浅论高职创业教育的意义及内涵

创业教育既是时代发展对职业教育提出的新要求,又是素质教育的重要内容。在高等职业教育中确立创业教育的地位,并将其渗透到整个教学实践中去,势在必行。     

Employee wellbeing in the higher education workplace: a role for emotion scholarship

This article has dual aims. First, it proposes an explicit focus on emotion as a means of enriching thinking about employee health and wellbeing in the higher education (HE) sector. Second, in order to bring conceptual clarity to a highly complex area, it presents and illustrates (using a fictional scenario) a framework for understanding emotion. The article begins with an overview of recent published research relevant to the HE workplace as an affective domain and argues that research with an explicit focus on emotion is a so far little exploited means of investigating aspects of working life in HE that have implications for health and professional practice. It then presents a conceptualisation that views emotion as a system within which individual and environmental factors interact in highly intricate ways in emotional experience (Lazarus in Emotion and adaptation. Oxford University Press, Oxford, 1991, 1999). Viewed from this perspective ‘emotions’, as opposed to less powerful ‘affects’ (such as attitudes, beliefs and opinions), are uniquely relevant to physical and mental health. The article concludes by considering implications arising from this perspective on emotion for researchers and other practitioners in HE with an interest in how the university workplace impacts on the wellbeing of an increasingly diverse workforce.     

GNVQ: some implications for higher education

The speed of change at 16+ shows little sign of slowing down, whether in terms of the organization, funding and governance of colleges, or of the structure and delivery of the curriculum both in schools and in colleges. One of the more recent innovations, the General National Vocational Qualification (GNVQ; GSVQ in Scotland), has taken off in a very big way and anyone who is concerned with vocational education, and indeed in 16+ education generally, needs to know about it. This group includes admissions tutors in higher education, who will have received in the autumn of 1993 the first applications from people with the new qualification.     

高职教育与创业的实践分析

本文主要针对当前我国高职院校创业实践的现状进行分析,针对现状分析高职教育创业实践中出现的问题,并提出解决问题的方法。     

Brexit: some implications for African higher education

This article considers how the decisions of the UK government, following the Brexit referendum, may impact on higher education in Africa. Ghana and South Africa are the two countries chosen to exemplify the claim that academic staff in African higher education will lose opportunities to acquire experience in British universities. Academic mobility between Africa and the UK is expected to fall significantly following Brexit.     

关于高等农业院校开展创业教育的几点思考

结合近年来严峻的就业形势,分析了高等农业院校开展创业教育的现实意义,探讨了目前高等农业院校开展创业教育存在的主要问题,进而提出了实施创业教育的途径和对策.     

高职院校创业教育与专业教育融合的路径

创业教育与专业教育两者紧密结合、相互融通,构成了一个彼此渗透的整体。文章探索了创业教育与专业教育融合的模式,并从三个方面提出创业教育与专业教育融合的路径。     

Lesson study: A collaborative approach to scholarship for teaching and learning in higher education

The Scholarship of Teaching and Learning has become an important field of inquiry, focusing on the development of new and critical pedagogic approaches in higher education. It is a broad field leading to the emergence of a number of contrasting perspectives concerning the development of insights into teaching and learning. In this article, we explore the potential for Lesson Study to act as a framework for reflecting on and developing pedagogic practice in the university sector. Originating in Japan over a century ago, Lesson Study is a collaborative tool for analysing and developing understanding of student learning. This makes it an ideal tool for capturing and interrogating new and critical insights into teaching and learning. An outline framework is suggested for developing the use of Lesson Study in higher education and we discuss how it can form a positive methodology for extending the work of the Scholarship of Teaching and Learning.     

Institutionalising campus diversity in South African higher education: Review of diversity scholarship and diversity education

Increasingly the social, educational, cultural,linguistic, religious and racial diversity ofSouth African society is finding expressionwithin South African institutions of highereducation. Consequently, ``diversity'',``diversity issues'' and ``diversification'', havebecome part of the education debate and policy,and pose new challenges to South Africantertiary institutions. Most institutions areattempting to respond to these challengeswithin the context of a transformation processwhich impacts on every aspect of academic lifefrom student access and support, outreachprogrammes, staff recruitment and retention, toacademic programme development, research,scholarship and the social and learningenvironment on campus. This paper looks at howSouth African higher education institutionshave met these challenges. It highlights howthe ideas, initiatives or practices arounddiversity have been appropriated and made partof the mainstream intellectual and academicdiscourses. It also investigates the social andepistemological conditions of possibility formeaningful scholarship and curriculum practicesin addressing the challenges posed by socialdiversity on campuses. More specific questionsin this regard include: What counts asknowledge in diversity scholarship? Whoproduces and disseminates it? Who accesses itor utilises it? What is its space in thecurricula?     

Academic conferences: representative and resistant sites for higher education research

The overarching argument made in this article is twofold. Firstly, academic conferences are posited as sites for higher education research. Secondly, the well-recognised emotional and social processes of conferences are used to make space at the boundaries of higher education research for psychosocial analysis. The article theorises conferences in relation to the current concerns of higher education, such as globalisation, technologisation and neoliberalisation, but simultaneously delves into the micro-conventions of academic spaces. This latter mode of analysis is adapted from Butler's (1997) work Excitable speech: A politics of the performative (New York: Routledge), around naming and vulnerability to language. An autobiographical example of naming and misnaming at a conference is worked through, both zooming in to micro-processes and zooming out to the wider concerns of higher education research. The article asserts the importance of recognising the connection between micro- and macro-scale analyses of higher education.     

Inclusive education complexly defined for teacher preparation: the significance and uses of error

Research in the implementation of inclusive education in international contexts shows that progress in the Global South appears to lag behind nations in the North. In this paper, I investigate this phenomenon not by associating it with regional cultural and socioeconomic resource limitations, but by reconsidering the assumptions within inclusive education scholarship itself. Drawing on the theory of disability as complex embodiment [Siebers, T. (2008). Disability Theory. Ann Arbor: University of Michigan Press], I examine the sufficiency of the social model of disability as a foundational basis for teacher preparation for inclusive education in any sociocultural context. I argue for a post-positivist realist theorising of teacher preparation for inclusive education that, through an understanding of error, can imbricate the diversity of historically specific material contexts around the world. To illustrate the affordances of this theory, I examine two dilemmas in a Southern and Northern context, respectively, and generate implications that have transnational significance for inclusive education.     

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer-reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set-up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.     

美国高等学校提高本科教学质量的七条对策

为了提高本科教学质量,美国高校在上个世纪80年代后期经过深入研究后提出了七条对策。这七条对策包括鼓励师生互动,鼓励学生之间相互合作,鼓励学生主动学习,对学生的学习给予及时反馈,合理安排学习时间,对学生给予较高的期望,尊重学生之间的差异及其不同的学习方式等。十年来,这些措施在美国大学普遍应用且成效显著,对我国高校的本科教学不无启示作用。