推动终身教职制:日本政府与高校招揽扶持年轻研究者的新举措

进入21世纪,日本在资金有限的情况下,为了提升国家的科技竞争力、培养科技后备人才,于2011年推出了"普及与确立终身教职制计划"。该计划通过向高校提供经费支持,鼓励与推动高校实施终身教职制,为优秀的年轻研究者提供稳定的工作岗位和优厚待遇,以及利于其开展研究工作的支持。该计划在高校的积极参与下,招揽了优秀的年轻研究者,年轻研究者也在该制度的激励下以及政府和高校的扶持下,取得了出色的科研成果。但随着计划的推行,也出现了急功近利、重理轻文等问题。     

From early career researcher to research leader: survival of the fittest?

The higher education sector is a dynamic environment where universities compete on a global basis for resources, students, and high-quality staff. The impending retirement of the baby boomer generation will create increased competition for research leaders. One way to address this is to develop research leaders from existing researchers. However, little is known about what it takes to transition from a leading researcher to a research leader, so there is much to be learned from the experiences of those who have successfully navigated those transitions. To explore the transition from early career researcher to leading researcher to research leader, we undertook a mixed methods study involving 30 senior research leaders and administrators from a range of organisations across Australia. In this paper, we describe how the career paths of these research leaders developed in a highly competitive research environment and discuss how universities can attract, retain, develop, and promote their researchers.     

A resource-based view on the interactions of university researchers

The high value of collaboration among scientists and of interactions of university researchers with industry is generally acknowledged. In this study we explain the use of different knowledge networks at the individual level from a resource-based perspective. This involves viewing networks as a resource that offers competitive advantages to an individual university researcher in terms of career development. Our results show that networking and career development are strongly related, but it is important to distinguish between different types of networks. Although networks on various levels (faculty, university, scientific, industrial) show strong correlations, we found three significant differences. First, networking within one's own faculty and with researchers from other universities stimulates careers, while interactions with industry do not. Second, during the course of an academic career a researcher's scientific network activity first rises, but then declines after about 20 years. Science-industry collaboration, however, continuously increases. Third, the personality trait ‘global innovativeness’ positively influences science-science interactions, but not science-industry interactions.     

科学图书馆对科研人员信息素质培养探讨

对科研人员进行信息素质培养是科学图书馆义不容辞的责任。文章分析在当今数字化信息成为主流的信息环境中,对科研人员信息素质的更高要求。阐述科学图书馆开展科研人员信息素质培养的必要性,提出几种对科研人员进行信息素质培养的方式以及由此产生的对科学图书馆的要求。     

网络环境下科研人员的信息行为分析

本文使用网络计量工具WebTrends对特定科研机构网站的Web日志文件进行处理，通过提取有关科研人员信息行为的量化指标并进行实证分析，揭示了网络环境下科研人员一些具有重要意义的信息行为特征，为优化科研机构的网络信息服务提供定量依据和帮助。     

培养什么样的教育研究者以及如何培养--对我国教育学教育的思考

在教育学教育中，教育学不是一个具体的学科，而是一个统称。现代社会，随着社会分工和学科分化的不断发展，教育研究已经成为一种专业化的工作。教育学的发展越来越依靠教育研究者的素质。然而我国的教育科学研究无论是理论研究，还是实验研究，都严重滞后于教育改革进程。教育学研究者要努力把教育学教育当作一门学科、一门专业、一个学科职业来发展，积极建立起这一学科自己独立的“人格”、独立的评价标准、独立的价值体系。     

论教育研究中质的研究者

质的研究所具有的特点，决定了研究者在质的研究中占据着更特殊的角色和地位。在质的研究中，研究者本人是主要的研究工具，研究者是社会现象的忠实“再现者”。研究者在研究过程中会遇到哲学理念、思维方式和研究者角色等方面的矛盾与冲突，研究者学习和运用质的研究的体验与经历可以概括为“喜悦”、“执着”与“明了”等三种意境，研究者的研究素养在质的研究过程中起关键的作用，为提高研究者的研究素养，研究者要注重不断地反思自己的研究方式、锤炼自己的研究能力和提升自己的人格修养。     

中越高校英语教师成为“研究者”之比较研究

语言教学研究对外语教师尤为重要,被视为外语教师专业发展的重要途径。英语在中国和越南都属于外语,两国高校英语教师成为"研究者"面临着很多共同的困境,如研究观念的转变问题、研究时间的保障问题、评价机制问题、研究方法问题以及研究传播问题等。     

Against best practice: uncertainty,outliers and local studies in educational research

Situating the quest for ‘best practice’ in education in the early ambitions of the Royal Society of London and the early history of statistics, and in insights offered by John Dewey in his 1929 Gifford and Kappa Delta Pi lectures, the paper argues for greater appreciation of the uncertainties and complexities of teaching and learning and for greater modesty in researcher claims. It contends that the quest for best practices in education needs to be tempered with the notion of better over best practice by maintaining the value of, and the need for, a greater place for outliers in research.     

教师成为研究者:急需澄清的三个问题

当前,学界对于"教师成为研究者"这一命题所涉及到的"怎样的教师成为研究者"、"教师成为怎样的研究者"以及"教师怎样成为研究者"等三个具体问题并无一致性结论。教育科研工作的性质以及教师队伍的特点决定了不是每个教师都能成为研究者,而教育工作本身也并不要求每个教师都应该成为研究者。教师的研究有其特定的属性,具备内在动机、时间精力和多元能力是教师从事科研工作的基础。同时,教师要成为研究者,自身需要学会借鉴和模仿,掌握科研成果发表的技巧,并培养自己健康的科研工作心境。