Job satisfaction among young European higher education graduates

The effects of diverse education-related variables on job satisfaction scores are analysed using a sample of European higher education graduates at early stages of their working life. Ordered choice models for job satisfaction are estimated including as explanatory diverse educational variables such as field of study, graduates’ evaluation of their educational experience, the match between the competences developed during education and those required by jobs, as well as information on graduates’ values and interests. The results show, even after controlling for actual job characteristics, that education-related variables have a great impact on graduates’ job satisfaction. Additionally, estimation results by each one of the countries included in the sample are also presented.     

Explanatory accounts in international and comparative higher education research

Developing plausible explanations rooted in theory and supported by evidence is a challenge for comparative higher education studies. The purpose of this article is to consider how comparative studies in higher education might develop accounts that allow the research community to enhance explanatory power. Higher education studies can advance explanations about what is happening and why, as well as interpret the meaning of occurrences by drawing broadly on realist scholarly traditions. Rather than prioritising a methodology, the field should prioritise essential questions and address them with all appropriate empirical tools. Avenues for explanatory research include bounded case studies, multi‐method investigations into specific phenomena, mechanism‐based approaches and macro‐social analysis.     

大学生居住校外公寓对高校德育工作的冲击与对策

校外公寓日益成为影响大学生思想品德发展的重要场所,大学生居住校外公寓给高校德育工作带来了新情况和新问题.德育工作者必须提高对大学生校外公寓德育环境建设必要性的认识,按照高校德育工作的目标和要求,构建和优化校外公寓的德育环境,增强德育工作的实效性.     

The employability skills of higher education graduates: insights into conceptual frameworks and methodological options

In recent decades, a growing body of literature has emerged to illustrate the strong pressure on higher education institutions to prepare graduates for the world of work. This paper examines studies that attempt to incorporate the concept of employability skills in the empirical analysis. It thus focuses on the conceptual discussion and methodological options to show how researchers cope empirically with the assumptions associated with employability skills. This literature survey offers a taxonomy of methods that distinguishes between direct and indirect, as well as supervised and unsupervised, methods for the collection of data on skills. Although the underlying premise of the available research is that higher education institutions and policymakers should be provided with information on employability skills, the studies examined in this paper suggest that the identification of those skills is an impossible endeavour. Agreement is only found on some cognitive, technical, and relational skills. More importantly, it is argued that the supply-side approach overlooks economic and social processes that might affect employability. The problem of graduates’ employability transcends higher education institutions’ provision of useful and matched skills.     

论高校德育内容的创新

社会的发展要求高校德育必须根据当代大学生的思想特点,在人、社会、自然广阔的背景上对德育内容进行改革和创新,并且要活化传统道德资源,弘扬中华民族精神。     

试论高职院校学前教育专业毕业生专业素养

在高职院校学前教育专业的发展中,学生自身的专业素养决定了日后的工作和发展。为了深入贯彻学前教育专业的发展,本文针对高职院校学前教育专业毕业生的专业素养进行了探究,针对发展现状、强化过程进行分析,力求结合实际,建立完善的教学理论体系。     

对进一步做好高校毕业生就业工作的思考

近年来,随着高校招生规模的不断扩大,毕业生数量迅速增加,毕业生就业工作出现了些新情况、新问题.本文从观念创新、体制创新和手段创新等方面探寻新办法.     

The impact of austerity on Irish higher education faculty

Given the impact of austerity on higher education systems, an intellectual concern with the impact of austerity on faculty seems appropriate. In this article, austerity is explored through the everyday lived experience of faculty and its impact on both their personal and professional contexts. This aspect has been under-researched in the higher education literature and addresses the complexities and contradictions that the austerity can create for faculty. The study located in the Republic of Ireland provides an interesting context as the global financial crisis in 2008 resulted in 9 years of austerity measures that impacted on all aspects of the economy and particularly on the higher education sector. A social realist approach using Archer’s morphogenetic framework was employed. The framework facilitated an in-depth understanding of the relationship between structure, culture and agency and how austerity was experienced by faculty within their institutions.     

From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking

This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two‐group quasi‐experimental design was implemented. The first group utilised the lecture‐based strategy (n = 28), while the second group utilised the flipped classroom (n = 27). Second, a survey questionnaire was distributed to assess the students' views about the flipped classroom, its role in the promotion of creativity and the difficulties students experienced with this strategy. The findings suggest that the flipped classroom may promote students' creativity, especially with regard to fluency, flexibility and novelty. Furthermore, the students viewed the flipped classroom as an approach that may significantly facilitate their creativity. However, several difficulties were associated with the flipped classroom, especially the students' limited preparation for this strategy. Accordingly, students must be prepared to utilise the flipped classroom and be provided with adequate e‐learning tools. In addition, it is important to consider students' study load and to provide meaningful in‐class activities.     

《莫里尔法案》对美国高等教育的影响

诞生于美国内战期间的《1862年莫里尔法案》,开创了高等教育服务社会的第三大职能,赋予了高等教育新的内涵,使教学的目标、内容、方法和办学模式等方面发生了很大的改变,从而对美国乃至世界的高等教育产生了深远的影响。该法案及后来的《1890年莫里尔法案》使美国联邦政府成为推动高等教育发展的一支重要力量,在此基础上陆续建立了一大批赠地学院,开辟了美国职业教育的先河,加速了美国高等教育大众化和民主化的步伐。     

高职高专学前教育专业就业浅析

学前教育是人一生中的启蒙教育,是最基础最根本的教育,对于一个人一生的成长起着重要的作用。随着经济、文化的发展,幼儿园覆盖率的提高,国家教育政策对幼儿教育的导向与倾斜,学前教育专业毕业生就业也成为一个被关注的话题。文章立足于高职高专学前教育专业毕业生就业良好的现状,分析就业基本情况,提出如何科学专业地发展高职高专学前教育专业。     

高等教育大众化背景下的高校就业指导初探

高等教育大众化的趋势,使大学生就业难的问题开始浮出水面。本文对新形势下大学生就业工作所面临的问题及对策进行了分析和阐述。认为通过教育改革、转变观念、心理调适以及有针对性地予以就业指导等方式,可以有效的促进大学生就业工作。     

高等教育质量保障:政府、社会和高校共同的责任

在不同的社会经济条件下,高等教育质量保障模式各异。随着我国经济体制的转轨,计划经济条件下政府包办一切的模式已被逐步打破,应建立起由政府的宏观质量调控、社会的质量调节和高校的质量管理三者有机协调、运转通畅的新模式。     

Teaching and learning in higher education: Recent trends

In the last decade, the questioning of traditional teaching and learning methods and instructional systems and the search for more effective alternatives have gained momentum in higher education. Recent trends can be grouped as follows:

关于加强高职毕业生质量评估的几点思考

毕业生的质量评估是高等教育人才培养质量监控体系的重要组成部分。高职毕业生质量评估的内容应包括对应届毕业生的理论知识和专业技能的评估、毕业生的跟踪调查以及用人单位的意见反馈等。在评估中要注意突出高职教育的“职业性”和“实用性”特点,强调评估标准的针对性和灵活性．实施多元化评估。     

Assessment to improve learning in higher education: The BEAR Assessment System

This paper discusses how assessment practices in higher education can improve or hinder learning. An example is given to illustrate some common educational practices that may be contributing to underpreparation and underperformance of students. Elements of effective learning environments that may better address underlying metacognitive issues are discussed. The principles of the Berkeley Evaluation & Assessment Research Assessment (BEAR) System are introduced, and their use to improve learning is described in the context of the UC Berkeley ChemQuery project.     

E-learning technology and higher education: the impact of organizational trust

Tertiary Education and Management - The aim of this paper is to analyze the impact of trust perceptions on teachers’ intention to continue using e-learning technology in higher education....     

The development of teaching and learning in Polish higher education

Higher Education - Research into teaching and learning in higher education has been actively pursued in Poland, with the aim of achieving efficient expansion and improving teaching in individual...     

The salience of gender during the transition to higher education: male students' accounts of performed and authentic identities

This article looks at the transition to higher education made by a group of male undergraduates. The data were collected though one‐to‐one interviews with 24 students, who were asked questions designed to elicit data about their positioning in relation to hegemonic masculinities. The evidence presented here supports the view that gender operates as a salient and accessible means of identifying an in‐group of peers and that ‘laddish’ practices are enacted as a function of the initial stages of peer group formation. However, such practices are described by many respondents as a ‘front’ or performance. In distancing themselves from such practices, these students did not succeed in articulating ‘alternative masculinities’, but many articulated a strong underlying value for an authentic self, providing an important insight into the experiencing of identity.