An innovative academic seminar model

This paper describes a collaboration between an urban antipoverty agency, Action for Boston Community Development (ABCD), and a private higher education institution, Lesley College. This collaboration is providing a bachelor's degree program for adults associated with human service agencies. The introductory course, which is the focus of this paper, served to validate the students' experiential learning, helped them gain needed skills, and empowered them to make positive changes in both their perceptions and behaviors. Within a remarkable short period, the individuals in this group made significant changes in their lives. The program described can serve as a model in creating nontraditional partnerships to address the needs of underserved adult populations.     

The professional engagement model of academic induction into on-line teaching

Current developments in tertiary education settings are resulting in a second wave of academics using on-line technologies in their teaching, providing universities with a considerable professional staff development challenge. The case study presented here illustrates one way of responding to this challenge. Overall, the literature suggests that professional development that is discipline-specific and located in a community-of-practice is more likely to be relevant and productive than a centralized, decontextualized approach. We propose an alternative hybrid model of 'professional engagement' for on-line teaching that attempts to build on existing discipline-specific workplace structures. This includes recruiting academic on-line teaching advisers for each school in the faculty, showcasing existing exemplary practice, and setting up 'professional engagement groups' with a support team. The main advantages of the model are its responsiveness to patterns of academic work and to the immediate needs of academics, the way it enhances the visibility of exemplars of academic work, its cost-effectiveness and scalability, and the complementarity of local and centralized support systems. Limitations include the time needed to build up such staff engagement, an apparent lack of visibility, and difficulty in measuring outcomes.     

The cross-cultural generalizability of a new structural model of academic self-concepts

Prior research on the structure of academic self-concepts has demonstrated academic self-concepts to be domain-specific and hierarchically organized, but has largely failed to support the hypothesis that general academic self-concept is at the apex of the hierarchy. The present study investigates a new multidimensional nested-factor model of academic self-concepts that incorporates both domain-specific and general academic self-concepts, and the position of general academic self-concept at the apex of the self-concept hierarchy. Data were obtained from representative samples of 15-year-old students in 26 countries (total N = 106,680). Results showed that the nested-factor model provided a good fit to the data in each of the 26 countries, and that general and domain-specific academic self-concepts were meaningfully related to gender as well as to student achievement. Moreover, it emerged that the relationships between academic self-concepts and these student characteristics may differ substantially depending on whether the model applied does or does not account for the influence of general academic self-concept on domain-specific measures of academic self-concepts.     

A distributed model for managing academic staff in an international online academic programme

Online delivery of programmes of Higher Education typically involves a distributed community of students interacting with a single university site, at which the teachers, learning resources and administration of the programme are located. The alternative model, of a fully “Virtual University”, which assumes no physical campus, poses problems of resource provision, recognition, and accreditation. We describe here an intermediate solution, based on an established on-ground university, but in which both students and teachers are distributed worldwide. We discuss the issues of management, communication, and quality assurance that are faced in implementing this fully distributed model. We describe the solutions we have applied in a wholly online programme of Higher Education which is delivered to over 2,000 graduate students in more than 100 countries by a worldwide pool of instructors.     

A human resources model supporting academic excellence

Tertiary Education and Management - In this paper, I shall put forward a model which highlights key issues to be taken into account in an attempt to improve academic excellence by the means of...     

初一学生学习适应性对学业成绩的调节作用:基于多水平分析的研究

本研究对大连市23615名初一学生进行了学习适应性调查、基本能力测验和学科期末测验,然后采用逐步建立多层线性模型的方法,探索了学习适应性对不同学科学业成绩的调节作用。研究结果显示:学习适应性对学业成绩具有直接影响和调节作用。在控制了学生性别等基本变量后,学习适应性对学业成绩有显著的正向预测作用,并且,学习适应能够调节性别与学业成绩、基本能力与学业成绩的关系,学习适应水平越高,不同性别学生学业成绩的差异越小,基本能力对学业成绩的预测作用相对减弱。     

Effect of flipped classroom model on academic achievement,academic satisfaction and general belongingness

Learning Environments Research - The effect of the flipped classroom model on students’ academic achievement, academic satisfaction, and general belongingness was investigated using an...     

跨国学术合作组织:高等工程教育国际化合作的成功模式

按照国际标准培养工程人才,已成为各国工程教育的首要目标和战略选择,工程教育的国际化合作则是实现这一战略目标的最佳途径之一.麻省理工学院合作建立的两个跨国工程教育与研究学术合作组织"新加坡-麻省理工联合体"和"剑桥-麻省理工研究院",展示了在信息革命、经济全球化时代背景下的新型高等工程教育学术合作组织模式.工程教育的国际化挑战、政府资助、信息技术与网络发展是这两个组织合作成功的基础.高等工程教育国际化合作要树立工科类大学为提升国家生产力、竞争力而努力的办学理念;利用全球工程教育资源培养我国优秀工程人才;工程教育领域的国际合作要坚持"强强合作",并根据国情建立适宜的合作机制.     

The Japanese academic profession

The historical background to the emergence of the Japanese system of higher education is described, attention being drawn to the link established between national aims and those of the university and to the system of gakubatsu (a form of patronage for graduates of a particular university). Post World War II expansion brought junior colleges (tanki-daigaku) into the sphere of higher education as well as universities (daigaku). Though formally and legally these classes of institution are equal they are in fact ranked according to the old system. Within universities there is also a ranking which is reinforced by gakubatsu. This ranking limits mobility in the academic profession; academic staff are likely to spend all their careers, undergraduate, postgraduate and as faculty members, at the same university. This system prevents Japanese scholars from taking posts abroad though it must also be pointed out that many Japanese academics go to great lengths to remain fully acquainted with western scholarship.     

SIOP教学模式与大学英语的学术英语转型

当前高中毕业生的英语水平提高较快,社会需要"专业+英语"的复合型人才,高校教育国际化程度提高,从基础英语转向学术英语的大学英语教学改革势在必行。本文旨在分析当前大学英语教学存在的问题,提出学术英语转向的课程改革方案,探讨SIOP教学模式对大学英语教学改革的积极作用。     

A quantitative cost effectiveness model for Web-supported academic instruction

This paper describes a quantitative cost effectiveness model for Web-supported academic instruction. The model was designed for Web-supported instruction (rather than distance learning only) characterizing most of the traditional higher education institutions. It is based on empirical data (Web logs) of students' and instructors' usage implementing Web-mining techniques. This will enable to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. This paper describes the model's characteristics; the costs and benefits components in six dimensions; the computational mechanism that translates the cost and benefit components into quantitative values referring to university policymakers, instructors, and students; and its development process consists of the model design, creation of the computational mechanism and validation by instructors and students.     

台湾地区教育学术期刊经营模式及启示

在期刊转企改制的过程中,不具备正常盈利能力的教育学术期刊面临巨大挑战。我国台湾地区的教育学术期刊在经营过程中确保学术机构对学术期刊的主导权和内容编辑权,而将学术期刊的印刷、发行、广告、网络等商业事务委托外包给类似台北高等教育出版公司等出版企业,从而实现双方的共赢。这一运营模式,对面临转企改制的我国教育学术期刊来说,具有重要的借鉴价值。     

学术自由与学术规范对我国切实性问题的思考

学术自由与学术规范,是学术活动的两大基础,缺一不可。我国目前学术界的问题,恰恰在于存在着相互矛盾着的两个方面:一方面是自由不够,规范泛滥;另一方面是规范不够,自由泛滥。两方面相加的结果,大大损害了我国的学术事业。为此,必须加强制度建设和道德建设,构建符合我国国情的学术自由与学术规范。     

Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment

The present study focused on students’ academic enjoyment as predicted by achievement in multiple academic domains. Assumptions were based on Marsh’s internal/external (I/E) frame of reference model and Pekrun’s control-value theory of achievement emotions, and were tested in a sample of 1380 German students from grades 5 to 10. Students’ academic enjoyment, self-concept, and achievement were assessed in relation to mathematics and verbal language classes. In line with assumptions of the I/E model, mathematics performance assessed in the previous academic year positively predicted enjoyment in mathematics classes, and negatively predicted enjoyment in language classes. Language class performance positively predicted enjoyment in language classes, and negatively predicted enjoyment in mathematics classes. Corroborating assumptions derived from Pekrun’s control-value theory, achievement/enjoyment relations were mediated by academic self-concepts. Despite stereotypic gender differences in mean values, linkages between constructs were invariant across genders.     

The performance of academic identity as pedagogical model and guide in/through lecture discourse

The study described in this article sets out to understand the barriers and affordances to successful completion of the short research thesis required in many advanced undergraduate courses or Honours programmes. In the study, the genre features of students' research projects and the criteria used to assess them were analysed and both students and supervisors were interviewed. The article focuses on one particular student from the case study and the findings provide in-depth insights into the complexities of genre acquisition in one particular department at a South African university, where writing and knowledge of the genre are often not taught, but must be acquired through a form of apprenticeship. The article concludes by raising some questions about how research genres can best be mediated in developmental contexts, where the teaching of writing may not be valued.