Institutional Researchers' Perceptions of Effectiveness

This article presents the results of a research study that investigated institutional researchers' perceptions regarding their effectiveness in influencing policy changes at their institution. Data were obtained from a mailed survey sent to 304 researchers in the Northeast; a response rate of 73 percent was achieved. Results revealed that those whose work is used in executive decision making, who include policy recommendations in reports, conduct follow-up studies on the impact of their work, have a doctorate, are part of a strong, professional network, and describe their positions as challenging perceive themselves as more effective. The discriminant function including these variables explained 48 percent of the variance and accurately predicted the perceived policy effectiveness for 84 percent of the participants.     

研究者的立场问题--一个知识社会学的视角

从知识社会学的角度分析了实施研究中存在的两种不同的研究立场,以及实地研究中理论的生成过程,目的在于提高研究对自身研究行为的自觉,避免在研究活动中人为制造的不平等和新的话语霸权的产生。     

湖北省体育教研员工作现状的研究

从教研员工作特点的角度对湖北省体育教研员的工作角色定位、工作重点、方式等进行了调查分析,从中揭示了湖北省体育教研员的工作现状。     

科研自我效能感的内涵、测量及其影响

通过对科研自我效能感概念源起、维度与测量、前因变量和后果变量的梳理,发现未来应在跨文化和跨学科差异性研究的基础上,加强科研效能感本土化构念的探索和测量工具的开发,并推进科研效能感作用机制的系统研究,从而充分发挥其对科研人员培养、激励和管理等方面的作用。     

博后经历对科研人员成长影响的定量研究

本研究以中国大陆科研人员为研究对象,选取免疫学和管理科学与工程两个学科领域为案例,采集科研人员的CV(Curriculum Vitae)数据,通过生存分析(Survival Analyses)方法研究不同因素,特别是博士后经历对不同类型学科领域科研人员职业生涯发展的作用与影响。Kaplan-Meier分析表明,对免疫学科而言,有过博士后经历的在进入副教授阶段的生存风险较高,即存活时间较短能较快晋升到副教授阶段,但在进入教授阶段则是相反,生存风险较低即存活时间较长从而延缓其晋升到教授阶段。对管理科学和工程学科而言,有过博士后经历的在进入副教授和教授阶段都是生存风险较低从而延缓其职业生涯的发展。COX比例风险回归分析表明,对免疫学科而言,性别、单位性质、博士毕业国别对其成长有显著影响,对管理科学与工程而言,单位性质以及流动频次对其成长有显著影响。最后本文对研究结果的原因进行了分析和讨论,并提出了下一步研究的设想。     

JDCS模型的修正及其在高校科研人员中的应用

JDCS模型是工作压力研究中的一个经典模型。本文运用我国高校科研人员工作压力的问卷调查数据 ,对该模型进行了本土化修正 ,并对我国高校科研人员的工作压力现状进行了研究。研究结果显示 :我国高校科研人员的工作压力总体水平偏低 ;近 3 4的科研人员处于高社会支持水平 ;近八成科研人员处于低工作要求和高健康水平状态。     

国家财政投入科研经费监督的博弈分析

本文建立了一个科研基金部门与科研人员之间的博弈模型,并讨论了科研人员滥用科研经费的可能性、科研基金部门审计的概率与有关因素之间的关系。在上述分析的基础上,作者提出了反科研经费滥用的对策与建议。一是要加强对科研人员的职业道德教育。二是提高基金部门的审计人员的职业素养,同时加大对违规使用科研经费的科研人员的处罚力度。     

从21世纪教育发展趋势看未来教师角色特征的变化

21世纪是一个社会急剧变动的时代.教育也将发生巨大变革.过去的教育,包括教育目的、内容、方法、手段、组织形式等诸多方面,将会逐渐演变为更加适应21世纪社会要求的新教育.因此,在教育活动中扮演重要角色的教师,也必将随之进行角色的转变.未来教师角色的变化主要表现在这样四个方面:在师生关系上,教师作为权威逐渐由外铄的权威转变为内生的权威;在教育教学过程中,由于教师由知识的传授者逐渐转变为学生发展的促进者;在教学组织过程中,教师作为纯粹管理者的角色日益淡化,教师的教育教学方法由简单逐渐变得复杂,教师逐渐成为能依据环境、对象、内容等的变化,即时性、创造性地展开教育教学活动的艺术家.对于教师自身,教师素质只有处于不断提高过程中,才能胜任未来教育教学的需要.所以说,21世纪的合格教师,是权威、促进者、艺术家、学习研究者的复合体.     

Hanging tough: post-PhD researchers dealing with career uncertainty

ABSTRACT

This study examines the impact of career uncertainty on post-PhD researchers’ experiences. Drawing on an identity-trajectory approach and a qualitative design, we analysed experiences of post-PhDs from the UK and Switzerland. Our findings show that in the course of their work experiences, career uncertainty takes two different forms: intellectual uncertainty and occupational uncertainty. On a daily basis, both forms strongly impact the participants’ work and personal lives and can limit their ability to plan for the future, restrict their developing research expertise and networks and induce tension in trying to reconcile work and personal lives. While often struggling with a blurred institutional status, participants ‘hang tough’ despite their uncertain situation, notably by clinging to the academic researcher identity. Contributing to the previous work on the increasing casualisation of post-PhD positions and the resulting challenges, our study offers new insights into how different aspects of career uncertainty influence post-PhDs’ work and identity.     

Changes in the World Created by the Journal of Science Education and Technology:Future Directions and New Initiatives

This paper deals with the mission of the Journal of Science Education and Technology; the people who are helping to further this mission; our review philosophy, policies, and electronic review process; and important information for authors, readers, practitioners, students, and administrators to know. It also includes announcements about new features in the Journal, and two book series: Innovations in Science Education and Technology and Classics in Science Education and calls for papers and book ideas to be submitted to cohenka@aol.com.