南方科技大学“内忧”现象探析

在南方科技大学办学思路的分歧中,"规律论"者们所拟遵循的规律,不是大学上位的应该拥有自治权的规律,而是下位或中位的具体如何办学的规律。"国情论"者们所顺应的国情,是行政权力干预大学事务的习惯或传统,而这正是南科大创办时意欲克服的弊端。其与自己初衷相悖的现象,表明大学制度的改革极其艰难。南方科技大学"内忧"的启示为:让大学成为完全独立的教育和学术机构,让教师和学生成为大学中真正的主人是大学改革的真正方向。     

从单边优势主导型到复合多边依赖型的大学利益相关者

大学是利益相关者组织。大学的产生是为了满足教师和学生的利益。利益主体所拥有资源对于大学的重要性,决定其在利益结构中的地位。近代以前的大学,教授拥有"知识"这一大学最重要的资源,因此形成了以教授为单边优势主导的利益相关者模式。现代大学需要的资源是多元的,这些资源掌握在不同的主体手中,这些主体的利益交织在一起,形成了大学复合多边依赖型的利益相关者模式。在利益相关者视野下,单纯由教授这一利益主体进行大学事务的决策是不可行的,教授治校是行不通的。     

论我国公司捐赠的法律规制

公司捐赠是现代公司承担社会责任的主要表现形式。目前我国的公司捐赠制度尚不完善,在捐赠数额、捐赠程序、信息披露等方面都欠缺相应的法律规制,带来的直接后果是,法律在引导和规范公司捐赠方面没有起到相应的作用。文章主要通过对捐赠含义和理论基础的分析,引申出对捐赠制度法律规制完善的思考。     

高校自主招生改革：成效、问题及建议

高校自主招生改革11年来,在转变高校选才理念,提升生源综合素质,促进人才培养模式变革,引导基础教育改革,促进素质教育实施等方面取得了一定的成效。但也遭遇高校选拔自主权不足,不利于农村考生参与竞争,高校和考生投入成本高、效率低,招考缺乏有效监督机制等困境。未来的自主招生改革应进一步落实高校招生自主权,服务基层考生,促进教育公平,构建多元化的招生录取标准,探索高水平院校联考,促进招生管理法制化。     

中国高等教育法制建设的百年历程及其反思

中国高等教育法制建设肇始于19世纪末期20世纪初叶。在一百余年的法制建设历程中,历经移植模仿、创建繁荣、受挫停滞和稳定发展等四个阶段,形成了如下特点:在价值理念层面,更多地强调国家主义至上,缺乏大学自治及学术自由的传统;在外部利益主体的协调层面,从政府与高校的单一关系开始向政府、市场、高校三者共同协调发展模式演进,从强化社会本位向社会本位与个人本位并重的方向发展;在内部利益主体的共享层面,内部权力配置是一种不均衡的发展模式,教师与学生等利益相关者的权力表达较微弱,大学成员的权利保障没有真正得以实现。     

形成性评价在课程教学中的应用研究

以大学英语课程教学为案例,通过行动研究,以考察形成性评价对学生学习态度、学习行为及结果的影响程度为目的。采用问卷调查、访谈、学生学习档案等工具采集数据。结果显示,形成性评价的应用确实能给学生的学习态度、动机及学习行为带来积极变化:大多数学生(70%以上)欢迎形成性评价在课堂教学中的应用;学生学习英语的信心更足、积极性更高;学生更愿意花更多时间在平时的学习过程中而非以往的考前突击应付、更注重培养和使用适合自己的学习策略;对学习成绩的提高也起到了良好的促进作用。     

幼儿教师专业自主权研究述评

教师专业自主权是指教师享有专业判断及自由执行、不受他人或非教师成员的干预的基本权。研究表明,教师的专业自主权会影响教师工作满意度、对决策的认同度、对职业和机构的认同度。目前,我国有关教师专业自主权的研究多集中在中小学教育和高等教育阶段,较少涉及学前教育阶段。鉴于此,在探讨教师自主的含义、研究意义、发展现状以及影响因素的基础上,对我国幼儿教师专业自主权研究进行理论思考,以期使幼儿教师摆脱课程改革的困境,进而促进学生的发展。     

诹议会计手工综合模拟实验流程的再造

会计手工综合模拟实验在很多财经类院校都有开设,但实验流程大多比较单一,无法适应当今社会对会计人才素质全方位的要求,亟待改进。本文针对会计手工实验起始时、过程中及结束时相关流程的改进提出个人观点。     

Fact and fiction: a case history of doctoral supervision

Background

There exist a number of textual sources of advice concerning the provision of effective doctoral supervision. This academic material aimed at both supervisors and students makes assumptions both about the conduct of science and the contemporary nature of higher education as a setting for inducting students into the academy.

Purpose

This paper aims to explore and critique received ideas about supervision, and seeks to elucidate their implications for intellectual originality and the nature of research-based knowledge production. This aim is situated in the context of governmental discourses of performativity.

Sample

The sample consists of one doctoral student who is advanced in the progress of her studies. She is based in a Scottish university and is of overseas origin. She is a mature student whose previous education took place outwith the UK.

Design and methods

A case-study design is adopted within which a supervisor has the stance of a participant observer. It is through participant observation that the data are collected. These qualitative data are then subjected to an appropriate analysis which aims to characterize their meaning.

Results

The findings suggest that the conflicting array of ideological discourses exercising authority over the university sector may undermine the concept of scholarly originality and the underpinning academic skills as well as dispositions. It is concluded that supervisory strategies vary, but the received ones premised upon a different historical landscape which championed academic autonomy may bring supervisors into a tense relationship with their institutions and policies of performativity.

Conclusions

The evidence indicates that current models of research degree supervision, as presented in published textual sources, are guilty of neglecting to engage properly with the effects of discourses of performativity and commercialization which now, arguably, exercise a controlling influence over significant parts of higher education.     

Testing the MUSIC Model of Academic Motivation through confirmatory factor analysis

The purpose of this study was to provide empirical evidence to confirm the theoretical factor structure of the MUSIC Model of Academic Motivation that was developed to help instructors understand how current motivation research can be applied to instruction. We hypothesised the MUSIC model as a hierarchical five-factor correlated model and compared its fit to alternative models. Our research question was: Is a hierarchical five-factor correlated model a valid representation of the MUSIC model? The study included 1228 undergraduate students from three different types of university courses. We measured the constructs associated with the main components of the MUSIC model: empowerment, usefulness, success, interest and caring. Results of the confirmatory factor analyses provided strong evidence that the hierarchical five-factor correlated model was a valid representation of the MUSIC model. Thus, the MUSIC model consists of components that are theoretically and empirically correlated, yet distinct.