The involvement of university faculty members in social planning: motivating and hindering factors

The research examines factors that affect the involvement of university faculty members in social planning activities. It examines the impact of philanthropic views compared with the exchange relations approach, both on personal and organizational levels, as well as the contribution of several characteristics of the relationship between faculty members and institutions.     

Troubling the concept of the ‘academic profession’ in 21st Century higher education

Concern has been expressed about the vulnerability of the ‘academic profession’ as a consequence of threats from productivism, managerialism and the like (Beck and Young, Br J Sociol Educ 26(2):183–197, 2005). I question the apparent self-understanding of academe as a profession. Referring to thinking from higher education (Barnett, High Educ 40:409–422, 2000a; Educ Phil Theor 32(3):319–326, 2000b; Realizing the University in an age of supercomplexity, 2000c; Stud High Educ 25(3):255–265, 2000d; Lond Rev Educ 2(1):61–73, 2004a; Piper, Are professors professional? The organisation of University examinations, 1994; Taylor 1999), and from the sociology of the professions (in particular Evetts, Int J Sociol Soc Policy 23(4/5):22–35, 2003a; Int Sociol 18(2):395–415 2003b; Curr Sociol 54(1):133–143 2006a; Curr Sociol 54(4):515–531, 2006b), I propose that significant shifts in self-understanding and practice are needed for academe to claim a social role as a ‘profession’.     

Extending resources,fostering progress,or meeting needs? University extension and continuing education in western Canada

This article presents a concise, historical overview of university extension and continuing education in western Canada. It argues that, over the course of the twentieth century, the major universities in western Canada made three basic claims regarding the purposes of their extension and continuing education units. Prior to 1940, universities claimed that such units extended the resources of the university for the benefit of citizens not enrolled as full‐time students. In the 1940s and 1950s, universities claimed that such units fostered social and economic progress. Since the 1960s, universities have claimed that such units existed to meet the lifelong learning needs of individuals. This article argues that the evolution of such claims reflected ideological and political‐economic developments, such as the rise of wage labour as the primary means of making a living in the region.     

中国人民大学与建国初高校"新民主主义论"、"中国革命史"课程的开设

在建国初期全国高校"新民主主义论"和"中国革命史"等政治理论课的开设过程中,中国人民大学以其特殊的理论基地地位和影响,在课程的规划设计、组织培训、教材编写和教学示范等各个方面,都曾发挥过不可替代的重要作用。对这一历史作用的揭示,与对建国初该门课程的开设及其变动情形的考察是密不可分的。     

University Counselling Service Utilisation by Local and International Students and User Characteristics: A Review

This paper reviews research on students’ usage of university counselling services across countries and their demographic and psychological characteristics. In doing so, emphasis is given to reported distinctions between local and international university students. Utilisation rates, encouraging factors and barriers to utilisation, presenting problems, and methodological problems with existing studies are each examined. The findings suggest that only a minority of between 2% and 4% of university students access such services, with females being more likely to use them than males. International students in particular underutilise these services, and this is primarily due to such students’ preference for seeking help from family or friends over outside sources. When students do seek assistance, their presenting issues most commonly involve symptoms of depression or anxiety, as well as academic and relationship difficulties.     

大学生家庭教师维权探析

家教是大学生校外兼职的首选形式,是大学生生活费的重要来源。大学生主要是通过中介寻找家教的。大学生家庭教师身份的特殊性、“从业”的非正规性、维权成本高及维权意识淡薄等使大学生家庭教师维权陷入了困境。在现有法律框架下,探索大学生、政府、实施法律援助的组织和个人（律师）、高校、社会媒体共同参与的大学生校外兼职维权机制,有助于帮助大学生家庭教师走出维权困境。     

开放大学需求分析:理论基础和指标体系

面对新的机遇与挑战,开放大学需要转型升级,需求分析是转型升级的重要路径。借鉴现有的理论和模型,结合开放大学的特殊定位、办学特色和学习者特点确定了开放大学需求分析的理论基础和指标体系。     

学生自主学习能力的培养：提高教学质量的核心、命题——哈佛大学的经验及其启示

哈佛大学教学质量的提高主要是得益于其学生自主学习能力的培养。探析哈佛大学培养学生自主学习能力的实践,将对我们有些许启示,比如,树立“以学生发展为本”的教育理念,确立学生在学习过程中的主体地位;构建“指导性教授与主动性学习”的教学模式;改进教学方法,重在启迪智慧,引领探究;使学生学会学习;为学生的发展营造宽松自由的学习氛围。     

体育运动参与对促进大学生心理健康的发展研究

对贵州民族高校大学生心理健康状态进行调查研究,针对当前大学生心理健康状况存在的具体问题,阐述体育运动参与对促进大学生心理健康的理论依据,提出以人为本,构建和谐的校园体育文化建设、设立“大学生心理健康咨询研究中心”、建立良好的师生关系、培养意志品质,提高学生的社会适应能力。     

高校图书馆在和谐校园文化建设中的作用

本文围绕高校图书馆在和谐校园文化建设中的重要作用,分析了高校图书馆应如何更好地发挥在和谐校园文化建设中的作用及应采取的措施。