莫让“贫困”成为制约博士质量的瓶颈

博士生培养质量的高低,直接关系到国家高级人才的素质和未来科学技术的发展潜力。在博士质量调查工作中发现,目前博士生普通奖学金标准偏低,科研和生活经费来源渠道少,资助体系不健全导致的“贫困”现象．已经成为制约博士质量的瓶颈。必须深入推进博士生培养机制改革,落实以科学研究为导向的导师负责制和资助制,不断完善博士生科研和生活的资助体系。     

浙东学术宁波研究述论

自上世纪九十年代以来,宁波以其独特的地缘,政府的支持,研究者的辛勤耕耘,在浙东学术研究方面取得了一定的成绩。对宁波浙东学术文化加以地域化研究,既显现了浙东学术研究的局域特征,也有助于提高浙东学术研究的整体水平。     

基于VBA的大学生奖学金评定辅助工具的设计与实现

基于Excel和VBA实现的大学生奖学金评定的辅助工具,可以在Excel工作表中根据学习成绩和量化分数,按比例评定各等级奖学金。它以Excel为平台,操作简单,实用性强,作为大学生奖学金评定的辅助工具,可以提高工作效率和评定工作的科学性。     

理解专业教学力量的精神觉醒

目前,全球范围的社会、经济和技术变革挑战着传统的知识和教育实践形式。为了回应这些挑战,世界各地的教育工作者致力于寻求建立新的角色、身份认同和关系。本文分析了在全球教育改革环境下教师面临的压力。通过从资深教师(有经验的教师)中搜集到的资料,本文认为在对挑战和关键事件的集体反思中,存在丰富的专业学习机会,在这些关键事件中教师的负疚感可以通过他们对个人成长和专业学习的选择而设法得到解决。通过建立追踪教师如何从滑向消极情绪中解放出来的理论框架,本文得出结论,强调了那些能够在日常专业生活中通过合作学习和利用内在力量重新发现深层价值的教师,有着内在的创造性能量。     

Wikipedia and the University,a case study

This article discusses the use of Wikipedia by academics and students for learning and teaching activities at Liverpool Hope University. Hope has distinctive aspects but we consider the findings to be indicative of Wikipedia use at other British universities. First we discuss general issues of Wikipedia use within the university. Second, we examine existing research on Wikipedia use amongst students and academics. Based upon a sample of 133 academics and 1222 students, our principal findings were: (1) 75% of academics and students use Wikipedia; (2) student use is typically confined to the initial stages of assessments; (3) a quarter of academics provide guidance on how to use Wikipedia and (4) 70% of academics use Wikipedia for background information for teaching purposes, something that it is not influenced by whether student use is tolerated or not. Our conclusion is that whilst Wikipedia is now unofficially integrated into universities, it is not ‘the’ information resource as feared by many and that an enlightened minority of academics have attempted to assimilate it into their teaching.     

Mapping research trends from 35 years of publications in Distance Education

This article maps out trends in distance education research and scholarship from 35 years of publications in the Distance Education journal. Titles and abstracts of 515 full papers were analyzed using the text-mining tool Leximancer^TM to identify and describe themes in distance education research covered by these publications in the journal over the period 1980–2014. Analysis of titles and abstracts over 5-year periods reveals the following broad emerging themes over the seven time periods: professionalization and institutional consolidation (1980–1984), instructional design and educational technology (1985–1989), quality assurance in distance education (1990–1994), student support and early stages of online learning (1995–1999), the emergence of the virtual university (2000–2004), collaborative learning and online interaction patterns (2005–2009), and interactive learning, MOOCs and OERs (2010–2014). The place of these themes within waves of alternating institutional and individual research is discussed.     

专业评估:内部学者治学和外部同行评议的协调

本文认为专业的本质、专业评估的目的以及境外的专业评估实践都一致指向专业评估的核心在于校内学者治学和校外同行评议的统一.但是,由于我国历史和现实的因素,致使我国专业评估核心体制的缺失,专业内部自评机制的匮乏,专业设置分类过细以及"专业"概念文化交流不对等,从而导致我国专业评估始终无法全面推行.因此,只有建立内部学者治学和外部同行评议相结合和协调的评估体制,进一步深入调整专业设置方式和人才培养模式,以更加宽广的视野来看待和改革我国的"专业"文化指向,才能从根本上解决我国专业评估存在的问题.     

学科差异与学术评价

学科间在知识属性、研究范式、学科文化和成果形式等方面存在明显差异,基于学科差异的分学科评价是保证学术评价客观公正的前提。然而,在当今以强调绩效责任、提高管理效率为取向的学术评价中,学科差异没有得到应有的尊重。为此,善用学术评价,应强调大学自治和教授治学,实行政学分开、降低管理重心,正确处理质量与数量、统一与多样的关系。     

The ceiling to coproduction in university–industry research collaboration

The purpose of this paper is to provide insight into government attempts at bridging the divide between theory and practice through university–industry research collaboration modelled under engaged scholarship. The findings are based on data sourced from interviews with 47 academic and industry project leaders from 23 large-scale research projects. The paper demonstrates a ceiling to the coproduction of knowledge arising from the preconceived beliefs of both academics and industry partners regarding project roles and responsibilities. The findings show that coproduction was constrained by academic partners assuming control over much of the research activities and industry partners failing to confront or challenge academic decision-making because both academics and industry partners placed a higher value on academic knowledge compared with applied or practical knowledge. It is argued the theory of engaged scholarship, and consequent initiatives to encourage engaged scholarship, fail to account for the superior status of academic knowledge.     

Reflection on teaching and the scholarship of teaching: Focus on science instructors

Summary Reflection on teaching in higher education remains poorly understood. This exploratory study had three goals. First, to test, empirically yet in an exploratory way, the applicability of a particular model of reflection. Second, to identify objective indicators of reflection on knowledge about teaching with the intent to make the process of reflection more concrete, visible, and its outcomes valid. Third, in line with the exploratory nature of the study, to shed light on some variables that might be linked to observed differences in reflection, which could be investigated more systematically through future research. The model of reflection guiding the study was based on Mezirow’s transformative learning theory. It distinguishes three kinds of reflection: on content, process and premises. These take place within three domains of knowledge about teaching: instruction, pedagogy, and curriculum. Thirty-six instructors of science participated in a semi-structured interview based on the model and completed a repertory grid, which incorporated their beliefs about teaching as identified through the Approaches of Teaching Inventory (ATI). While all instructors showed evidence of reflection that were in line with the model, differences were observed in the extent or kind of reflection they engaged in. Across all three knowledge domains, premise reflection was observed the least often. Results suggested that years of experience and beliefs about teaching might play a role in the extent to which academics are inclined to engage in reflection. The study also identified concrete indicators of reflection, which could be helpful for academic staff evaluation.