Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.     

Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.     

Re-examining and developing the notion of academic citizenship: A critical literature review

The notion of academic citizenship has been largely associated with the service role which is a part of academic work seen as additional to teaching and research. The changing landscapes of higher education and the increasing diversity of academic work have prompted debates on what academic citizenship means. This paper challenges the conventional association of academic citizenship with the service role and presents a critical review of the key themes and issues explored in extant literature on the subject. Drawing upon the general view of citizenship as practice, it proposes that the different dimensions of academic work be seen integratively, with academic citizenship reframed beyond the service role. We argue that academic citizenship needs to be conceptualised as a practice of enactment, that is, by the values, processes and means by which it is enacted and asserted as academics draw on freedoms, autonomy and individual motivations.     

The diversity of university disciplinary profiles in research and teaching

Is the ideal of a one-size-fits-all university model—where universities are capable of successfully performing all competencies simultaneously—ever achievable? Has the balance between teaching and research activities grown even more fragile or is such a balance unfeasible? In this paper, we review studies of institutional diversity in higher education and bibliometric analyses. We prose a two-dimensional typology based on diversity in teaching and research by scientific fields. We investigate the diversity in teaching and research, respectively, at the disciplinary level and address whether these primary activities mirror each other. As a measure of mismatch between the two activities, we assess the distribution of students and publications by scientific fields through a clustering analysis. Our study of higher education institutions (HEIs) in Russia reveals that private universities are less diverse both in research and teaching and have high teaching intensity compared to state universities. Expectedly, universities in the rankings have more diverse profiles and they have a higher research intensity.     

Getting in,getting on,going further: Exploring the role of employers in the degree apprentice to graduate transition

Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: ‘getting in’, ‘getting on’ and ‘going further’, and that employers—at both strategic and relational levels—shape experiences at each stage.     

社会转型期农民政治认同研究的特点及路径创新

社会转型时期农民政治认同问题颇受学界关注。农民政治认同不仅是农村社会政治稳定的保证,也是中国共产党执政合法性的重要基础。关于农民政治认同的研究越来越成为研究农民问题的重要论域。梳理和总结转型时期农民政治认同研究的特点,进一步拓展农民政治认同研究的新路径,具有重要的学术价值和现实意义。     

东欧转型国家的福利制度建设

东欧国家在20世纪80年代末、90年代初走上了“回归欧洲”的西方化道路,在政治上建立起西方宪政民主体制的同时,经济上也开始从中央计划经济体制向市场经济体制转轨。其中,波兰、匈牙利和捷克是东欧转型国家的典型代表。随着产权的全面私有化和整体经济的市场化,由国家大包大揽的传统福利制度失去了生存的土壤,建立与市场经济相适应的、更加有效的新型福利体系成为体制转型的重要内容之一。     

制度变迁背景下影子银行体系生成逻辑的理论分析

本文基于制度变迁理论,分析影子银行产生与发展的现实原因。采用博弈论的分析方法,对影子银行、正规金融机构、政府三个主体之间的博弈进行研究。研究显示：影子银行与正规金融机构二者有限度的合作使影子银行的制度安排在一定程度上满足非国有经济的金融制度需求;正式金融制度在一定程度上存在的非均衡状态．也是促进影子银行发展的关键因素：政府在影子银行的形成与发展过程中起着关键性的作用,它的策略行为决定了影子银行未来的发展规模、生存环境和演化方向。     

论体工队男子篮球运动员攻防转换意识的培养

篮球作为一项集体性的比赛项目,不仅对篮球运动员的身体素质和操作水平有要求,还需要运动员有一定的针对比赛形势采取及时的行动和对策的能力还需要团结协作赢得比赛。随着现代篮球运动的发展,篮球这项运动的规则不断完善,对于攻防转换速度和团队合作有着更高的要求,这无疑是在要求运动员的素质在不断的提高。文章针对体工队男子篮球运动的基本情况,对其如何在各项训练中提高攻防转换意识,增强运动机能进行研究探讨。     

双重网络嵌入、制度环境与区域创新能力

    基于社会网络理论和制度理论,构建网络嵌入、制度环境和区域创新能力的理论模型。利用中国30个省份2005—2016年间的面板数据,探索了国际网络嵌入和本地网络嵌入对区域创新能力的影响机制,以及制度环境的调节作用。结果显示：国际网络嵌入促进了区域创新能力,而本地网络嵌入与区域创新能力之间存在倒U型关系。本地网络嵌入和国际网络嵌入之间存在交互效应,共同促进区域创新能力提升,且国际网络嵌入表现出对本地嵌入的替代性。市场化水平增强了国际网络嵌入对区域创新能力的正向作用,同时削弱了本地网络嵌入与区域创新能力之间的倒U型关系;东中西部地区发展的不平衡也导致了多重网络嵌入与区域创新能力关系的差异。