借鉴美国高校教师管理制度创新教育学院师资建设工作

办好一所高校的关键是建设一支高水平的教师队伍,中外大学概莫能外。北京教育学院作为一所培训中小学校长教师的专门学院,如何建设一支高素质的教师队伍,不仅关系到学院自身发展,也影响着全市基础教育整体质量。学习借鉴中外高校,特别是美国高校教师的聘用、晋升、流动制度的经验,加快教师管理体制的创新,是学院发展中必须予以高度关注的一项紧迫而又任重道远的战略任务。     

Compelled to Compete: Chinese graduates on employment and social mobility after international and domestic study

The article offers unique insights into international and domestic graduates’ career progression and social mobility experiences in China. Drawing on in-depth interview data with master-level graduates, the analytical results reveal that the majority of the participants (both domestic and international) perceive that international graduates have more opportunities and better career progression, but the analytical results show that both domestic and international graduates secured positive employment outcomes. Significant gender disparities exist, as women, both international and domestic graduates, are still disadvantaged in terms of occupational attainment and career prospects and report lower employment satisfaction. All domestic graduates reported not only positive employment outcomes in the labour market but upward social mobility. In contrast, the majority of international graduates reported not having achieved the same level of social status as their parents. Graduates’ differentiated relations to China’s state institutions of Bianzhi, Danwei and Hukou and social connections (Guanxi) heavily influenced their employment trajectories and social mobility. We argue that the participants’ conflicting perceptions are linked to the intense labour market competition encouraged by the sustained expansion of domestic higher education enrolment and amplified by the increasing number of international graduates. The societal institutions defuse to some extent conflicts over economic interests arising from the marketisation of social life.     

大学教师究竟因何流动--一种非接触式研究方法的引入

大学教师流动影响因素涉及教师隐私,传统研究往往效果不佳。本文首次尝试引入"非接触式"研究方法,试图通过对互联网平台的大数据资源进行扎根分析,克服传统大学教师流动影响因素研究的失真失实等问题。本研究对部分大学教师流动传统影响因素进行了验证,并首次发现了多个新的重要因素。本研究对大学教师流动各影响因素的重要性进行了重新排序,构建了包含4个一级指标、13个二级指标和若干个三级指标的"四维度-多中心-开放式"大学教师流动影响因素新的理论框架。本研究具有重要的方法创新意义,未来随着更多大学教师流动大数据资源的引入,将可能构建形成更具有流动预测能力的大学教师流动理论模型。     

基于激励的Ad-Hoc无线网络迁移率的探究

在Ad-Hoc无线网络中,激励机制能提高网络的性能,但“迁移率”的因素却被忽略了。允许节点有组织地相互移动,动态生成激励机制,能明显改善网络性能。现利用节点位置参与到被严格强制的激励机制的无线网络中。通过博弈理论,研究不同的激励机制的量化性能。结果表明:若允许用户选择自身位置,网络性能呈现明显衰变。此外,用户的最佳策略是网络拓扑结构或是紧束一团,或是分散成一条链。     

Intercultural sensitivity among university students: measurement of the construct and its relationship with international mobility programmes / Sensibilidad intercultural de los estudiantes universitarios: medición del constructo y su relación con los programas de movilidad internacional

The purpose of this study was to validate the IDI (Intercultural Development Inventory) and to assess the impact of international mobility programmes on the intercultural sensitivity of university students. For this, a quasi-experimental study was carried out using a longitudinal design of repeated pre-test and post-test measures, with an experimental group of students who carried out international mobility programmes and a control group of students who did not. The sample consisted of 3,047 university students. The inventory yielded a five-factor structure (negation/defence, minimization, reversion, acceptance/adaptation and encapsulated marginality) with alpha coefficients ranging from .82 to .91, revealing adequate reliability and validity. The results indicate the effectiveness of the IDI to measure intercultural sensitivity. Although the post-test scores are higher than the pre-test scores for both groups, there are significant differences in favour of the experimental group (p = .000) in all factors except the negation/defence stage. The conclusions focus on the implications of this study for curriculum development and policy at an educational level.     

导师制·午后茶·住宿学院与一流大学的人才培养

文章对导师制、午后茶和住宿学院对一流大学人才培养的影响进行了探讨,并据此说明研究世界一流大学不仅要关注有形的人才培养方式,更要关注蕴含在这些人才培养方式背后或之中的隐性力量对一流大学人才培养和一流大学形成与发展的影响.     

Towards a European Academic Labour Market? Some Lessons Drawn from Empirical Studies on Academic Mobility

In Europe, academic mobility has a long tradition which began with the birth of the European universities in the middle ages. Recently, European policies were strongly oriented towards the promotion of student and academic mobility and the creation of research networks and projects within Europe. Nevertheless, academic labour markets in Europe remain highly national and many obstacles hinder the development of European careers and the europeanisation/internationalisation of academic recruitments. Two different perspectives will be developed in this paper. First we will document the strong divergences among the national recruitment and careers processes within Europe and the problems raised by this situation. Second, we will draw on two empirical studies we conducted on academic mobility, the first one, led in 1995 in France, Germany and the UK and the second this year in France. Both studies show that most post-docs conceived their foreign experience as a personal strategy and aimed at improving their chances for recruitment in their own country. Within Europe, foreign country careers still are an exception due to accidental opportunities.     

Learning,using and exchanging global competence in the context of international postgraduate mobility

The paper offers a theoretically grounded analysis of international postgraduate students’ perspectives on the importance and development of global citizenship knowledge and competences while they are studying, and how these are valued and enacted afterwards. It draws on a series of interviews with non-Western international postgraduates during their studies in the UK and upon return to their home countries. It uses the concepts of social and cultural cosmopolitan competences as a framework to discuss the perceived benefits of educational mobility, and the possibilities and limits of social connectedness and openness in the internationalised university environment.     

‘Educare’ in Australia: analysing policy mobility and transformation

Abstract

Background: Early childhood education and care has been an area of significant policy attention, public investment and private market activity in Australia over the past three decades. Australian educationists and policy-makers have looked to international examples for evidence, policy design and institutional models. However, this area is under-researched in Australia, with regard to how these knowledge flows are theorised, and how policy is implemented on the ground.

Purpose: The paper’s purpose was to contribute new Australian-focussed conceptual and empirical insights on the trajectories, development and implementation of evidence-based policy in the field of early childhood education and care.

Sources of evidence: The paper is based on three main sources of evidence: ? the critical literature on policy transfer and policy mobility

? policy statements, reports and planning documents produced by national- and state-level governments

? data from fieldwork analysis of new capital works and programmes in the early childhood field.

Main argument: International research and evidence on the benefits of investment in early learning has had a significant impact on the framing of Australian policy. So too has a move in several countries to align early childhood institutions with schools. However, a dominant paradigm of policy transfer, reliant on pluralist and rationalist frameworks of policy-making, fails to account for the dynamics of policy development and implementation across and within jurisdictions and geographical space. Conceptualising a new alignment in Australia between children’s centres and schools as ‘educare’, this article employs the theoretical lens of policy mobility to account for the circulation and transformation of educare policy in Australian settings. Through an empirical analysis of a new educare centre in the growth corridor of western Melbourne, the article demonstrates the extent to which neoliberal policy settings outside the educational sphere, around public finance, partnership, place and infrastructure provision, influence the implementation of ‘educare’ policy.

Conclusions: The educare discourse in Australia addresses a complex and multiscalar set of policy problems that associate child development with concerns around human capital formation, economic efficiency and productivity, place making and community building, and the role of the public sector in neoliberal democracies. International circuits of knowledge, policy design and institutional models in the educare field have been significant in shaping recent Australian policy, despite well-publicised views expressed in Australia on the disconnection between academic research and policy. The strength of policy mobility as a theoretical lens to assist our understanding of these influences lies in its critique of formalism in policy-making and in its attention to fluidity and transformation. The mobility lens encourages new empirical research that focuses on spatial and institutional dynamics, assisting our reading of on-the-ground developments in Australia’s fastest growing city.     

从康百万庄园透析中原传统民居文化

通过对康百万庄园的建筑布局、结构分割、内外环境以及建筑装饰的分析,挖掘其深层次的建筑心理文化,从而映射出明清时期中原地区民居所蕴含的传统文化。