship on Teaching and Learning,” McNair Scholars, etc.). A recurring theme in these enterprises has been the emphasis on honing students’ capacity for criticism. And while this faculty is valuable, it may be ultimately insufficient for students’ active and productive problem-solving and concrete engagement. Heuristically employing Giambattista Vico's rhetorical pedagogy, this essay investigates a programmatic effort to respond to this overly critical orientation. I explicate a formal parallel between the criticism launched, on one hand, by the Intellectual Entrepreneurship Pre-Graduate School Internship at the University of Texas at Austin against public research universities, specifically the elimination or reduction of structural and instructional ambiguity and prioritizing of criticism, and, on the other hand, by Vico against Cartesian skepticism, specifically the critical teaching methods generated therein. I thus articulate a model of invention as taught through practice, and advocate a pedagogy based on this revitalized invention, demonstrating its utility in students’ realities.     

LIFELONG EDUCATION AND THE UNIVERSITIES OF THE UNITED KINGDOM

The higher education system of the United Kingdom, of which the universities are only part, is changing rapidly. Although broad social conditions explain why universities should be centres of lifelong learning and specific institutional needs are in fact pushing them in this direction, changing demography is only one explanation among many. The kinds of programmes and related policies concerning students, teaching and curricula which are seen as relevant to continuing or lifelong education are widening and diversifying as the political and funding environment of higher education also changes. Research on continuing education and that generated by it are also being perceived differently. The new decade of the 1990's seems likely to witness significant changes in what is identified as continuing education as present trends in favour of integration or mainstreaming accelerate and new arrangements are made for more accessible and flexible forms of study both for degrees and for short courses. This process will be a part of a wider and more fundamental change as higher education moves somewhat towards a mass from an élite model and as the concept of a university and of a university education changes in step behind these changes in practice. The possibility exists that more fundamental changes in the initial undergraduate curriculum will also make universities more effective centres in terms of preparing their young students for lifelong learning.     

JEREMY BENTHAM,THE CHURCH OF ENGLAND,AND THE FRAUDULENT ACTIVITIES OF THE NATIONAL SCHOOLS SOCIETY

The German medieval universities entered the picture late but abo as a new type. Territorial rulers, city authorities and their boards combined the older types of Bologna and Paris and out of them formed the new “German type”: the Four‐faculties‐University which was forced to tolerate not only the different branches in one and the same “universitas” but moreover the enormous differences relating to the social backgrounds of lawyers, theologians, medical doctors and men of arts. The territorial structure of the Holy Roman Empire finally explains the fast growing number of universities. The rulers, however, were concerned about increasing the prestige and profit of their dynasties and rule rather than about general education and science. University studies and education nevertheless introduced one of the most momentous processes of innovation in Germany. Until the Reformation more than 250000 persons had attended the universities, about 80 percent as men of liberal arts however. This fact has to be kept in mind when dealing with a comparative history of education in Europe.

*This contribution is concieved as an essay, as a state of the art. It is based on a selection of older and recent works mentioned in the select bibliography at the end of the article and on proper reflection. Therefore, I omitted to add notes to the text.     

澳大利亚高校创业教育模式探析

澳大利亚高校创业教育已经形成了比较成熟的体系,主要采用专业模式、普及模式和培训模式三种方式进行。澳大利亚高校创业教育特色鲜明,在课程设置、教学方法、师资建设等方面都颇具独到之处。澳大利亚高校发展创业教育的许多理念和措施都值得我们借鉴。     

The MOOC and the Multitude

Massive open online courses (MOOCs) take university lectures and other educational materials and make them available for free as online “courses.” Liberal and neoliberal MOOC supporters laud these courses for opening up education to the world while incorporating market dynamics to improve quality and drive down costs. Skeptics claim MOOCs are a bald attempt to privatize higher learning, thus creating an apartheid educational system with traditional universities serving the wealthy while everyone else is left with cut‐rate online learning. This essay draws on the political theory of autonomist Marxism, arguing that MOOCs are capital's defensive reaction to the threats of resistant universities on one side, and unmanageable Internet‐based learning on the other. It then looks at which MOOC designs would support education for the “multitude,” which is the term used by autonomist Marxism to describe an autonomous, diverse, networked political body.