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1.
Duna Sabri 《教育政策杂志》2013,28(2):191-205
This article argues that the individual academic is all but absent from the assumptive worlds of policymakers in UK higher education. It is taken for granted in research on academic identity that those who work in higher education as teachers and researchers refer to themselves as, and indeed are referred to by others as, ‘academics’. Evidence is drawn from a study of policymakers in the UK to demonstrate that the word ‘academic’ is not a part of the lexicon of higher education policymaking. Moreover, the concept of the academic is cast into shade by an overwhelming emphasis on ‘the student experience’, and, from another direction, by a location of professional academic accountability at the level of the higher education institution rather than the individual. The article concludes with an exploration of what work this absence of the academic in policy does in disrupting the possibilities for engagement between the worlds of academia and policymaking and in perpetuating the discourses of marketisation and new management in higher education. It also suggests understanding the assumptive worlds of policymakers is a crucial counterbalance to a growing body of literature on academic responses to change, some of which has tended towards the self‐referential. 相似文献
2.
Alisa Percy 《高等教育研究与发展》2014,33(6):1194-1207
This paper argues for the re-integration of academic development (AD) and a academic language and learning (ALL) practitioners in Australian higher education. This argument is made as universities aim to develop internationally recognised, inter-disciplinary and standards-based curricula against the backdrop of international comparative education (e.g., Organisation for Economic Cooperation and Development), the Australian Qualifications Framework and a quality emphasis on English language standards (e.g., Tertiary Education Quality and Assessment Agency). Drawing on Rowland's argument that professional life in the academy has become fragmented across five fault lines ([2002]. Overcoming fragmentation in professional life: The challenge for academic development. Higher Education Quarterly, 56(1), 52–64), I propose a sixth: the pedagogical fault line between language and learning which I argue is institutionally manifest in the historical bifurcation of AD and ALL practitioners in the academy. This paper traces the historical separation of these two fields of practice in Australian higher education in order to disturb the present distinction and show how it is more an accident of history than the result of sound pedagogical decision-making. The paper argues that in the current educational context, it is timely to consider a re-integration of these two aspects of the academic field. It is suggested that such a move will create research and teaching connections that develop synergies in educational development that are able to work with language and learning simultaneously. 相似文献
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This article aims to widen the empirical evidence about the determinants of Spanish academics’ publication productivity across fields of study. We use the Spanish Survey on Human Resources in Science and Technology addressed to Spanish resident PhDs employed in Spanish universities as academics. Productivity is measured as the total number of publications in a three‐year period. We show how personal and academic variables explain differences in productivity within universities and fields of studies and across fields of research. Female workers report lower productivity than their male counterparts, but family responsibilities do not explain this gender gap. The type of contract and tenure or rank do not seem to have any influence on productivity. Researchers seeking professional promotion rather than altruism or personal satisfaction are more productive and young scholars publish more than their older counterparts. Additionally, we find a certain research‐teaching trade‐off and some nuances in the predictors of publication productivity across birth cohorts and fields of study. Finally, international cooperation is one of the most relevant determinants of the number of publications, regardless of the birth cohort. The institutional context in the Spanish research system as regards requirements for promotion and the assessment of research outcomes may contribute to the understanding and interpretation of our results. 相似文献
5.
高等教育的发展与政策创新 总被引：6，自引：0，他引：6
高等教育的发展与教育政策的创新有着深刻的联系。 2 0世纪 70年代末以来 ,我国高等教育的发展紧紧依托政策创新而不断向前推进。其中 ,恢复高考、体制改革和启动大众化的步伐是高等教育政策创新的突出表现。新世纪初叶我国高等教育在朝着实现大众化的方向前进 ,这种发展对于教育政策的创新有着更深切的需求。为此 ,必须进一步加强对高等教育的政策研究 ,进一步加强高等教育的政策法规建设 相似文献
6.
Karen Smith 《International Journal for Academic Development》2016,21(4):262-272
Academic developers are important interpreters of policy, yet little research has focussed on the interplay of policy and academic development practice. Using methods from critical discourse analysis, this article analyses a national learning and teaching policy, charts its development, and explores its interpretation by the academic development community. The findings suggest that while developers played a strategic role in the policy’s development nationally, their influence on and use of policy institutionally was more limited. The article calls on developers to take a more overt leadership role in an area of higher education practice where they clearly have (often unharnessed) expertise. 相似文献
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20世纪90年代以来我国高等教育规模发展的政策文本与实施效果分析 总被引：2，自引：0，他引：2
20世纪90年代以来,高等教育规模发展政策一直是我国高等教育政策的一个重要组成部分。本文首先从规模发展目标、发展方式以及宏观规模管理三方面对这一时期我国高等教育规模发展政策进行文本分析,接着评析了这一时期高等教育规模发展政策实施的效果。在此基础上,分别从政策主体、政策客体和决策过程三方面,提出了今后我国高等教育发展政策创新的路径选择。 相似文献
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While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students’ engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students’ engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback. 相似文献
9.
Really Useful Knowledge: The New Vocationalism in Higher Education and its Consequences for Mature Students 总被引：1，自引：0，他引：1
Andrew Marks 《British Journal of Educational Studies》1999,47(2):157-169
This paper offers a discursive analysis of the position of mature students vis-a-vis higher education and its increasingly necessary linkage with industry. Longstanding questions are raised as to what higher education is actually for: intellectual expansion, or merely to prepare young people for work? If it is the latter, then where does this leave mature students, who have less 'career'time left to use their degrees, and may simply be studying because of an interest in a given subject? 相似文献
10.
Current policy in relation to special needs prioritises early intervention and inclusive education, at least as 'good intentions' This article argues for a paradigmatic shift away from individualist models of learning and disability. The social context of play is emphasised as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society. 相似文献
11.
《British Journal of Educational Studies》1999,47(2):194-215
Books reviewed:
Catherine Marshall, Feminist Critical Policy Analysis: a perspective from post secondary education
John Elliott, The Curriculum Experiment: meeting the challenge of social change
Nicola Yelland, Gender in Early Childhood
Christine Tilstone, Lani Florian and Richard Rose, Promoting Inclusive Practice
Stanislas Dehaena, The Number Sense. How the Mind Creates Mathematics
Geoffrey Walford (ed), Doing Research about Education
Andrew Sturman, Social Justice in Education
Reynold Macpherson, Jim Cibulka, Ken Wong and David Monk, (eds), The Politics of Accountability: educative and international perspectives
Rob Halsall, Teacher Research and School Improvement
Tony Booth and Mel Ainscow (eds), From Them to Us: an international study of inclusive education
Carrie Paechter Educating the other: gender, power, and schooling
Keith Sullivan (ed), Education and change in the Pacific Rim: meeting the challenges 相似文献
Catherine Marshall, Feminist Critical Policy Analysis: a perspective from post secondary education
John Elliott, The Curriculum Experiment: meeting the challenge of social change
Nicola Yelland, Gender in Early Childhood
Christine Tilstone, Lani Florian and Richard Rose, Promoting Inclusive Practice
Stanislas Dehaena, The Number Sense. How the Mind Creates Mathematics
Geoffrey Walford (ed), Doing Research about Education
Andrew Sturman, Social Justice in Education
Reynold Macpherson, Jim Cibulka, Ken Wong and David Monk, (eds), The Politics of Accountability: educative and international perspectives
Rob Halsall, Teacher Research and School Improvement
Tony Booth and Mel Ainscow (eds), From Them to Us: an international study of inclusive education
Carrie Paechter Educating the other: gender, power, and schooling
Keith Sullivan (ed), Education and change in the Pacific Rim: meeting the challenges 相似文献
12.
Gary Thomas 《British Journal of Educational Studies》1999,47(2):184-188
Book reviewed in this article:
Catherine Clark, Alan Dyson, Alan Milward (eds), Theorising special education 相似文献
Catherine Clark, Alan Dyson, Alan Milward (eds), Theorising special education 相似文献
13.
Harold Silver 《British Journal of Educational Studies》1999,47(2):145-156
This paper reviews and discusses the nature of innovation in higher education teaching and learning. It traces a gradual shift from innovation generated predominantly at the local level to a form of innovation largely directed by the higher education institutions. It argues that the study of innovation demands that questions are asked about the nature and ownership of the innovation, its policy context and whose interests the innovation serves. 相似文献
14.
Alice Sullivan 《British Journal of Educational Studies》1999,47(2):189-193
Books reviewed in this article:
Carole Hahn Becoming Political: comparative perspectives on citizenship education
Norman H. Nie, Jane Junn and Kenneth Stehlik-Barry, Education and Democratic Citizenship in America 相似文献
Carole Hahn Becoming Political: comparative perspectives on citizenship education
Norman H. Nie, Jane Junn and Kenneth Stehlik-Barry, Education and Democratic Citizenship in America 相似文献
15.
Tom Clark 《Teaching in Higher Education》2019,24(3):412-427
ABSTRACTThere is currently much interest in the interconnections between research and teaching in Higher Education. This relationship is usually termed ‘the research/teaching nexus’ (RTN). However, within this wide body of literature, there has been little attempt to explore the emergent experiences of students across the entire length of their degree programme. Drawing on the results of a three-year qualitative study that followed 40 students through their whole student lifecycle, this paper explores how undergraduates in an English university experienced the RTN, how those experiences developed over time, and how these changes can be variously enabled or constrained. Situating the findings in the context of the ‘post-truth’ society and the uncertainty of employment futures, the paper highlights how the nexus can also often serve to exclude students as much as it includes. 相似文献
16.
英国高等教育具有良好的国际声誉,这与其顺时施宜的教育政策密不可分。基于批判话语分析的视角对英国高等教育政策的文本特征以及政策制定、实施过程进行系统梳理,发现其政策文本擅于使用被动语态隐藏权力主体、运用名词化结构增强文本权威性、利用情态动词明确权责划分。并且,不同时期的法案在政策内容的生产、分配以及消费方面都体现出政策话语与政治话语、民间话语间的明显互文。在此过程中,不同利益群体共同参与高等教育话语权的争夺,在相互的抗衡与妥协中构建合理的话语秩序。 相似文献
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龙四清 《邵阳学院学报(社会科学版)》2004,3(2):119-120
科技创新是高校为国家经济建设和社会进步做出贡献的主要职能之一 ,在高校的人才培养、学科建设、学科队伍的培养、学校经济实力的增强和我国高等教育国际竞争力的提高等方面发挥着越来越重要的作用 ,对高校的发展建设具有重要意义。 相似文献
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This article, based on narrative inquiry, explores how academics with/out formal leadership positions experience and understand themselves as leaders in their everyday working contexts. A single case of a fixed-term academic was chosen to illustrate how different analytical lenses – ‘plot analysis’ and ‘discourse analysis’ – can unpack the complexities of experience associated with non-positional leadership, a topic scarcely represented in studies of leadership in higher education. Two interdependent plots – the heroic plot and the victimised plot – were found to recur throughout the participant's narrative. These plots signified the conflictual dynamics and the unique subjectivity in which this person made sense of himself as a leader. The analytical lens was then shifted to pay greater attention to the ways in which broader networks of discourses were at play within this participant's narrative. Using discourse analysis, the discourses of autonomy and masculinity, among others, were present in constituting the unique subject positions the participant took up. The article concludes with a summary of methodological contributions this study offers to the field of leadership in higher education. 相似文献
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《Critical Studies in Education》2013,54(2):224-240
This article presents a critical–political discourse analysis of the media debate over quality assurance in higher education, which occurred in Chile after the 2011 student movement. Students criticized the privatization of higher education and the multiple flaws of this sector, which included corruption scandals during the process of quality assurance certification. After the end of the movement, the government announced a new quality assurance system, triggering public discussion over this issue in the media. The most influential newspapers and educational authorities participated actively in this debate. Through editorials and columns, these education agents constructed quality assurance discursively as a domain for experts, who have to design and administer quality standards for all educational institutions and actions. These procedures regulate and discipline educational practices, but professors and students are excluded from this debate. Thus, this quality assurance discussion reproduces the traditional neoliberal power relations in education and does not problematize the role of education in society. 相似文献