Executive power and scaled-up gender subtexts in Australian entrepreneurial universities

Deputy Vice Chancellor and Pro Vice Chancellor positions have proliferated in response to the global, corporatised university landscape [Scott, G., S. Bell, H. Coates, and L. Grebennikov. 2010. “Australian Higher Education Leaders in Times of Change: The Role of Pro Vice Chancellor and Deputy Vice Chancellor.” Journal of Higher Education Policy and Management 32 (4): 401–418]. Senior leadership is the sphere where academic and management identities are negotiated and values around the role of the university are decided. This paper examines the changing and gendered nature of the senior leadership setting and its implications for diversity in and of university leadership. The analysis draws from a three-year empirical study funded by the Australian Research Council on leadership in Australian universities. It focuses on executive leaders in three universities – one which is research-intensive, the second, in a regional site, and the third, university of technology. The article argues that the university landscape and its management systems are being restructured in gendered ways. It utilises the notion of organisational gender subtexts to make explicit how gender works through structural and cultural reform.     

Exploring the work and learning stories of para‐teachers in a college for further education in England

This paper reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP). This was a source of professional development for learning support assistants who were supporting students with additional learning needs in a college for further education in England. The purpose of this paper is to share findings from the project and to report on how learning support assistants experienced their work in inclusive college classrooms. The research project was a mixed methods study with participants drawn from learning support assistants within one college for further education in England. Data was collected throughout the 14‐week intervention. Findings indicate that issues exist around the uniqueness of the vocational curriculum and the implications this has for classroom support. It also shows how conflicting classroom procedures can generate feelings of confusion and how learning support workers often feel lonely in their role with no natural opportunity to mix with others. Furthermore, it indicates how a general lack of knowledge about teaching and learning contribute to them experiencing difficulty when performing their role which feed their views that a college for further education can be a complex and hostile environment to work in.     

创造良好育人环境,关注90后大学生心理健康

大学生心理健康是政府关心、学校担心、家长揪心的一个非常重要的问题。现在刚入学的大学生绝大部分是90后,由于他们生活、成长的家庭、社会、教育环境不同,与以往大学生存在一些差异,必须引起我们教育工作者的重视和思考。     

大学语文课中的性别意识教育——以小说《伤逝》的教学为例

性别意识作为人文精神的一个重要因素，直接影响到大学生的自我角色定位．并关涉其恋爱观、人生观和价值观等多个方面。当代大学生受传统观念的影响，在性别意识问题上存在误区。大学语文课作为高校人文素质教育的基础课程，应改变传统无性别教育状态，从多个角度切人性别意识教育。以《伤逝》的教学为例，通过探讨小说中的性别文化内涵及其对大学生性别意识教育的启示．说明大学语文课渗透性别意识教育的可行性和必要性。     

江西省学前教育事业发展研究——基于1995-2008年数据

自1995年以来,受国家宏观教育政策等因素影响,江西省学前教育事业发展也经历了起伏。与湘鄂皖三省相比,江西省学前教育事业发展相对平稳,在每万人拥有幼儿园数量、生师比和3-6岁适龄儿童毛入学率几个方面取得了较大进步,但也存在学前教育供给不足、师资力量薄弱、学前教育普及与公平相冲突及教育功能退化等新矛盾和新问题。     

建设服务型政府的内在制度从道德教育的角度谈中国服务型政府建设

在工业化的中国建设后工业化的行政管理模式——服务型政府,首先要做的是打下良好的价值基础,解决中国社会转型所带来的一系列诸如信仰缺失、道德滑坡等问题。从服务型政府内在制度的建设入手,建立明确的指标体系,通过招聘、培训、固化等一系列方法,重塑行政机关领导及公务员的道德价值体系,建设道德政府,进而推动整个社会价值体系的重建,为服务型政府的建设和实现社会主义和谐社会作出努力。     

基于工作过程导向的高职课程改革——以高职环境类专业《水污染控制技术》课程为例

以工作过程为导向进行高职课程改革,关键在于根据工作实境创设学习情境,并依据学习情境整合课程内容,改善教学方法,实现理实一体化.在高职环境类专业《水污染控制技术》课程改革中,针对特定的学习目标,在对工作岗位和行动能力分析的基础上形成课程体系,并按照岗位工作过程合理设置和序化教学内容,同时综合运用多种教学手段和方法,有效提升学生的专业技能和综合素质.     

让德育之花盛开在英语教学中

英语教学不仅要注重知识的传授,而且要注重德育教育,只有把二者有机地结合起来,文道统一,才能达到教书育人的目的。