具有高职特色的高分子材料专业模具课程建设

分析了高分子材料专业模具课程服务的工作岗位和岗位要求,并以此进行课程定位和课程目标设定,突出高分子材料专业特色,重点分析了课程建设的特点及建设思路,提出了多元化教学模式和任务驱动、项目导向的教学模式,归纳了对应用型课程较有效的教学方法,如案例分析教学法、启发引导教学法、讨论教学法、分解教学法.     

Job Values in Professional Education: The role of achievement goals

What kind of jobs students prefer after having completed their professional education may have important personal and organisational consequences. It is therefore essential to gain a better understanding of the job values they pursue, as well as of the antecedents of such values. In this longitudinal study, we first showed that the job values of the 152 participating Norwegian student nurses and student teachers could be divided into extrinsic job values, such as high salary and good opportunities for advancement, and intrinsic job values, such as good social relations and interesting work. Moreover, we found that an important aspect of academic motivation, that is, students' achievement goals, predicted their job values. Specifically, students adopting performance‐approach goals were more likely to pursue extrinsic job values and students adopting mastery goals were more likely to pursue intrinsic job values. Ways in which the findings address current controversies in the literature on achievement goals are discussed.     

Perceived Local Job Prospects and School Connectedness in a Struggling Rural Economy: A Life-Course Perspective

Late in first decade of the 2000s, the closing of pulp and paper mills in the rural northeastern United States contributed to economic decline in the region and to rising concerns about population decline due to out-migration among local emerging adults in search of occupational or educational opportunities. In this context, and drawing on a life-course framework, the present study used four waves of panel data from the population of 7th- and 11th-grade public school students in a rural northeastern U.S. county to explore whether the county unemployment rate was related to perceived local job prospects; school connectedness was related to subsequent perceived job prospects; and the effects of county unemployment and school connectedness on perceived local job prospects varied by age cohort. Initially, changes in respondents’ perceptions about local job prospects paralleled shifts in local unemployment similarly for both cohorts; yet after the older cohort respondents had completed high school, their perceived local job prospects fell sharply, while perceptions among the younger cohort respondents, who were still in high school, remained stable. Among the older cohort respondents only, school connectedness was associated with subsequent positive perceptions about local job prospects net of relevant controls. Same-age cohort comparisons, evaluated when each cohort was in 12th-grade, showed no differences in the short-term effects of school connectedness on perceived local job prospects, despite variations in the age-linked timing of the most dramatic rise in unemployment during the study. The results highlight the lasting importance of school connectedness for teens raised in struggling rural economies.     

Career Aspirations of Non-Managerial Women: Adjustment and Adaptation

This study addresses career aspirations and planning among non-managerial women. Results indicate career goals often are adapted to meet other life circumstances; and that family responsibilities, job security, and organizational support systems influence career success and satisfaction. Recommendations for organizationally based career initiatives focused on women in non-managerial positions are provided.     

台湾员工的工作绩效、福利制度对于员工工作满意度与组织承诺之影响

员工一直是企业最重要的资产,员工所累积的技术与经验是无法被复制的,为了使企业的员工提升工作的动机与用心态度,即是工作绩效观点,另外在员工的薪资福利制度,也可以激励及改善员工并提升整体对企业的向心力,则是工作满意度最主要的影响因素。工作绩效与员工福利对于工作满意度有正向显著关系;工作绩效与员工福利对于组织承诺有正向显著关系;工作满意度对于组织承诺正向显著关系。研究结果可知,企业为了留住人才、降低员工流动率、盼望员工能多一些绩效及责任,利用福利制度,激励员工并达成组织目标。未来企业的部分单位更可能采用人力外包制度,相同单位下会出现同工不同酬的现象,在薪资制度无法调整之下,企业必顸提升员工潜在的知觉感受,才能留住高素质员工及保持良好工作效率。     

Job satisfaction among young European higher education graduates

The effects of diverse education-related variables on job satisfaction scores are analysed using a sample of European higher education graduates at early stages of their working life. Ordered choice models for job satisfaction are estimated including as explanatory diverse educational variables such as field of study, graduates’ evaluation of their educational experience, the match between the competences developed during education and those required by jobs, as well as information on graduates’ values and interests. The results show, even after controlling for actual job characteristics, that education-related variables have a great impact on graduates’ job satisfaction. Additionally, estimation results by each one of the countries included in the sample are also presented.     

Analysis of job satisfaction of university professors from nine Chinese universities

Research on work life and job satisfaction of university professors is becoming an important research issue in the field of higher education. This study used questionnaires administered to 1 770 teachers from different levels, types, and academic fields of Chinese universities to investigate job satisfaction among university professors and the relationship between job satisfaction of university professors and the organizational characteristics of the university. The job satisfaction of Chinese university professors includes six dimensions: career development and school management, teaching and research services, salary, benefits and logistical services, professional reputation, teaching and research facilities, and the work itself. The overall job satisfaction levels are close to average, with salary and benefits receiving the lowest level of satisfaction. The organizational characteristics of universities, such as school type, school level, academic field, organizational climate, evaluation orientation, and school management, all have significant effects on the overall job satisfaction of university professors. The organizational climate and school level affect all six dimensions of job satisfaction among university professors.     

Marketing for the Teaching Artist

As teaching artists enter the field of arts education, they are faced with the challenge of distinguishing themselves in the job search—developing a digital presence is one great way to stand out. After conducting thorough research into their local markets, teaching artists can set long-term career goals while honing online content for a specified audience.     

A conceptual framework for job change

Change related to the job is identified as an exigent issue in the field of career development. This paper presents an effort to conceptualize a job change framework. The intent is increase awareness, generate discussion, and stimulate empirical research in this area.The conceptual framework for job change has been predicated on client concerns. The framework involves the unique relationship of several life factors which influence individual job change, and provides a means for systematic personal decision-making. A schematic diagram is also included as a tool that can be used for counseling and research applications.     

Predicting faculty job satisfaction in university departments

This study attempts to examine the relationships between several dimensions of organizational climate and faculty job satisfaction in university departments which offer Ph.D. degrees. The three dimensions of organizational climate examined are: power perception, the perceived organizational goals, and the assessment of rewards. The major findings of the study are:(1) Nonresearch perceived organizational goals are by and large weakly related to job satisfaction in both the physical and social sciences. (2) Power perception is a strong determinant of job satisfaction in the social sciences and considerably less dominant in the physical sciences. (3) The assessment of rewards is the strongest predictor of faculty job satisfaction in both the physical and social sciences. The major conclusion of the study is that the organizational climate is one of the keys to understanding faculty job satisfaction. The policy implications of these findings are discussed.     

Job Satisfaction and Withdrawal Cognition among Preservice Teachers

This study attempts to survey the different levels of job satisfaction among 350 preservice teachers who had experienced their first teaching practicum at the end of their first year of training. Four scales for job satisfaction (perception of the work environment, intrinsic reward, career prospects and career commitment) and a scale for withdrawal cognition were administered to the preservice teachers. A study of their attitude profiles revealed that a high proportion of the preservice teachers experienced negative feelings about various aspects of career prospects, particularly, salary and career advancement. In the area of career commitment, nearly 37% of the trainees felt that the teaching profession was not always their ambition. Despite the less‐than‐expected commitment level and perception of career prospects, trainees had positive feelings for the work environment and intrinsic reward for the profession in many aspects. A multiple‐regression model fitted to the data gave the result that perception of career prospects and career commitment were highly significant predictors of withdrawal cognition.     

Researchers’ achievement goals: Prevalence,structure, and associations with job burnout/engagement and professional learning

Researchers’ motivations are important for high-quality research and the productivity of the scientific system, but remain largely uninvestigated. Using three studies, we tested the usefulness of Achievement Goal Theory (AGT) for describing research motivations, investigated which goals researchers pursue, and examined their associations with job burnout/engagement and professional learning. Interviewing 20 researchers (Study 1), we found that most of their goals in the research context were classifiable as achievement goals. Apart from mastery and performance goals that are well-established in the AGT literature, they also mentioned relational and work-avoidance goals. Mastery goals comprised task and learning standards, performance goals comprised appearance and normative strivings. In Study 2, we used a standardized questionnaire to assess these goals in 824 researchers, along with burnout/engagement, professional learning time, and professional learning gains. Results confirmed the separability of all conceptualized goals, measurement invariance across academic status, and differential patterns of associations with burnout/engagement and professional learning. In Study 3, we analyzed these constructs in 471 researchers at two time points, six months apart. Results attested measurement invariance over time. Cross-lagged analyses documented similar associations as in Study 2. Learning approach and relational goals had positive effects on professional learning; appearance avoidance and work-avoidance goals were negative predictors. In contrast, burnout was negatively predicted by normative avoidance goals. However, high initial burnout levels were associated with reduced task approach and learning approach, and stronger work-avoidance goals six months later. Taken together, the results highlight the usefulness of AGT for understanding researchers’ motivations, and their relatedness with professional learning and well-being at work.     

ALUMNI SURVEY OF ENTRY GOALS,SATISFACTION, AND JOB BENEFITS ASSOCIATED WITH THE ASSOCIATE DEGREE

Organizations can be classified as being either responsive or unresponsive to their constituents’ needs and attitudes. The present study was undertaken at the Community and Technical College at the University of Akron, Akron, Ohio in an attempt to implement a responsive orientation toward its constituents (students). Data were obtained from 401 alumni, from six majors who graduated between the years of 1969 through 1982. Each alumnus completed an Alumni Questionnaire which gathered information concerning enrollment goals, achievement of goals, job‐related benefits derived through the associate degree, and satisfaction with faculty and the curriculum. Results indicated that most alumni had career‐oriented goals at the time of enrollment and nearly 82% reported that these goals had been achieved through the educational experience. Most alumni reported important job‐related benefits which may have been the result of the attainment of an associate degree. Alumni reported high levels of satisfaction with faculty instruction and the curriculum; however, they were only marginally satisfied with faculty guidance. Those alumni who pursued course‐work beyond the associate degree indicated that their prior education was helpful in preparing them for the additional coursework     

浅论我国高校育人功能的再塑

受社会转型、价值观转变和教育思想不统一等因素影响,我国部分高校存在着育人目标不清、育人标准不定的现象,造成了在校大学生学习目的不明、学习动力不足、学习质量下降、毕业就业困难等问题,影响了高校育人功能的实现。再塑我国高校育人功能必须进一步明确高校育人的内涵和标准,以此指导高校育人的各项工作和实践,并唤醒大学生们的责任意识和成才意识,帮助他们树立起正确的发展目标和人生规划,真正做到以学生为本,最大限度地实现个性化教育、能力教育和创新教育。     

基于多模态话语分析理论的网络课程发展研究

网络课程随着数字信息技术和网络技术的发展而发展,基于多模态话语分析理论与功能语言学理论,网络课程发展的理想模式是构建逼真的三维或四维学习情境,刺激学习者的多种感官,让学习者身临其境地参与学习活动,从而顺利地完成意义构建,实现学习目的。“虚拟现实”技术的发展为网络课程理想模式即多模态虚拟课程的出现带来了可能。通过对多模态虚拟课程内涵、分类和特性的阐述,可以对网络课程的发展进行展望和分析。     

The Role of Mentoring Support and Self-Management Strategies on Reported Career Outcomes

This study examined the contribution of self-management strategies to job outcomes for employees involved in mentoring relationships. Participants (n = 158) reported their use of three types of self-management strategies, the level of support functions provided by their mentors, and their job satisfaction and perceived career success. Results showed that individuals who used self-set career goals reported greater job satisfaction and perceived career success; those who engaged in positive cognitions also had higher job satisfaction; and those who used behavioral self-management strategies reported greater perceived career success. Mentoring and self-management strategies each contributed uniquely to satisfaction and perceived career satisfaction. After controlling for amount of instrumental support provided by the mentors, positive cognitions remained predictive of perceived career success, and participation in self-set career goals were related to higher levels of job satisfaction. Moderator analysis showed that the self-management strategies appeared to be useful in the absence of certain types of mentor support.     

Parental autonomy support,community feeling and student expectations as contributors to later achievement among adolescents

This longitudinal study examined the relationships among parental autonomy support, student intrinsic life goals (i.e. community feeling), student expectations for long-term educational attainment and later academic performance (measured by GPA) in 227 students in an ethnically and racially diverse high school. Hypotheses were tested with structural equation models, which included gender, parent education and prior GPA as control variables. As self-determination theory suggests, parental autonomy support was indirectly and positively related to academic performance via intrinsic life goals. Intrinsic life goals and student expectations were moderately and positively related and both contributed to growth in academic performance, which suggests that self-determination theory and expectancy-value theory provide additive insight in predicting educational achievement. Fifty per cent of the variance in intrinsic life goals was explained by parental autonomy support and 77% of the variance in later GPA was explained collectively by variables in the study. The way in which student expectations and intrinsic life goals work in concert to promote achievement should be examined in future intervention studies. The significant indirect effect of parental autonomy support on GPA via intrinsic life goals and student expectations suggests that students will benefit from parents fostering intrinsic life goals through autonomy supportive communication.     

Perils of perfectionistic concerns among teachers

The current study examined how teachers’ perfectionism (personal standards [PS] and concern over mistakes [COM]) relates to their achievement goals for teaching, instructional practices (creation of mastery vs. performance classroom goal structures), job satisfaction, and flow experience during teaching. The data were collected from teachers (N = 143; mean age = 43.5; 70% female; 100% European American) practicing in the Midwestern U.S. Path analyses indicated that teachers’ high personal standards predicted endorsement of mastery goals for teaching, creation of mastery goal structure emphasizing personal progress and learning, high job satisfaction, and frequent flow experience during teaching. On the contrary, teachers’ high concern over mistakes predicted endorsement of performance-approach and -avoidance goals, creation of classroom performance goal structure emphasizing competition among students, low job satisfaction, and infrequent flow experience during teaching. A significant interaction between PS and COM was found for fluency (subscale of flow) experience, indicating that PS can buffer the harmful effects of COM. Therefore, the study evidenced the benefits of PS and the drawbacks of COM.     

A Measure of Teachers’ Achievement Goals

Two studies were conducted to investigate the construct validity of a measure of teachers’ achievement goals. The first study involved 143 teachers. Factor analysis of responses to the measure revealed three factors assessing mastery, performance approach, and performance avoidance goals. In the second study, a nationally representative sample of 430 Greek teachers completed the goals instrument and a measure of job satisfaction. Confirmatory factor analysis established the three‐factor structure of the goals measure. All scales had acceptable reliabilities. Job satisfaction was positively related to mastery goals, unrelated to performance approach goals, and negatively related to performance avoidance goals. Teachers of mathematics had lower scores on the performance avoidance scales than other teachers. These findings provide initial support for the construct validity of the teachers’ achievement goals measure.     

Analysis of Employment Quality of Chinese Vocational and Technical College Graduates

Abstract: The employment quality of college graduates is a recent topic of heated discussion in China. Given the differences in the talent development goals of academic and vocational institutions and in individual job search approaches, this research compares the differences between the job search approaches and actual employment outcomes of graduates of undergraduate and vocational institutions, and analyzes the correspondence of vocational graduates’ job search approaches with their job search outcomes to identify the effect of higher vocational education on employment. Using the proposed methods, this study finds a significant gap in job search approaches between the two types of graduates and that higher vocational education significantly affects employment approaches and outcomes. The job search approaches of vocational graduates also influence their employment outcomes. The study concludes that the employment quality of vocational graduates is not necessarily worse than that of four-year undergraduates.