Today visible proofs of excellence in teaching and learning are increasingly important aspects of institutional branding in higher education (HE). Teaching competence is brought forward as a central aspect of the quality of programmes. Still, the induction of new university teachers is managed in many different ways. Approaches may vary according to how teaching competence is perceived; as growing from practice only, requiring formal courses or, for instance, outlined in the Scholarship of Teaching and Learning (SoTL) movement. In Sweden, the HE Ordinance from 2002 states that to get permanent positions, lecturers should have completed Compulsory HE Teacher Training (CHETT). The size and organisation of the courses were not regulated in the Ordinance and institutional practices varied. In a three-year project intended learning outcomes for CHETT was suggested. These outcomes are based on SoTL and linked to an estimated workload of 10 weeks. Based on a national survey in 2006, institutional responses to the proposals are analysed.
Great Britain has a very active Association for Programmed Learning, started in 1962. It arranges courses in programming, publishes research and other P.I. information, and organizes conferences. At the latest annual general meeting (March 31, 1967) Professor E. A. Peel (The University of Birmingham) was re-elected as President, and Dr. C. K. Rouse (Goldsmith's College) as Chairman. Among those labelled ‘Vice-Presidents’ (no less than a dozen individuals hold this glittering title) or ‘Council members’ are many persons well known internationally through their publications within the P.I. field, among others: Dr. J. Annett, Professor K. Austwick, Dr. J. Hartley, J. F. Leedham, G. O. M. Leith, Derek Rowntree and D. J. Unwin. Dr. J. Hartley serves as a Foreign Liaison Officer and would therefore be a natural contact for individuals from other countries. The association will extend its name to be somewhat more inclusive: ‘Association for Programmed Learning and Educational Technology’. 相似文献
This article presents a horizontal perspective on the dynamics of governance sites currently active for the European of Knowledge and places the Bologna process in this wider European level context. It introduces two dynamics of change in political organisation: a) institutional differentiation and specialisation and b) the interaction between institutional spheres and sectors. Signs of sectoral differentiation are identified in the history of European integration that is relevant to the Europe of Knowledge. The argument is that the nature and sequence of the differentiation process are key to understand current governance processes. It is illustrated by showing how a horizontal dynamics has been played out in the case of the EU's Lisbon strategy and in particular the cooperation taking place in the framework of the EU's “Education and Training 2010” work programme. The analysis shows how the Bologna process, although perpetuated as a sector internal governance site, has co-evolved and interacted with this strategy, partly as an object of emulation and source of support and partly as a competing governance site. A horizontal dynamics of change is also evident in the larger Lisbon strategy as it lifted research and higher education policy to the centre of the European integration project. It resulted in the development of several governance sites with different foci targeting European higher education. A more prominent place on the political agenda came together with demands that research and education should be integrated with the overall political and economic objectives of the EU. 相似文献
