Academic profession in academic organization

It has been argued that academic organizations are organized anarchies with ambiguous goal functions and uncertain technologies. Academia cannot evaluate itself because its dynamics is the garbage-can process. The counter-argument is that rational academic man(woman) is a substitute for organizational foolishness. The organizational behavior of academic institutions must be interpreted in terms of the logic of the academic profession.     

The regulation of public research universities: changes in academic competition and implications for university autonomy and accountability

The changing context of higher education is altering the traditional means by which governments regulate their “research” universities. In a number of countries universities, which are increasigly subject to a global market, have discovered that they require greater management flexibility in order to compete effectively and are therefore seeking relief from traditional government regulations affecting both substantive and procedural matters. At the same time governments wish to assure that the actions of publicly funded universities are consistent with the social values of efficiency, equity, and academic quality. Designing public policies that effectively balance the competitive needs of the university sector with the public interest is a complex issue. The paper presents a general framework for analyzing these regulatory policy issues and illustrates the framework with policies from Europe and the US.     

大学组织学术发展的动力机制探析

大学组织学术发展是指大学组织以学科为基础,通过学术文化的约束和特有的权力配置机制,实现学术资源整合,使学科研究接近或达到前沿的创新和突破。大学组织学术发展的重要动力是学者对学术使命的不断追求,但学术使命这个动力基础应该建立在学科中心、学术团队及学术领导的培育和学术文化环境的培植上。     

浅析现代大学制度的基层学术组织重构

基层学术组织是现代大学制度建设的重心。根据现代大学制度建设的要求,基层学术组织应遵循教学与科研兼顾、学科分化与学科综合相统一、学术权力与行政权力协调以及资源配置责权对等的原则。为此,需要重构基层学术组织结构和创新组织运行机制。     

Transfer of academic staff learning in a research-intensive university

In both Australia and abroad, there is an increasing pressure towards professionalisation of university teaching, with the expectation that academic development courses, such as the Graduate Certificate in Education Studies (higher education), lead to better teaching and learning practices. However, the knowledge, skills and/or attitudes that educators intend students to learn may not transfer successfully back to the workplace. This may occur for a variety of reasons, including individual characteristics of the learner (e.g. ability, motivation), and situational characteristics (e.g. the climate for transfer, including adequacy of resources and peer/manager support). The present study investigates the impact of these factors on teaching staff in a research-intensive university. Two in-depth case studies, followed by thematic analysis of 15 Graduate Certificate alumni interviews regarding post-course experiences, revealed that qualities of the work environment played significant roles in interviewees' post-course attitudes, intentions and activities related to the transfer of learning. Implications for encouraging transfer under similar circumstances are discussed.     

The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities

Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field.     

Academic practice as explanatory framework: reconceptualising international student academic engagement and university teaching

This paper joins growing interest in the concept of practice, and uses it to reconceptualise international student engagement with the demands of study at an Australian university. Practice foregrounds institutional structures and student agency and brings together psychologically- and socially-oriented perspectives on international student learning approaches. Utilising discourse theory, practice is defined as habitual and individual instances of socially-contextualised configurations of elements such as actions and interactions, roles and relations, identities, objects, values, and language. In the university context, academic practice highlights the institutionally-sanctioned ways of knowing, doing and being that constitute academic tasks. The concept is applied here to six international students' ‘readings’ of and strategic responses to academic work in a Master of Education course. It is argued that academic practice provides a comprehensive framework for explaining the interface between university academic requirements and international student learning, and the crucial role that teaching has in facilitating the experience.     

论大学组织学术权力生成的逻辑

作为学术组织的大学,学术权力在其内部管理权力结构中占有重要地位。无论考察大学组织的历史渊源、社会功能、大学基层学科组织的规训,还是审视大学组织内学科评价标准等学术活动,都可以发现无法离开学术权力。学术自由、教授治校、大学自主是学术权力的基本特征。     

The permeable university: Academic life in an age of special interests

Universities, like other institution, are both governed and managed. The processes of govermance within American universities have changed dramatically in recent years. To a significant degree, both the causes and the nature of the changes track changes in the larger surrounding political environment. In the final analysis, the future success of universities rests on the ability of university presidents to play the kind of leadership role that the national policy requires of the President of the United States.     

高校创建学习型党组织的必要性及其途径

在建设学习型社会的时代大背景下,高校党组织作为党建的重要组成部分理所当然地要成为建设学习型党组织的表率,以实现加强高校基层党建,提高党的凝聚力与战斗力的目的。本文概述了高校创建学习型党组织的必要性,阐述了高校创建学习型党组织的优势所在以及高校学习型党组织建设的途径。     

Chinese students at an English-Language university: Prediction of academic performance

There is a paucity of systematic research on prediction of success at the tertiary education level for Asian students, despite the important role that universities play in Asian communities, and despite the increasing numbers of such students who are coming to the West to study. This study reviews evidence collected over the past ten to fifteen years, which relates to the issue of prediction of academic performance of Chinese students at an English-Language and Western-oriented university - the University of Hong Kong. This review is complemented by an analysis of data collected longitudinally over a five year period, using multiple regression, multiple correlation, path analysis and canonical correlation analyses. The results provide evidence of factors which are important in determining the ability of a student to adapt to the foreign cultural and language barriers that exist at this university. In particular, ability in English language and mathematics provides good and reasonably independent predictors of success. The data show the importance of considering the cultural background of students when assessing their aptitude for study, and offer information for Western universities regarding their admissions procedures for Chinese students.     

大学学术文化与大学学术生产力

大学学术文化包括大学的学科文化与院校文化两个部分,前者是学者的专业忠诚形成之源,后者是大学内部相对稳定而独特的社会心理环境。它们构成大学学术的“生产力场”,具有目标导向、激励和凝聚以及软约束等功能。但是,大学学术文化的浮躁与功利、管理文化与学术文化的冲突,却带来了优良大学学术文化的缺失与薄弱。大学应树立学术至上、自由宽松、团结协作和公平竞争的学术文化,有效促进大学学术生产力的发展。     

学习型组织理论在高校管理中的应用策咯

学习型组织理论是管理学界最新的理论之一,其管理理念与方法已经渗透到社会的各个方面,正被越来越多的社会组织所吸收和运用。随着我国高等教育改革的不断深化,高校走向学习型组织必将成为新世纪我国高校发展的必然选择。     

Recognition and accountability: sole parent postgraduates in university conditions

This paper aims to examine some of ways sole parents sought recognition as postgraduate students in Australian universities. Judith Butler's theory of recognition notes that recognition is always partial and any account we give of ourselves must be given to another. Participants articulated that supervisors were critical in the process of recognition; without recognition from an academic supervisor, postgraduates are unrecognisable and are unable to account for themselves. University timetabling often conflicted with sole parenting responsibilities, academic conference attendance and expectations of academic publications were understood as problematic factors in recognisability for sole parent postgraduates. Problematic supervisory relations, restricted access to academic classes or seminars and limited access to academic conferences exacerbated sole parent isolation and influenced their recognisability as sole parent postgraduates.     

组织学习的三环学习模式

鉴于学习对知识创新与组织变革的重要作用，随着知识经济的发展，人们对学习、尤其是组织学习的理论进行了愈来愈深入的讨论和研究。自从赛厄特和马奇于1963年第一次提出“组织学习”的概念以来，许多学者从心理学、社会学、经济学、管理学、政治学、人类学等不同的视角探讨和使用这个概念。在管理学文献中，关于组织学习的研究大体上从组织决策和适应、系统理论、认知和知识、文化、行动一学习等几种不同视角进行的。