Students’ continuity norms in the university and exam calendar: do they affect university academic performance? / Normas de permanencia y calendario de exámenes: ¿afectan al rendimiento académico universitario?

Students’ academic performance is a key factor in evaluating the efficiency and quality of university degree programmes. Not only do personal characteristics and the students’ own performance affect these results, but so does the university’s academic organization. Based on a database that contains the overall results by course and exam period in three different degree programmes from 2007–15, we estimate what external factors influenced the percentages of students sitting for and passing exams. The analysis of the data panel shows that the order of the exams and the students’ continuity norms established by the university to penalize failing grades are two incentives that improve student performance only in the ordinary exam periods. These results also imply first keeping the incentive system at the university and secondly strategically using the exam calendar for the courses with the worst overall results.     

高等教育学生家庭背景的客观性变量与学业成绩的关系研究

从科尔曼开始,众多学者对学生家庭背景影响学业成绩进行了研究,但大部分研究都是针对基础教育阶段学生。此次研究则以高等教育阶段的学生为对象,调查这个相对基础教育阶段学生来说受到更多社会因素影响的群体的学业成绩是否还会受其家庭背景的影响。结果显示:诸如家庭经济条件、家庭结构、家庭变故、父母文化程度等家庭背景的客观变量,对高等教育阶段学生的学业成绩有较显著影响;是否独生子女与父母的职业性质对学业成绩则没有影响。在分析家庭背景变量对学业成绩形成影响原因的基础上,从家长、学生、学校3个方面对高校学生学业成绩的提高提出建议。     

日本高等教育交叉学科建设的范例及其启示

本文围绕日本高等教育交叉学科建设与运营的特点,从交叉学科研究的研究实体、交叉学科教育的教育体系、学科交叉型大学的大学改革理念三个层面,分别调研了一个典型事例,发现他们最主要的特点分别是:科研实体具有高度的学术组织运作机能;交叉学科教育是以一个学院为单位的整体改革,而不是停留在几门交叉学科课程的设置上;以学术融合为理念的新型大学,其动力来源于开创新的学科体系的战略目标。     

论\"学术自由\"理念的现代意义

学术自由产生于思想自由,其精神实质是一种人性的体现。现代高等教育在学术自由理念支配下取得了辉煌的成绩。学术自由与学术责任是一对辩证的范畴,学术自由必须承担学术责任。学术自由弘扬批判精神和张扬个性,为创造性提供精神氛围。学术自由体现以人为本,最终是实现人的全面发展。     

试论我国高等教育大众化进程中的潜在风险

高等教育作为人类有目的的人力资本增值的投资活动,它给社会和受教育个人带来滞后性高经济回报的同时,也存在着潜在风险,特别是在高等教育大众化的过程中,表现得十分明显,当这种风险的“量”累积达到一定程度时,也会产生危机。借鉴国外发达国家发展的经验和才识,充分发挥我国高等教育的后发优势,成功防范和化解我国高等教育大众化进程中的风险,确保我国高等教育持续协调发展,具有重要的现实意义。     

促进成人高等学历教育不断创新的思考

我国成人高等学历教育,已成为高等教育的重要组成部分。在新形势下,成人高等学历教育显露出不适应经济形势发展的现象越来越明显,必须转变观念,与时俱进地对其进行改革创新,才能不断注入活力,实现高等教育大众化,实现党的十六大提出的造就数以亿计的高素质劳动者,数以千万计的专门人才和一大批拔尖创新人才的战略目标。     

高等教育研究领域中的女性——基于对《高等教育研究》2001-2010年的载文分析

对《高等教育研究》(2001-2010年)的载文分析发现,我国高等教育研究领域还是一个以男性为主的话语结构,女性参与率低,论文被引用率低,并且越往学术界的上层女性越处于不利地位。学术界的社会分层虽主要遵循普遍主义,但社会的性别角色观念仍会影响学术界的判断以及女性的自我判断和努力程度,加上学术工作的\"男性工作模式\"假定、学术评价的\"劣势累积\"效应、学术竞争的\"锦标赛\"制,以及女性承担生育职责和过多的家务劳动等原因,女性走向学术顶端更难。     

高等教育职业性的发展规律及启示

通过追溯从中世纪到大众化时期高等教育的发展历程,阐明高等教育职业性的发展规律。职业性是高等教育的固有属性,内涵不断丰富和发展,其与学术性的相互博弈共同促进了高等教育的发展,这对当前我国高等教育改革有着重要启示和借鉴意义。     

Adjustment to university and academic performance: brief report of a follow‐up study

This study presents data that extend an earlier analysis of predictors of academic performance from one to three years. None of the adjustment and other psychosocial variables (help‐seeking, academic motivation, self‐esteem, perceived stress and perceived academic overload) could predict success at university at the end of three years of study. The only significant predictor was academic performance at the end of the first year of study.     

高职教育与高等学历教育、职业技能教育关系的模型化研究

高职教育是将高等学历教育与职业技能教育整合在一起,培养高素质技能型人才的一种新的高等教育类型。高等学历教育与职业技能教育不仅是高职教育两个不同的发展体系,而且还是决定这一新的教育类型不同实现形式和结果的两个最主要因素。因此,可以用高等学历教育作为纵的维度,职业技能教育作为横的维度,构建一个高等职业教育内在关系模型,来研究高职教育与高等学历教育、职业技能教育的辩证关系。     

高等教育大众化与缩小社会阶层高等教育差异的研究

通过调查发现,出身于较高阶层的子女拥有较多的入学机会;公办高职院校中各阶层子女入学机会盖异最小;拥有较多家庭文化资源的子女获得更多的入学机会;改革开放近30年来,我国各阶层子女高等教育入学机会差异,伴随着高等教育从精英阶段向大众阶段发展,呈现出先扩大后缩小的基本特征。     

The mystery of student selection: are there any selection criteria?

First‐year students are still failing at an alarming rate. This is an international issue that universities face and there is currently no clear indication of the cause of the problem as universities move from being elite to providing mass education. This article examines the possible correlation between students’ high school performance and first‐year performance. The focus is primarily on the students’ performance in mathematics and English. National Senior Certificate results as well as academic and mathematics competency results are used to determine any correlations and therefore any predictors. The research is done to determine whether these results are a true reflection of a student’s performance and can be used as selection criteria. The results were disappointing since no correlation was found between students’ high school performance and first‐year performance. There is an indication, however, that the competency results might be an indicator. The results imply that more research is needed and that the current selection criteria are either not valid or need to be adjusted.     

试论“专业高等教育”——基于人才培养规格差异的视角

\"专业\"和\"专业教育\"是高等教育研究中的重要术语,但在中、西方话题体系中的含义与所指却远不相同。本文试从人才培养规格差异的视角,通过两两比较的方式,对西方话题体系中\"专业高等教育\"的属性和特征进行分析,以期有助于廓清我们对相关概念和话题的理解与认识。     

关于素质教育实践中几个问题的思考

随着素质教育实践的一步步深入,素质教育作为一种教育理念越来越被更多的人们所重视,但在具体的教育实践中,存在着素质教育同课堂教学相分离、把素质教育同知识教育相对立、自觉不自觉寻求素质教育单一模式等问题.本文结合自己的工作实践对此进行了思考.     

Gaining legitimacy: mentoring as an avenue to navigate the transition into a new academic workplace / Conseguir legitimidad: las mentorías como medio para gestionar la transición a un puesto académico distinto

This paper discusses the learning and development experiences of academics who make transitions between higher education institutions involving multiple communities. In these communities, they may act on the periphery as both newcomers and academics with established credentials that may have a significant impact on their participation. In acknowledging this, this paper uses Lave and Wenger’s concept of Community of Practice to better understand how these academics gain their legitimacy, and whether mentoring has a specific role to play in their development into full members of communities. Based on the analysis of the themes generated from 12 in-depth semi-structured interviews with academics who have experienced transitions between higher education institutions, this paper suggests that restricted access to a mentoring programme may lead these academics to question their status benefits and their development into full participants of communities. Referring to the examples of mentoring programmes used in other universities, this paper shows that among experienced academics, mentoring can contribute to their development and provide a range of psychosocial benefits from the increased level of support.     

关于高校学术委员会建设的若干思考

高校建立学术委员会,加强学术管理,完善学术治理结构,改变过去单纯依靠政治领导和行政管理两条线治理学术的局面,是我国高等教育改革的重要任务.建立学术委员会是我国高等教育发展形势的要求,是提高办学水平和办学质量的要求,是尊重高等教育规律和高校办学规律的要求.学术委员会能够引领高校发展的正确方向,维护学术的正常秩序,激发学术的原动力,以及裁决学术矛盾.要发挥学术委员会的作用,应当提高高校党政领导和教授的认识,建立完善的学术委员会工作机制,提高学术委员会的治理能力,营造有利于学术委员会工作的环境和氛围.