学术与商业博弈:约翰·霍普金斯大学学术商业化的艰难抉择

美国研究型大学之母约翰·霍普金斯大学,进行了艰难的学术商业化抉择,历经远离、延缓、参与三个阶段.建校初期,基于对纯粹学术使命的坚守,其长期远离商业市场;19世纪末至20世纪70年代,多因素的叠加强化了其纯粹研究偏好,学术商业化历程延缓;在《拜杜法》的引导及生物科技革新的刺激等因素的作用下,20世纪80年代,约翰·霍普金斯大学才主动参与商业市场,并凭借学术优势跃升为极具创业型大学.诚然,以学术为业是大学永恒不变的使命,而学术商业化是大学不可回避的时代使命.     

Educational governance and challenges to universities in the Arabian Gulf region

Higher education institutions in the Arabian Gulf region today, which have mushroomed and proliferated in the past ten to fifteen years, have been constructing themselves along models of Western universities at the levels of governance, programs, and structure. At the outset of the twenty-first century, universities have globally experienced a drastic shift in their governance from ‘republics of scholars’ to stakeholder organizations. In this paper, we discuss and deconstruct some of the consequences of that drastic shift, paramount among which is the downsizing and neglect of some sciences/fields. We discuss some of the major problems that the Market Model of the University is facing in the West through a literature review. We also explore the academic view on some problems and challenges facing University governance today in the globe at large and specifically in the Arabian Gulf Region. We believe that universities in this region in their present state face the serious challenge of generating indigenous knowledge that fulfills the needs of citizens within this region, knowledge that draws upon the culture, history, and geography of the area and responds to the specific needs of citizens in this area.     

混合式学习的学生满意度及影响因素研究——以北京大学教学网为例

混合式学习目前已成为国内外高校教学应用的重要形式.本研究以北京大学教学网为案例,对混合式学习的学生满意度及其影响因素进行了研究.根据相关理论构建了混合式学习满意度分析模型,包括学生特点、教师特点、课程特点、系统功能特点四个维度和12个变量.对北大学生调查数据的回归分析显示,学生对电脑学习适应性、认知有用性、教师关于作业及考试回应及时性、认知易用性、课程适用性是影响混合式学习学生满意度的显著因素.     

Bilingualism in a Canadian Context: The Case of the University of Ottawa

The University of Ottawa was created as a Roman Catholic, private, bilingual institution before Canada was born as a country. Courses were taught in French and English, both to francophone and to anglophone students, and with no duplication of programmes. The College of Bytown, as it was then known, was intended to create a learning milieu that would bring together English-speaking and French-speaking students and foster mutual respect and understanding. When the university was reorganized as a provincially assisted (i.e., subsidized) institution in 1965, its mandate as a bilingual university was reaffirmed, together with its special mission of preserving and developing French culture in Ontario. Over the years, the university has moved toward institutional bilingualism and has placed a strong emphasis on the parallel offering of programmes. It is the author's view that, on the whole, bilingualism at the University of Ottawa has delivered positive results. However, bilingualism is not viewed by everyone as a means for preserving the language and the culture of minorities, and some Franco-Ontarians would prefer a French-only institution.     

论高校书院式学术氛围之营造

古代书院在长期的发展过程中形成的一系列鲜明的特点如重、视人格陶冶、提倡自修钻研、教研合一、师生关系和谐融洽和提倡学术争鸣等,对目前我国高校学术氛围的营造具有很大的借鉴意义。     

The University and Its Region: The Case of the University of Turku

Because in recent years the universities of Finland have had to rely more on regional than on national support, the University of Turku, which was created in 1920 to serve a national purpose, had to redirect the scope of its activities to its region. However, this region is the most important economic area of Finland outside the capital area and can thus provide many opportunities for the university. A more targeted central management at the university evaluated the external impact of the institution and decided to focus on the biosciences, cultural interactions and integration, mathematics and mathematical methods, learning and teaching, information and communication technology, materials research, and collaboration in the Baltic Sea zone as areas of regional outreach and collaboration. The latter takes place in many ways. In particular, collaboration in science takes place through the BioCity Turku organization, an umbrella organization for research in cell and molecular biology, the Turku Center for Computer Science, and the Turku Science Park. Thus the University of Turku is helping to unlock the resources of its region, and the region supports its university in a number of ways.     

传统海洋开发的历程：以渤海湾和北部湾为例

唐宋以前,北部湾和渤海湾在宽松的政治环境下,海洋开发生机勃勃,两湾成为王朝对外贸易和文化交流的门户。元明以后,因国内外大环境的变化,王朝对两湾的政策有所不同,致使南北海洋开发的走向出现差异。传统海洋开发在官民互动中不断前行,通过对两湾开发历程的比较研究,呈现出王朝政策下海洋开发的异同。     

研究型大学实现跨越式发展的要素分析——以南洋理工大学为例

近年来,南洋理工大学实现了跨越式发展,其标志是在三大世界大学排行榜中的名次持续且大幅提升。为了深入探究南洋理工大学实现跨越式发展的原因,本文以萨尔米的三要素发展模式为分析框架,通过比较法和文献法从人才、资源及管理三要素维度分析其实现跨越式发展的优势因素,以期从中获得对促进我国研究型大学快速发展的有益启示。     

高校教师移动学习绩效影响因素研究——基于一位高校教师的个案分析

该文采用叙事研究方法对一位高校教师的移动学习过程进行个案分析,讨论了移动环境下的学习绩效评价,对影响高校教师移动学习绩效的因素进行了梳理和提炼。研究显示,高校教师移动学习绩效的影响因素可分为外部因素和内部因素两方面,外部因素包括四个主要因素：无线网络环境、移动设备、媒介资源和移动学习系统。内部因素包括四个主要因素：个体特征、动机水平、信息素养和知识体系。外部因素会影响内部因素,而内部因素是影响移动学习绩效的关键因素。基于以上叙事型个案分析,给出了高校教师移动学习绩效影响因素的鱼骨图。     

Factors that Influence Students in Choosing Physics Programmes at University Level: the Case of Greece

Research in Science Education - Low enrolment in undergraduate level physics programmes has drawn the attention of the relevant disciplines, education policy-makers, and researchers worldwide. Many...     

生态学视角下的高校教师专业发展影响因素研究——以安徽某应用型本科院校为例

运用生态学原理建立高校教师专业发展评价指标体系,编制"高校教师专业发展影响因素调查问卷",对案例学校140名教师进行了两次问卷调查。基于相关数据的处理与分析,对教师专业发展影响因素进行排序,从个人、学校、家庭和社会等层面提出优化高校教师专业发展生态的策略。     

文科大学的综合化——香港中文大学的案例研究

香港中文大学成立已近60年,发展历程可分为创校时期、联邦制时期、转型时期、融合创新时期四个阶段,其综合化在前三阶段主要表现为学科数量增加和外延扩张,在最后阶段主要表现为学科融合创新与内涵发展,由此从单纯文理教育为主到以人文社会科学见长,今日已成为诸学科完备的综合性研究型大学。任何大学都是遗传与环境的产物,其综合化体现了变与不变的辩证法。香港中文大学的学科综合化遵循两种基本逻辑:同构逻辑强调变革须适应环境变迁,在每次经济社会转型时都能及时变革学科和组织结构;分化逻辑重视大学变革的历史延续性及独特认知方式,表现为坚守文化传统和内在逻辑。     

近代大学教育学科发展研究——以东南大学教育科为例

东南大学教育科是我国最早设立的教育学科之一,它是在南京高等师范学校教育专修科的基础上发展而来。1918年至1927年间,东南大学教育科集结了一批留学美国的教师,他们一方面积极参与教育学的学科建设,制定科学的人才培养模式,为中国教育学科的科学化与本土化奠定了基础。另一方面,他们开展广泛的教育实验活动,将人才培养与社会服务紧密结合起来,培育了一大批教育学科的后备力量。这一系列活动使得东南大学教育科名噪一时,成为当时新教育运动的主要发源地。     

高水平大学创业教育发展策略——以剑桥大学为例

剑桥大学积淀的创业教育理念促使其经历了创业文化的转型与适应,建立了独特的创业教育体系框架,通过"剑桥创业中心"融入英国宏观创业教育体系,借助"创业学习中心"引领和推动多元化创业教育项目实施,依托"赫尔曼·豪瑟专家中心"创立了"中介运行方式"推进全校性创业教育发展。剑桥大学的创业教育发展策略值得深入分析、反思与借鉴。     

初探激励教育在大学教育中的意义和运用技巧

大学教育是衔接学生从学校走向社会的最后一站,在我国整个教育体制中举足轻重。针对有较成熟的主观思维模式的大学生,适当的教育方法的选择对于他们未来学习和工作成功与否具有重要作用。论文从教育心理学角度分析了激励教育在大学中的意义,并且也从专业实践角度提出了一些在大学成功实施激励教育的方法途径。     

创业型大学的发展之道:以沃里克大学为例

创业型大学是介于传统大学和公司之间的一种特殊高等教育机构,它的管理既保留了传统学术管理的精华,也吸收了现代企业管理的理念,是一种集学术和创业于一体的混合模式.以异军突起的新一代创业型大学的典范和享有国际盛誉的沃里克大学为个案,对其转型成功的决定性阶段进行考察与解读,深入剖析沃里克大学鲜为人知的坎坷经历和独具特色的管理应对技巧,揭示创业型大学独特的运作方式.