德国联邦外语竞赛及其多语教育背景

德国联邦外语竞赛历史悠久,规模庞大,政府支持力度大,选手参赛方式独特而有新意,比赛组织工作科学而系统,在德国学校开展多语教学进程中起到极大的推动作用,对国家提高国民外语水平,促进多民族交流方面功不可没。德国联邦外语竞赛的开展与成功与整个欧洲的一体化进程及其多语化教育要求密切相关。     

Universities and collective bargaining

The author disagrees with Cameron's suggestion that democratization and decentralization were a mistake. As chief lobbyist of the Canadian Association of University Teachers, he argues for collective bargaining. He counters Cameron's support of the continuation of mandatory retirement with reference to the U.S. experience and points to the Supreme Court's defence of tenure.     

论西方学术专业的工会化变革

在西方,工人阶级与学术专业本来分属两个不同的社会等级,工会主义与专业主义本是两种不同的价值观念,并且后者总是较前者优越.但1960年之后,随着西方学术专业经济-社会地位的"无产阶级化",工会逐渐成为学术专业维护自身权益的重要斗争工具.通过工会的集体谈判,西方学术专业提升了物质待遇、改善了工作条件,但也损害了其源自传统的神圣化身份特征,并使自己陷入了道德困境.     

Unionization and the canadian university: Historical and personal observations

In 1949–50 Canadian professors, reacting to historically low salaries and inadequate pensions, founded the Canadian Association of University Teachers. Although its early concerns were economic, by the late 1950s the interest of the organization was spreading to issues of academic freedom and tenure and, related to it, university government. Having opened a national office in Ottawa, the CAUT soon championed an increased role for professors in governing their institutions. The bookA Place of Liberty (Whalley, 1964) eloquently made the claim for faculty empowerment. This movement also gained strength from the shortage of qualified staff in the 1960s and the resulting need of universities to improve terms and conditions of employment. Although faculty involvement in governance grew, by the mid-1970s many faculty members were embracing faculty unionization. This initiative had for years repelled most professors because it seemed unprofessional. However, deteriorating finances created a condition in which especially junior staff turned to faculty unions for protection. Not all Canadian universities became unionized. In spite of dire warnings about the effects of unionization, it does not seem that unionized universities today offer less scope for faculty participation in governance than the non-unionized.     

Why collective bargaining in higher education

Fordham University faculty members rejected collective bargaining in a National Labor Relations Board (NLRB) supervised election in the spring of 1975. The present study was conducted prior to the election. Relationships between faculty members' attitudes toward collective action and their perceptions of the quality of the organizational characteristics of the University were examined.The study was based on modern organization theory which contends that the needs of organizational participants must be satisfied and integrated with organizational goals to maximize output and to minimize the potential for dysfunctional behavior of the participants.The findings supported theory. Faculty members were less supportive of collective action when they perceived administrator-faculty and intrafaculty relationships, motivation processes, and communication processes to be at levels conducive to meeting their needs.     

学术权力与行政权力的对抗游戏——论美国高校教师与高等院校之间的集体谈判

20世纪80年代以来,美国高校教师面临行政权力越来越强的控制.为了维护和捍卫自身权益,高校教师不惜参与或组织工会,与校方进行集体谈判.但由于教师群体内部对组织工会持有不同意见,更是由于法院否决了私立院校教师组织工会、开展集体谈判的权力,高校教师企图通过集体谈判对抗行政权力的战略性努力遭遇了失利.     

A portrait of Canadian higher education

In his book,More Than an Academic Question, Cameron offers a framework within which to understand the relationship between universities and government. He presents a thorough summary of the development of universities across Canada, exploring both public policy and changes in the governance and management of universities. Focussing on the transformation of universities from post World War II to the 1980s, he discusses the evolution of direct federal involvement in the core funding of universities, the reforms within the internal governing structures of universities, and faculty unionization. Although he presents suggestions regarding a more deliberate selection of membership of university governing boards, on the whole Cameron does not offer resolutions to the issues he raises, but rather lays the foundation for discussion.     

高职社招生联盟化培养模式研究--以电商产教融合综合体为例

国家扩招政策发布后,高职院校面临着“如何招生”“谁来教”“怎么教”和“教什么”人才培养系统性的新挑战,按照“标准不降、模式多元、学制灵活”的扩招基调,如何提供有价值、有针对性的教育服务,多元化分类教育教学人才培养模式将成为院校探索的主要方向。以相关政府、园区、院校和企业为多种生态要素的宁波区域电商产教融合综合体,通过教育资源聚集、体制机制创新和教学形态改革进行了尝试,为高职社招联盟化、社会化培养提供了借鉴。     

Further thoughts on unionization and university governance

David Cameron's response to Barbara Anderson's review completes the symposium on Cameron'sMore Than an Academic Question with a justification of his opposition to faculty unionization on both moral and professional principles and reiteration of the need to strengthen university governing boards.