论农民工教育服务的多边合作供给制——基于制度变迁理论的分析

对农民工教育服务的多机构合作供给实质上就是公共服务领域内的一场制度变迁,即在农民工的教育服务供给领域中引入市场机制,构建多个利益相关者互动的公共服务新秩序,以实现各机构之间功能的互补性贡献。制度需求与制度供给的不平衡是制度变迁的内在动力,本文运用制度变化的需求与供给分析框架,探究我国农民工教育服务实现多边合作供给过程中的各种要素,提出了相应的制度设计方案。     

建构西部生态环境可持续发展的制度体系研究

为了从制度上保障生态环境保护与建设工作，我国制定了一系列的环境政策，并取得了显著成绩；但现行制度体系还是无法满足科学发展观和市场经济体制下西部生态环境保护与建设的现实要求，因此，有必要建构西部生态环境可持续发展的制度体系。这一制度体系的建构，必须着眼于充分发挥市场机制，以法治建设为重点，提供西部经济成长环境自由度为原则的优化设计理念，以期从制度上有效保障西部生态环境的长治久安。     

社会流动与贵州贫困地区的城乡一体化发展

受历史和制度的影响，贵州的人口流动与迁移存在很大的滞后性，从而影响了贵州区域间人力资源的良性互动。同时，贵州城乡差别的二元鸿沟至今未消，且“三农”问题日益突出，所以城乡一体化的发展相当缓慢。为了能有效地实现合理的社会流动，促进贵州贫困地区的城乡一体化协调发展，我们对此作简要的分析。     

研究生学术不端行为治理的制度构建与完善——基于985工程大学文本分析

完善高校学术规范制度是治理研究生学术不端的重要环节。综合分析38所985工程大学研究生学术不端治理文本后发现,当前高校在研究生学术不端治理的制度构建上主要体现在治理依据、治理原则、治理内容、治理程序、惩治方式等五个方面,较为全面。但也存在一些共性问题,一是文本内容表述不一,认定、惩戒标准失衡;二是制度设计缺陷,主动治理意识不足;三是教化性特征不显,学生权益保障不移;四是"重处罚、轻预防"。完善研究生学术不端治理制度需强化高校主动治理意识、构建系统化治理机制、重视治理程序正义、优化惩戒实施以及改变功利性评价机制。     

新自由主义冲击下美国社区学院的组织变革

社区学院作为美国高等教育系统至关重要的组成部分,自诞生之时起便肩负着多重教育使命,被视为美国民主的标志。在新自由主义冲击下,社区学院面临着财政危机与生源危机,教学成果也备受质疑。为此,近些年来社区学院进行了一系列的组织变革,创造有条件的免费入学,吸引生源;推动“引导路径”项目,为学生学业提供全程全方位指导;加强与四年制高校的合作,提供“保证转学”项目;同时完善自身课程体系与课程内容。这些变革反映出社区学院始终以促进学生发展为根本目的,保障弱势群体向上流动的社会通道,秉持着作为高等教育机构的组织特性,自觉抵制着新自由主义带来的负面影响。     

正确把握“三个关系“促进机关后勤服务的顺利转轨

机关后勤服务业要努力塑造服务新形象,变被动服务为主动服务,坚定走产业化道路,这样才能保证可持续发展.     

在远程网络教程编制中关于有效教学策略的应用

随着利用 Internet进行远程教育的日渐深入 ,网络教学资源的开发与利用显得越来越重要。本文以高师《公共心理学》网上教程为例 ,从信息的组织结构、内容的表现、支持自主学习的策略等几方面 ,探讨了在远程网络教程编制中有效教学策略的应用     

Factors affecting the career progress of academic accountants in Australia: Cross-institutional and gender perspectives

Since the late 1980s, Australian highereducation has undergone significant reforms andpolicy changes based on economic rationalismand modernisation of management. This paperexamines the outcomes of the reform processesbased on the career attributes, status andperceptions of work environment of academicaccountants in Australian universities.Similarities and differences between academicaccountants are explored fromcross-institutional and gender perspectives.The data provide insight into a number ofsystemic inequalities between the older andmore established universities and the neweruniversities. In specific, across-institutional analysis based on fouruniversity types: Sandstones/Redbricks,Gumtrees, Unitechs and New (Marginson 1999)indicates that academic accountants in Newuniversities employ a much lower proportion ofstaff with PhD qualification, a weakerpublication profile, and perceive greaterbarriers for conducting research in terms of ashortage of research mentors, colleagues withresearch experience, and post-graduatestudents. Further, the commitment to flexiblelearning and delivery strategies iscomparatively stronger in Unitechs, and posesadditional demands on accounting academics'overall workload. Perceptions of gender-baseddiscrimination by female academic accountantsare generally stronger than their malecounterparts, particularly, in Newuniversities. These results raise severalissues for academic accountants at both theinstitutional and individual level in terms ofequal employment opportunities, management ofresearch programmes, development of teachingstrategies and individual time management.     

The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education

This paper takes an institutional perspective on the topic of sustainability in order to analyse how this ‘idea’ enters science teacher education through an interdisciplinary approach. It shows how the development and implementation of a course for Danish pre-service teachers was conditioned and constrained by a complex web of interactions in and among the teaching disciplines of biology, geography and physics/chemistry and among the institutions of school, teacher college and university. The data collected are used to identify influences among the disciplines as well as disciplinary differences, conceptualised through a new reference model that separates the analysis from the usual sustainability dimensions. The findings reveal how sustainability as a teaching topic can be a unifying idea in an interdisciplinary setting. Disciplinary differences evidently impact course planning and implementation significantly, but not exclusively. By elaborating on the interactions between these circumstances, the paper provides insight into the processes of developing interdisciplinary teacher education.