Conceptualizing educational leadership in an academic development program

Promoting the development of educational leadership in higher education is essential for strengthening the quality of teaching and learning. Additional research is needed to conceptualize educational leadership, especially within informal roles. We analysed how faculty members in an academic development program conceptualized educational leadership. Five key characteristics emerged that inform the development of educational leadership capacity in postsecondary contexts: affective qualities, mentoring and empowering, action-orientation, teaching excellence, and research and scholarship. Three characteristics of academic programs aimed at developing educational leadership were also identified: funding and resources to implement a change initiative, building interdisciplinary communities, and embracing identity.     

现代教育技术的发展与成人高等教育的变革

现代教育技术的发展给我国传统成人高等教育带来了全面、深刻的影响。它不仅更新了教学方法和手段 ,更重要的是对传统成人高等教育的教育观念、教育模式、教育制度等带来整体性和根本性的变革 ,从而为实现我们长期以来所追求的开放式教育、自主性学习的教育思想 ,提供了坚实的物质基础和技术支撑。     

Promoting a culture of scholarship among educational developers: exploring institutional opportunities

Educational developers tend to be located in centres and units of teaching and learning outside the academic mainstream. They have little opportunity to engage in scholarship. Through an overview of the literature on educational development and educational professional roles and responsibilities, the author suggests that promoting a culture of scholarship among educational developers will contribute significantly towards their pedagogical professional development. It will enhance the quality of professional consultation between educational developers and academic staff in the faculties. The discussion concludes with suggestions for implementing innovative strategies to promote a culture of scholarship within the higher education academic mainstream.     

中国民族教育发展战略模式选择研究

通过民族教育发展的需求与供给、质量与数量、普及与提高、公平与效益等重大关系问题的研究,对民族教育发展进程中的各种因素进行分析、权衡和取舍、提出指导今后中国民族教育发展的模式和原则,以保证各级各类民族教育协调发展,充分利用有限的资源,最大限度地发挥民族教育的内部和外部效益。     

研究教育技术办好"现代教育技术中心"

教育技术是现代远程教育的基本要素。“现代教育技术中心”是近年来众多广播电视大学推行现代教育技术的新建制,探索和构建它的实践模型,研究现代远程开放教育赋予它的使命和任务,是目前阶段电大完成“试点”项目的重要内容之一。     

Design and effects of an academic development programme on leadership for educational change

For 40 years, the ‘staff teaching seminar’ has aimed to prepare academics to meet the complex demands of university teaching. In Aotearoa/New Zealand (NZ), as elsewhere, the seminar emerged in the late 1960s–early 1970s, and preceded centrally funded academic development (AD) centres. Targeting new academics, the programme typically focused on core activities of university teaching and blended presentations by experienced academics from various disciplines with group activities and plenary discussions. Several decades on, this pedagogical space is plainly recognisable as a core site of AD in NZ today. In order to problematise AD’s ambitions for this site and others like it, this essay refracts past and present versions through the prism of heterotopia. In so doing, we sound a warning about AD’s implication in the inexorable rise of governmentality in our institutions. We also, though, recognise the ways in which the staff teaching seminar eludes such forces.     

数字化建设对高等教育发展的影响

以数字化为基础的网络教育和远程教育将成为高等教育的发展趋势,高等教育从精英式向社会化转变过程中,需要依赖于新的信息中介工具,数字化建设将促使教育观念、教育思想的转变并成为推动高等教育社会化的重要技术基础,是实现高等教育跨越式发展的重要基础。     

Study support and the development of academic literacy in higher education: a phenomenographic analysis

This article seeks to understand the process employed, across a university in England, to support the acquisition of academic literacy. Whilst this offers a very specific UK focus, this article draws upon related work in Australian, American and African contexts around study support, academic literacy and academic development. A phenomenographic analysis is used to interpret variation in lived experience of study support of three participant groups: students, tutors and support staff, and the resulting ‘outcome spaces’ are analysed with respect to the role of a variety of study support mechanisms in the development of academic literacy. This study concludes with an examination of how the tensions and conflicts that arise through a lack of shared meaning and aspiration can serve as an indicator of the need for a deeper understanding of both the range of student profiles in higher education and of what we mean by study support.     

The development of the special educational needs coordinator role in a higher education setting

UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two‐year case study in a UK university.     

教育中介组织:存在必要性、问题及发展策略分析

教育中介组织是社会中介组织的重要组成部分,在资源配置、制度创新等方面具有独特的优势.发展和完善教育中介组织是促使我国高等教育改革向纵深方向发展的有效手段.针对我国当前教育中介组织存在着缺乏独立性、专业性不强、法规不健全等问题和不足,可以从相关改革的支撑、制度规范、自身建设、观念上的认可支持四个相辅相成的层面探讨解决思路.     

Influences on academics' approaches to development: voices from below

The purpose of this qualitative case study research was to explore faculty‐based academics' views on what influences their behaviours and attitudes towards their development. Informed by critical realist ontology, the data collection was carried out through narrative interviews with academics in two contrasting English universities. Findings, or areas for reflection, have emerged about the constraints and enablements academics perceive in respect of their professional development. In particular, themes such as: the significance of professional status; misaligned initiatives and priorities; the influence of supportive networks; and emergent personal, individual concerns have surfaced. The conclusion is drawn that the significance of agency raises the importance of responding to the ‘voices from below’.     

试论高等教育组织塑造学术品德的逻辑

高等教育组织在塑造学术品德的过程中有其独特的逻辑,具有对之进行创造、保存、提炼、完善和传播的逻辑.在理论上,高等教育组织是一种权责分担而又共融的权责角色结构,它是塑造学术品德的逻辑承担者,具有权责分担、宏观决策、整体协调、组织管理等几个方面的逻辑使然.从逻辑归因的角度审视,高等教育组织决定学术品德的走向,在塑造学术品德的过程中应理性地内外结合,将道德熏染和组织信念结合为一体,才能不失偏颇.从逻辑途径考察,高等教育组织塑造学术品德的逻辑终点在于以人为本,情理相生,"法""德"兼善,从而促进学术自治和学者自律,以完善组织逻辑.     

教育技术视角下的高职网络课程开发与应用研究

从教育技术视角研究高职网络课程,综合应用动态语言开发技术、数据库技术和多媒体技术等,开发高职网络课程,探讨基于网络课程的教学模型。     

建立有中国特色的教育产业发展机制

教育一方面处于“供不应求”的卖方市场，另一方面其发展所需资金严重短缺且现有资源又得不到合理高效使用。如何解决这对矛盾，教育产业化可以作为一种尝试。教育产业化有其客观必然性，义务教育、高等教育均可采用产业运行机制进行经营管理。不过，在教育产业化的过程中要特别注意国家的宏观调控和收费机制等问题。     

The development and psychometric properties of an educational development impact questionnaire

The purpose of this study was to develop and provide psychometric evidence of the Educational Development Impact Questionnaire (EDIQ) for evaluating complex outcomes of multifaceted educational development work within centres of teaching and learning. Our study addresses the need for a user-friendly and psychometrically sound survey instrument adaptable to differing higher education contexts. Our outcomes framework, mapping the intended short- and medium-term outcomes of our centre’s educational development activities, provided the necessary framework on which to create survey items. Scores from 267 instructors from a research-intensive university provided the data for examining the EDIQ’s initial factor structure using exploratory factor analysis. We justify our use of two different cut-scores to generate two models of factor structures. Factors common to both models are instructor growth, scholarship of teaching and learning, technology integration, impact on students, and knowledge enhancement. We discuss how the models provide different opportunities for assessing short-term and medium-term outcomes over time and the usefulness of the EDIQ beyond the current study context.     

大学学术自治与学术自由的比较阐释

首先 ,对学术自治和学术自由作了比较阐述 ,认为学术自治是学术自由的保障 ,是在学术自治中实践着学术自由。进而从教育实践角度总结国内外的经验与问题 ,并就我国高等教育领域中贯彻这一原则提出了进行制度创新的基本设想 ,主要包括学术仲裁制度、学术风险制度、学术基金制度及学术柔性管理制度等     

Agency,context and change in academic development

This article explores the notions of change that seem to underpin the ways in which academic developers practice within specific organizational contexts and cultures. Drawing on a two-year empirical study across UK institutions it links concepts of change to the different 'orientations' that developers consider appropriate to their strategic terrain. It provides an opportunity for colleagues to examine their own concepts of change and a conceptual tool for auditing the extent to which the approaches adopted in our Units and Centres might appropriately address the cultures and needs of our organizations.     

Teacher capabilities in a multicultural educational environment: an analysis of the impact of a professional development project

With more programmes being taught through English in non-Anglophone contexts, higher education lecturers are faced with new challenges. This article briefly presents a professional development initiative carried out at departmental level as an intervention for all English Medium Instruction lecturers. In order to assess the effect of such an intervention, a mix of different data sets are used, moving from self-assessment by participants to observations of individual teaching practices in the classrooms. It is shown how corroboration of surveys and observation reports in an explicit feedback template can be used to evidence the value of the intervention in context.     

Collaborating with colleagues for the sake of academic and professional development in higher education

Abstract

This research examines how faculty members in higher education collaborate with colleagues, their collaborative professional work, the nature of these collaborations, and the benefits they get from it. Research findings show that collaborations are perceived as one of the important components of academic and professional development. The findings indicate issues about the characteristics and nature of collaborations as well as about colleagues with whom faculty members prefer to collaborate, the ways in which they collaborate, the advantages of collaborations, and the important role that academic leaders and institutions play in encouraging collaborations.