Contextualizing distributed leadership in higher education

This case study of development in a technical university situates distributed leadership in higher education in an organizational perspective. Analysis of documentation from development programs and interviews with 10 faculty members showed that leadership practices were related to different institutional logics prominent in four key activities in this specific university: education, research, formal organization and boundary-spanning cross-scientific environments. A shared understanding of these logics was accompanied with a reported increase in organizational understanding and leadership awareness that helped establish collaboration and sensemaking. Furthermore, we show that the theory of logic multiplicity provides a way to analyze previously neglected aspects of power, tensions, context and the practical relevance of the concept of distributed leadership.     

通识教育:我国高等教育改革的新走向

通识教育理念是对狭窄的专业教育思想的反正 ,是对教育本质认识的深化 ,是当前我国文化素质教育的深入和落实。通识教育的实施 ,需要加强通识课程师资队伍和相关规章制度的建设 ,除正式课程外 ,非正式课程即校园文化建设也是非常重要的一条途径     

The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education

Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.

Practitioner notes

What is already known about this topic

• Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
• Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
• Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
• Practical means for engaging in ethical design practice are scarce in the field.

What this paper adds

• A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
• A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
• Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
• Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
• A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.

Implications for practice and/or policy

• Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
• Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
• Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.

     

Reading,engagement and higher education

ABSTRACT

This article explores the close association between higher education and reading. I draw on the resources of literary studies to illuminate the phenomenon of educational ‘engagement’. I explore the accounts of reading offered in the phenomenological literary theory of Rita Felski and Marielle Macé and extend their ‘stylistics of existence’ into higher education to elaborate engagement’s ‘eventful’ character: it is not in the power of teacher or student to ‘bring about’ engagement. In place of pedagogical ‘method’, I demonstrate how Padraig Hogan’s treatment of education as the ‘courtship of sensibility’ is consistent with this phenomenological treatment of engagement. I am thus able to illustrate how engagement is in tension with instrumental approaches to teaching and learning. I conclude by offering an ethical relation of mutual belonging to subject matter as a corrective to the centrality of ‘knowledge’ in recent attempts to unify the different degrees and objects of engagement.     

宪法学应作为高等教育的通识课程

党的十八大刚刚召开,依法治国被提到前所未有的高度。本文从当代大学生的特点、高等教育目标与高等教育内容等方面分别论述了宪法对于高等教育的意义,提出要建设法治国家应当把宪法学作为高等教育的通识课程,让学生在大学阶段除了学习专业技能知识之外也应树立起良好的法治信念,这对于建立法治国家、实现宪政和民主必将有重要意义。     

以市场为导向 探索通专结合的高职教育人才培养模式

为了解决高职教育人才培养中存在的过强的专业化、过高的功利倾向、过弱的文化熏陶等问题，高职教育应主动适应市场变化，把握社会对人才需求的动向，引入通识教育，探索走通专结合的道路，培养学生“做人”、“做事”两方面的能力，成为新世纪高素养、高技艺和谐发展的新人。     

高等教育的治理:重构政府、高校、社会之间的关系

在高等教育领域推行治理 ,已成为许多国家高等教育改革追求的目标。高等教育的治理 ,首先意味着政府的角色或功能将发生重大变化 ,政府不再是高等教育产品的惟一提供者 ,政府对高校的管理由“政府控制模式”向“政府监督模式”转变 ,在资源配置方面 ,将更多地引入市场机制 ,政府、学校和社会之间存在着权力的依赖和互动 ,它们之间的关系将发生重组。高等教育治理的基本特征是非国营化、去中心、自治和市场化     

我国法律高职教育面临的困境及出路

目前,我国法律高职教育面临教育设施匮乏、师资力量薄弱、学生素质不高、教育观念落后的发展困境。面对日趋严峻的招生和就业压力,法律高职教育必须创新培养模式,突出办学特色,改革教学方法,推动资源整合。     

跨境高等教育的国际法规制

随着高等教育日益国际化,跨境高等教育也得到了较快发展。与此同时,现实也提出了对跨境高等教育进行国际法律规制的需求。这一任务主要在三个平台上以两种不同的方式展开:一是在WTO和双边区域性服务贸易协定平台上以成员方承诺的方式展开,进行硬性规制;二是在联合国教科文组织的平台上以指南建议的方式展开,表现为软法劝导。但两者都为成员方创设了义务,应该得到成员方善意遵守。     

高等教育发展代价论

代价问题是高等教育发展过程中无法回避的现实问题,高等教育发展的历史本质上就是一部以代价为前提的进步史。文化价值目标之间的冲突,制度的不合理安排,以及物质资源的非均衡投入,是高等教育发展代价产生的外部根源。高等教育系统内部的时空结构、要素结构以及秩序结构的不断解构与重构,是高等教育发展代价生成的内部根源。只有通过事前规避和事后补偿,才能最大限度地减少高等教育发展的代价支出,实现高等教育的健康持续发展。     

高等职业技术教育的教育经济学审视

教育不仅可以通过提高人的知识和技能来提高劳动生产率,而且可以通过影响劳动者的主观努力程度来影响劳动生产率,同一层次但不同类型的教育对劳动生产率的影响不同。高等职业技术教育与普通高等教育是两种不同类型的教育,它们对劳动生产率的影响是不同的。针对当前的实际情况,我国的高等教育结构必须调整,高等职业技术教育的改革和发展必须遵循自身的发展规律,办出自己的特色。     

Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom

Abstract

Drawing on the findings of a unique longitudinal qualitative study, this article investigates the experiences of 32 young people with visual impairment (VI) in higher education (HE) in the United Kingdom (UK) to explore how well they were able to participate on their courses. We propose and apply a Bioecological Model of Inclusive HE to interpret these experiences and examine how accommodations were made to facilitate participation. Focusing specifically on ‘curriculum access’, the results highlight the importance of accommodations that are progressive and mutual. The accommodations come in many forms and include: the provision of resources through nationally based schemes (e.g. the Disabled Students Allowance in the UK); the support, adjustments and anticipatory adjustments HE institutions should provide; and the study skills and independence skills individual students should be able to act upon. The findings showed that while the majority of participants reported that their HE institution made some adjustments to enable them to access their course, a lack of anticipatory adjustments created barriers. The most common compensation for this barrier was to provide deadline extensions, often resulting in additional pressure on other aspects of the course. Interviews with university staff highlighted limited specialist knowledge and resources within their institutions to enable accommodations for students with VI and, more broadly, understanding of how to develop an inclusive learning experience. The findings also highlighted expectations made of the learner, particularly being able to explain their required adjustments and having well-developed independent study skills. The paper has particular relevance to HE institutions in that it provides a model to aid interpretation of their role in creating an inclusive learning experience for students with VI. It also offers a reference point for professionals supporting young people with a broader range of disabilities in considering how best to prepare them for life after compulsory education.     

Understanding privacy and data protection issues in learning analytics using a systematic review

The field of learning analytics has advanced from infancy stages into a more practical domain, where tangible solutions are being implemented. Nevertheless, the field has encountered numerous privacy and data protection issues that have garnered significant and growing attention. In this systematic review, four databases were searched concerning privacy and data protection issues of learning analytics. A final corpus of 47 papers published in top educational technology journals was selected after running an eligibility check. An analysis of the final corpus was carried out to answer the following three research questions: (1) What are the privacy and data protection issues in learning analytics? (2) What are the similarities and differences between the views of stakeholders from different backgrounds on privacy and data protection issues in learning analytics? (3) How have previous approaches attempted to address privacy and data protection issues? The results of the systematic review show that there are eight distinct, intertwined privacy and data protection issues that cut across the learning analytics cycle. There are both cross-regional similarities and three sets of differences in stakeholder perceptions towards privacy and data protection in learning analytics. With regard to previous attempts to approach privacy and data protection issues in learning analytics, there is a notable dearth of applied evidence, which impedes the assessment of their effectiveness. The findings of our paper suggest that privacy and data protection issues should not be relaxed at any point in the implementation of learning analytics, as these issues persist throughout the learning analytics development cycle. One key implication of this review suggests that solutions to privacy and data protection issues in learning analytics should be more evidence-based, thereby increasing the trustworthiness of learning analytics and its usefulness.

Practitioner notes

What is already known about this topic

• Research on privacy and data protection in learning analytics has become a recognised challenge that hinders the further expansion of learning analytics.
• Proposals to counter the privacy and data protection issues in learning analytics are blurry; there is a lack of a summary of previously proposed solutions.

What this study contributes

• Establishment of what privacy and data protection issues exist at different phases of the learning analytics cycle.
• Identification of how different stakeholders view privacy, similarities and differences, and what factors influence their views.
• Evaluation and comparison of previously proposed solutions that attempt to address privacy and data protection in learning analytics.

Implications for practice and/or policy

• Privacy and data protection issues need to be viewed in the context of the entire cycle of learning analytics.
• Stakeholder views on privacy and data protection in learning analytics have commonalities across contexts and differences that can arise within the same context. Before implementing learning analytics, targeted research should be conducted with stakeholders.
• Solutions that attempt to address privacy and data protection issues in learning analytics should be put into practice as far as possible to better test their usefulness.

     

Social inequalities in attaining higher education in Scotland: New evidence from sibling data

Over the last decades, various policies at national and local levels have been implemented to widen participation in higher education (HE) in Scotland and more widely in the UK. Despite this, the acquisition of a HE qualification is still largely determined by the family in which individuals are born. Our study provides new evidence on the extent to which family factors matter by examining sibling data from the Scottish Longitudinal Study, a large-scale linkage study created using data from administrative and statistical sources. Random effects linear probability models are used to analyse individual and family-level variance in the chances of obtaining a HE qualification. Our results show that about 40% of the variation in the chances of attaining a university degree is explained by siblings’ shared family characteristics and about a third of this share is explained by parental social class, education and housing tenure. A high degree of sibling similarity in the outcome was found across all social-origin classes. However, while siblings of advantaged families are alike because they both graduated from HE, siblings of disadvantaged families are alike because neither of them did. We suggest that parental compensatory strategies in the former families and economic constraints in the latter families may explain such stark patterns of inequality. Finally, we do not find evidence that the availability of sub-degrees makes a difference to these patterns.     

数据库技术在高等教育中的应用

阐述数据库技术在高等教育中的应用范围；分析数据库技术在高等教育中的作用与特点；就数据库技术在高等教育中的应用前景以及高等教育数据库的发展进行论述。     

论高等教育理论创新的途径

本文简单介绍了高等教育理论的含义和意义,重点介绍了高等教育理论创新的主要途径,其途径主要概括为两个方面,一是高等教育在解决问题的过程中会上升为理论知识,二是高等教育理论自身的矛盾推动着高等教育理论的创新。     

论高等职业技术教育的特色建设之路

高等职业技术教育要想得以快速发展,必须走特色之路。一要树立与时俱进的办学理念;二要创建自身质量品牌;三要建设名师队伍。     

中国高等教育大众化的理论与政策

高等教育大众化进程包括量的增长与质的变化 ,两者呈非均衡性 ;高等教育大众化的前提是办学模式的多样化 ,其核心则是教育质量的多样化 ;高等教育大众化促使高等教育融入终生教育体系。关于高等教育大众化的政策方面 ,应注意解决好规模速度、资金投入、资源的开发与合理配置、毕业生就业等问题