学院人的“癖好”与大学的制度安排

在研究型大学中,学院人是一个有着独特精神气质的群体,它反映了大学内部学术活动的特征和以学术为志业的人们的职业习性。也正是这种职业活动的特殊性,决定了大学制度安排中所存在的相对松散的倾向,以及对学者们带有典型的“个人主义”取向的宽容,没有对这种倾向的容忍,就很难有真正意义的学术创新。     

合作学习与英语教学中的情感因素研究

本文分析了影响外语学习者的主要情感因素,提出了在外语教学中运用合作学习的教学策略,有助于促进学习者积极情绪的产生,同时可以提高语言教学效率。     

利用第二课堂,选准高校辅导员工作在学风建设中的着力点

当前高校学风建设中辅导员队伍一直处于被动地位,其辅助作用不能得到很好的发挥;辅导员若能充分利用学生第二课堂,结合自身工作的优势,同样能在学风建设中发挥积极主动的、别人无法替代的作用。     

浅谈情感因素对大学英语教学的影响及对策

情感因素是英语教学的重要因素,影响着英语教学的每个环节。目前我国大学英语教学忽视了情感因素的作用,而片面强调语言学习中的认知因素,存在严重的知情分离现象。本文分析了情感因素在语言教学中的作用,揭示了大学英语教学中存在的问题,并在此基础上提出了一些可行性较强的对策。     

The program risks of work-integrated learning: a study of Australian university lawyers

Work-integrated learning (WIL) is a risky business in higher education. The strategic opportunities that WIL presents for universities cannot be achieved without taking on unavoidable legal risks. University lawyers are involved with managing the legal risks as part of their internal delivery of legal services to universities. It is important to identify the risks that potentially arise, so these can then be managed. A case study involving Australian university lawyers reveals the ‘program risks’ of WIL. Program risk is a type of legal risk that relates to the conduct of universities, host organisations and students before, during and after a WIL placement, as well as the personal characteristics of students that can expose the university to legal risk. The research findings may be applied by university lawyers, academic disciplines and university management to evaluate and improve risk management in WIL programs.     

Assessing university brand personality through logos: an analysis of the use of academics and athletics in university branding

For colleges and universities whose survival depends on external stakeholders, developing a strong brand should be an important component of their marketing strategy. University brand managers could benefit from developing a better understanding of how consumers interact with their brand in order to develop more effective recruiting material, advertisements, and other marketing efforts. The current study applies the concept of brand personality to university academic and athletic logos and examines subsequent relationships between the perceived brand personalities. Results of an online survey indicate that competence is a brand personality dimension mostly associated with academic logos, and excitement is the brand personality dimension mostly associated with athletic logos.     

A generational examination of instructional Facebook use and the effects on perceived instructor immediacy,credibility and student affective learning

This study examined Millennial student perceptions of use of social networking, specifically Facebook, by instructors. Two independent variables were examined: instructor age (Baby Boomer or Millennial) and use of Facebook (utilising a course group site through the service versus not using the service at all). Results revealed that Baby Boomer instructors who used a class Facebook group were rated more highly on mediated immediacy, credibility and affective learning than Baby Boomer or Millennial instructors who did not use Facebook. The role of expectancy violations theory in Millennials’ perceptions of their instructors’ communication is discussed and recommendations are made for future research.     

Yes we can: towards assurance of learning by scholarly academics through a praxeology of the scholarship of teaching

ABSTRACT

This article explores how Revan’s praxeology and learning formula act as the foundation for the authors’ enactment of the scholarship of their teaching practice. Linking to accreditation requirement of assurance of learning the authors describe two undergraduate courses that they teach and reflect on how Revan’s praxeology of systems alpha, beta and gamma and his learning formula, L?=?P?+?Q provide a framework for understanding and enacting their scholarship of teaching. They offer their experience and reflection for other academics to engage with the scholarship of their respective practice.     

Emotions and teaching styles among academics: the mediating role of research and teaching efficacy

The key purpose of this research was to investigate the mediating role of academics’ self-efficacy in teaching and research (termed ‘academic self-efficacy’) in the relationship between emotions in teaching and teaching styles. Two hundred and thirty-two academics from 13 higher educational institutions in Shanghai, mainland China, responded to three self-report inventories, each assessing academics’ emotions in teaching, efficacy in teaching and research, and teaching styles, respectively. Results showed that academics’ emotions in teaching statistically predicted teaching styles, both directly and indirectly – through academic self-efficacy. Findings have enriched the literature on emotions in teaching, that on teaching styles, and that on teacher/academic self-efficacy. Practical implications are proposed in relation to academics and university senior managers.     

Exploring the hermeneutic foundations of university life: Deaf academics in a hybrid `community of practice'

This paper derives from a study oforganizational socialization and induction inuniversities. It uses some of the data fromthat study to critique social practice theoryand to further develop a model to illuminatethe characteristics of professionalknowledgeability and practices underpinningdaily life in universities. This is donethrough the analysis of a case study of oneunusual sub-departmental workgroup in anunchartered English university: one thatcomprises both Deaf and hearing academics.Using such a case study highlights factors thatare less evident in hearing-only situations,displaying important features in exaggeratedform which exist less palpably in mostmicro-social situations in universities. As aresult it offers a suitable locus for themodelling of the processes underlying muchwhich is taken for granted in universities'daily life. The structure of the paper is asfollows: it outlines the broader study fromwhich this is derived and makes some generalcomments about using `unusual' case studies. Itthen goes on to describe the characteristics ofworkgroups in university contexts through thecase study example and to explore theirtheoretical corollaries. Finally the paperconsiders the implications for aspects of themodel developed, particularly in terms of localleadership.     

Predicting high school student use of learning strategies: the role of preferred learning styles and classroom climate

This study investigated the predictiveness of preferred learning styles (competitive and cooperative) and classroom climate (teacher support and disciplinary climate) on learning strategy use in mathematics. The student survey part of the Programme for International Student Assessment 2003 comprising of 4633 US observations was used in a weighted ordinary least squares multiple regression framework to predict learning strategy from preferred learning styles and classroom climate while controlling for self-efficacy and demographic variables. The results showed that preferred learning styles were the most important predictors of learning strategies used in mathematics. Educational implications were discussed.     

学前教育专业大学生专业承诺与学习倦怠研究

采用大学生专业承诺量表和学习倦怠量表对285名学前教育专业大学生专业承诺和学习倦怠状况及关系进行测量,结果表明学前教育专业大学生的专业承诺水平一般,而学习倦怠水平较高,且存在显著的性别差异和年级差异;学前教育专业学生的专业承诺与学习倦怠有显著负相关;情感承诺是其学习倦怠的重要预测变量。可以通过赋予学生专业选择自主权、提高学生专业认同感以及制定科学合理的学前教育专业教学计划提高其专业承诺水平,消除其学习倦怠心理。     

Building affective commitment to organization among Chinese university teachers: the roles of organizational justice and job burnout

In view of the benefit of improving employees’ organization commitment, it is important to study the major influencing factors of organization commitment. According to previous literature, organizational justice and job burnout have been considered two major influencing variables of affective commitment; however, little empirical research can be found to examine the relationship between job burnout, organizational justice, and affective commitment simultaneously among university teachers in China. Thus, the main purpose of the current study was to examine the above relationship in a cross-sectional design. The participants were 435 teachers from five universities in China. A series of structural equation modeling analyses were conducted by using Amos 19.0. The results showed that organizational justice was a strong predictor of affective commitment. Specifically, interactional justice predicted affective commitment the most strongly, whereas distributive justice, unexpectedly, had no significant influence on affective commitment. Furthermore, both emotional exhaustion and personal accomplishment were important partial mediators of the relationship between interactional justice and affective commitment.     

Perceptions of the university climate among students in different academic majors at two colleges of arts and sciences

This study employed the semantic differential technique to investigate the consistency of differences in perceptions of the institutional climate among humanities, social science, and natural science majors in two colleges of arts and sciences. Significant differences were obtained on two of four factors. Humanities majors at one institution rated the institutional climate significantly higher on an Aestheticism/Idealism factor than their peers in the social sciences. A more significant finding was that social science majors at both universities rated the climate of their institution significantly higher on a Bureaucracy factor than either humanities or natural science majors. A possible explanation for this latter finding as the interaction of initial student dispositions and subsequent major field experiences is outlined.     

Social climate in diverse university departments: the role of internal knowledge sharing

Background:?A good social climate is a precondition for developing a well functioning staff in university departments. However, as universities are becoming increasingly diverse in their staff composition, new problems for the social climate may develop. Organisations where members are open to diversity are known to be better integrated and to perform better. While the relation between a positive social climate and group functioning is well documented, we know much less about antecedents for such a climate.

Purpose:?The aim of this study is to examine the effect of internal learning and knowledge sharing engagement (sharing informal knowledge of a personal nature and the staff's application of each other's knowledge to task relevant problems) on diversity climate (openness to linguistic, visual, value and informational diversity) among university teachers.

Sample:?The study used questionnaire responses from 489 teachers in multicultural Danish university departments.

Design and methods:?To study antecedents for a good diversity climate, statistical analysis including hierarchical multiple regressions was applied.

Conclusions:?Results showed that group members' engagement in: (1) sharing informal knowledge of a personal nature; and (2) their application of each other's knowledge to task relevant problems had strong positive associations with openness to linguistic, visible, value and informational diversity. We conclude that interaction and knowledge sharing among teachers in multicultural departments is likely to have a favourable effect on the social working climate.     

Professional dialogues: exploring an alternative means of assessing the professional learning of experienced HE academics

Courses are widely used to provide professional qualifications for higher education (HE) practitioners. However, the question of how experienced academics might gain recognition as professional educators without completing a course is not well explored. This paper introduces the use of professional dialogue for this purpose, describing an approach being applied within four UK universities. The paper discusses the value of the professional dialogue, drawing on assessors’ and participants’ voices to provide empirical evidence. Findings from the study suggest that ‘assessed dialogues’ provide a more authentic route to professional recognition for experienced HE academics, effectively synthesising professional development, the individual and organisational learning.     

The conceptions of learning science by laboratory among university science-major students: qualitative and quantitative analyses

Background: The sophistication of students’ conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students’ conceptions of science learning by laboratory.

Purpose: The purpose of this research, consisting of two studies, was to explore Taiwanese university science-major students’ conceptions of learning science by laboratory (CLSL).

Sample: In Study I, interview data were gathered from 47 university science-major students. In Study II, 287 university science-major students’ responses to a CLSL survey were collected.

Design and methods: In Study I, the interview data were analyzed using the phenomenographic method. Based on the findings derived from Study I, Study II developed an instrument for assessing students’ CLSL by exploratory factor analysis.

Results: Study I revealed six categories of CLSL, including memorizing, verifying, acquiring manipulative skills, obtaining authentic experience, reviewing prior learning profiles, and achieving in-depth understanding. The factor analysis in Study II revealed that the ‘verifying’ category was eliminated, but found another new category of ‘examining prior knowledge.’

Conclusions: This study finally proposes a framework to describe the variations of CLSL, consisting of three features: cognitive orientation, metacognitive orientation, and epistemic orientation. Possible factors influencing students’ CLSL are also discussed.     

多媒体技术环境下大学英语教与学的适应性分析

多媒体技术环境下大学英语学科课程的教与学,在面对一些教学环节中的变化时,对其适应性不强,经常出现教师无法转变教学观念、方式,或者是学生无法掌握正确的学习方法,无法适应新的教学环境。