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1.
The paper explores academic staff and departmental research and teaching cultures in the Education Departments of five universities
in Scotland and England, countries with increasingly diverging public policies in respect of education. The relationship between
research and teaching, how the purposes of universities are defined and the status of research in Education are current UK
higher education policy preoccupations. Data is drawn from interviews with 40 academics, observation of department settings,
documentation and websites. The analysis draws on the work of Bourdieu, considering the changing habitus of individual academics,
their departmental and academic subject context and the forms of symbolic capital now required in Scottish and English Education
departments in response to new policies affecting their academic field. The paper also utilises recent literature on the research–teaching
relationship. The career trajectories of respondents, their habitus and the forms of symbolic capital that they bring to academic
life are examined, as are the extent to which the teaching and research cultures in each of the five departments studied mirror
each other and whether these also reflect the two different policy contexts. The themes how academic cultures are shaped and
research/teaching connections viewed have international as UK relevance. 相似文献
2.
The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities
Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this
study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on
undergraduate student participation in research and creative activities. The results of the study indicated that faculty research
orientation and external funding were indeed positively related to student participation in research activities. However,
faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations
had different impacts on a range of research and creative activities by undergraduate students. The findings from this study
provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic
policies related to faculty and undergraduate education.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement,
and higher education policy.
Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education.
She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research
activities and minority student issues.
Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education
from Ohio State University. Her research interests include the college student experience and its impact on student development
and learning. 相似文献
3.
Sue Johnston 《Teachers and Teaching》2013,19(2):257-272
Abstract Recent studies of academic work have identified increasing pressures on universities and academics throughout the world. These pressures relate to such factors as diminishing resources available to the higher education sector, widening diversity of the student clientele, moves for increased accountability and tensions between the research and teaching goals of academic work. Among the pressures being placed on the teaching component of academic work are the need for increased accountability of teaching performance and the need to update professional competence related to teaching. This paper reports a study of a selected group of academics — relatively junior staff who have participated in significant professional development activities related to their teaching. The data provided by the interviews with these academics allow a glimpse at their academic lives and how they fit teaching and professional development related to teaching into their working lives. The study highlights how these academics structure their work around their teaching commitments and how, although they make time available for professional development related to their teaching, this is done in response to the activities offered rather than as a proactive component of their career planning. 相似文献
4.
民办高校科研工作的现状与对策 总被引：3，自引：0，他引：3
目前，多数民办高校的科研工作处于起步阶段或没有起步，表现为承担课题少、科研经费少、成果少且集中于教育和人文社科领域、科研制度和科研设施不健全、科研力量弱等。主要原因在于政府和学校本身重视不够，定位不准，现有人事管理、考核、薪酬制度的限制，师资队伍结构不合理等，应从政府、学校和教职工三个方面入手进行改革和调整，提高民办高校的科研能力和学术水平。 相似文献
5.
The Research/Teaching Relation: A View from the Edge 总被引：3，自引：0，他引：3
The relation between teaching and research is a defining feature of a modern university and of academic identity. Many universities claim a close relation between the two as well as a strong critical orientation. Yet the gap between claims and practice in higher education appears to be widening as government and institutional policies increasingly treat research and teaching as separate entities. Studies of the relation reflect these events. Such studies are not only contradictory but point to an increasing gap between research and teaching. What is missing in this complex and contradictory literature surrounding the research/ teaching relation is an understanding of the relation in its local and historical context - a conceptual archaeology. Using a case study, we trace the development of teaching and research at the University of Canterbury (Christchurch, New Zealand) over time. We explore founding discourses, colonial imperatives, Humboldts legacy, the influence of philosopher Karl Popper and more recent events such as national audit and a new tertiary education strategy. We also look briefly at ways in which, as part of the academic heartland, the relation can be strengthened within institutions 相似文献
6.
Netta Weinstein Geoff Haddock Jennifer Chubb James Wilsdon Catriona Manville 《Higher Education Quarterly》2023,77(3):537-557
Academic culture now places high expectations on researchers to demonstrate research productivity alongside teaching, leadership and knowledge exchange. In two studies of researchers across career stages in UK higher education institutions (HEIs), we examined workplace climate within academic departments as (1) supportive of researchers' needs for autonomy, competence and relatedness, (2) publish-or-perish focused and (3) hyper-competitive. In Study 1 (multiwave from 2018 to 2020), need support predicted researchers' lower turnover intention 2 years later, even when controlling for concurrent need support, and career and economic conditions. In Study 2, need support correlated with academic well-being (lower job strain and turnover intention, greater job satisfaction) in a nationwide sample of 2951 researchers. Study 2 found that need support related to improved, and a hyper-competitive motivational climate related to undermined, well-being. Results were mixed for publish-or-perish climate. Performative demands can have deleterious effects on researcher well-being. 相似文献
7.
In modern society, individuals are having to assume increasing responsibility for their own career trajectories. One of the key ways in which individuals can engage in such ‘career self-management’ is by taking up learning opportunities through further study. The purpose of this paper, therefore, is to explore, using the conceptual framework of career capital, ways in which samples of adults in Australia and Singapore perceive that they are self-managing and leveraging their careers through continuing education, and the nature of the career capital they are accumulating. It draws on data from two different research projects undertaken in Australia and Singapore. These projects involved individuals who had undertaken studies in two different educational sectors: the academic and the vocational. Australian respondents (n=190) had studied in both the vocational education and training (VET) and the higher education (HE) sectors; Singaporean respondents (n=101) had graduated from both the formal tertiary education (PET) and the Workforce Skills Qualifications (WSQ) sectors. Data were gathered through online surveys and in-depth interviews. Based on the reports from these samples, the study found that the building of career capital was being played out relatively consistently despite educational, political and cultural differences, but that different emphases were placed on the types of career capital, with ‘knowing-how’ the most important. 相似文献
8.
9.
Amy Elizabeth Stich Todd D. Reeves 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):116-132
In this paper, we critically analyze institutional mission statements as discursive texts replete with symbolic meaning, as we believe these texts reveal a great deal about the ways in which higher education remains increasingly stratified. We argue that beneath the generalized rhetoric of institutional mission statements, lie powerful messages seemingly coded with varying forms of class-based academic capital. We further argue that these messages reflect two distinct, competing discourses surrounding the purpose and value of higher education, that parallel the stratification of the larger system itself. Findings reveal evidence of these competing discourses and contribute to larger discussions surrounding educational inequality. 相似文献
10.
This paper examines the declining levels of respect for teachers in two communities in Cape Town, South Africa. Education has been identified as a key area of reform and redress, but a critical skills shortage and under-resourced schools are hindering progress. Data from current and former teachers illustrate how the social and institutional capital of education is being replaced by a focus on economic capital, undermining the prestige of teaching as a career. These problems reflect trends elsewhere in the world and require action to prevent further shortages in education. 相似文献
11.
Rachel Mason 《The International Journal of Art & Design Education》2008,27(3):279-292
Art education as a distinct academic discipline is relatively recent and closely related to the growth of specialist teacher qualification programmes in university education departments. Opportunities for art teachers to engage in research were first provided in advanced diploma courses and specialist masters programmes set up in university education departments. Later these were followed by specialist doctoral degrees. Since the majority of such programmes are located in education departments, research training has tended to be social science based. Recently there has been a flurry of publications by art and art education specialists devoted to explaining and extolling the idea of art practice as an alternative paradigm. This article analyses and discusses this development and the status of research in the specialist field, drawing on the author's recent experience of carrying out two systematic reviews of studies in art education. It examines strengths and weaknesses in the two research paradigms and suggests ways forward for improving training in art education research. 相似文献
12.
13.
家庭社会资本和学校质量是影响家庭社会经济地位处境不利学生能否转化为抗逆学生的核心要素,二者如何发挥联合作用值得探究。文章使用方差分析、多层线性回归模型分析了我国东部某省不同阶层家庭小学生在家庭社会资本和学校质量方面的获取差异和回报差异。研究发现,学生的家庭社会资本和就读学校质量存在显著的阶层分割;家庭社会资本的增加、就读学校质量的提高不仅正向预测学生的学业成绩、有助于缩小不同阶层家庭学生的成绩差距,而且二者还表现出资源替代关系。因此,文章提出弱势阶层家庭的教育投资重点应该在家庭社会资本的积累上,同时政府和教育行政部门也需要努力缩小区域间和学校间在师资质量、课堂教学质量和教师专业发展机会等方面的差距,使得处境不利学生有机会获得优质教育资源以补偿其家庭资本的匮乏,增加其成为抗逆生的概率。 相似文献
14.
本世纪以来,随着社会转型研究的逐步深入,有关我国成人高等教育转型发展的研究也获得了学界的高度关注。综观现有相关课题研究、学术论著等成果,学者们聚焦的重点主要在于成人高等教育转型背景、目标、内容等方面,并通过研究提出了诸如"学历导向型——职业导向型——学习导向型"等的转型路径及策略。但基于认识角度和研究条件,现有成果也凸显出理论研究滞后于实践发展、个案研究多于综合研究、扁平式研究胜于纵深式研究等特点和局限。综述既有成果对今后此项的研究具有一定的指导意义。 相似文献
15.
高校贫困生社会网络资本由两部分构成:一是以家庭为中心的社会网络资本;二是以贫困生本人为中心的社会网络资本。教育是高校贫困生提升其社会网络资本的重要方式之一。在接受教育的过程中,高校贫困生不断对自己的社会网络资本进行拓展与重构:一是扩大原有的社会网络;二是建立新的社会网络。新的社会网络资本的建立对高校贫困生职业地位获得具有显著作用。 相似文献
16.
Course design,teaching method and student epistemology 总被引：3，自引：0，他引：3
Previous research into student learning in departments of higher education has shown that links can be established between students' approaches to studying and their perceptions of the academic environment. It has also been found that students with differing study orientations are likely to define effective teaching in ways which reflect those orientations. The study reported here began by identifying different types of student epistemology and then investigated those factors within the academic environment which appeared to influence their incidence. Employing a naturalistic methodology-observations, interviews and case studies - the study was conducted in four departments in one institution of higher education: two arts and two science. Through a process of progressively focusing upon emergent issues, the study evolved through three stages, culminating in a model of the factors appearing to influence the development of student epistemology. It is found that the development of student epistemology is influenced by the interrelated factors of student learning approach, perception of the academic environment and lecturers' theories of teaching, which tends to uphold previous findings. It is also found, however, that students' conceptions of knowledge and their learning approaches are influenced by the ways in which knowledge is structured and presented within departments. Most particularly, a relationship was found between historical and philosophical studies, the methods of teaching them, and the development of student epistemologies. 相似文献
17.
Petra Angervall 《Gender and education》2018,30(1):105-118
Changes in the higher education system have resulted in increased demands on effectiveness and marketisation. These demands have changed what it means to do academic work. In this study, 19 female academic lecturers have been interviewed in order to get them to reflect upon their opportunities and conditions in career. The aim is to analyse how this specific group manoeuvres; that is their 'becoming subjectivity' in academic career. This means an interest in analysing their locations, positions as well as their material and discursive conditions. The results show how many see teaching as important in career, but also as a trap that restrains them in their chances of research advancement. Several express that a lot of teaching drain the time and energy needed for other opportunities in career. There are also a few who experience teaching as a place where people actually collaborate more than compete and find alternative career strategies. Even so, these women appear caught in their careers, which can relate to gender, and to the experience of ‘incapacity’ to find directions in a more competitive structure. 相似文献
18.
English has always occupied a key position in China’s education. The quality of English education depends largely on the quality of the English teaching force. Improving the overall quality of Teaching English as a Foreign Language (TEFL) teachers entails advancing both their teaching and research competence. This study, with its focus on Chinese TEFL teachers working in a higher education institution, was set up in a context where Chinese higher education colleges are being transformed into universities and research is becoming a crucial aspect of all teachers’ work. This small-scale case study investigated a group of Chinese TEFL teachers’ perceptions about research and their individual and workplace characteristics that influenced their research endeavours. The findings revealed that Chinese TEFL teachers recognised the significance of research for teaching, professional growth and career advancement. However, lack of individual characteristics such as research and disciplinary knowledge, confidence in research and intrinsic motivation impeded their research efforts. Their institution and departments seemed to encourage research; yet, more specific financial and academic support to start and sustain their research endeavours is required. This study’s findings provide implications for both individual teachers and their institutions to engage TEFL teachers more actively in research. 相似文献
19.
《师资教育杂志》2012,38(3):197-217
Today, isolated practice is regarded by most educators, administrators and policymakers as an inadequate way of performing teachers' work. Most teachers and teacher educators embrace the current dominant discourse on the virtues of teacher collaboration, but these beliefs do not always materialize in the way programs of initial teacher education are organized and in the way student teachers experience their practice training. This paper examines this contradiction by analyzing the network structure and contents of teachers' professional interactions with student teachers and among themselves in two secondary-school English departments. The data show that despite the formal arrangements and the discourses favoring collaborative practice, the student teachers within the two departments were socialized into professional cultures that framed their views of themselves and of teaching in essentially isolated ways. The paper discusses implications of these results for studies of collaborative cultures in teaching and for the training of beginning teachers. 相似文献
20.
Academic Standards,Internationalisation, and the Discursive Construction of "The International Student" 总被引：2，自引：1，他引：2
Anita Devos 《高等教育研究与发展》2003,22(2):155-166
The release in early 2001 of a study of Australian social science academics perceptions of the impact of commercialisation on academic freedom (Kayrooz, Kinnear & Preston, 2001) led to sustained public debate over the issue of academic standards and the internationalisation of higher education in Australia. This debate gave expression to growing disaffection amongst Australian academics with the pressures for increased com mercialisation and entrepreneurialism in their work. In this paper I use the tools provided through the work of Michel Foucault to critically examine the terms of the debate as it was conducted in the public arena. The purpose of this analysis is to explore the ways in which international students were represented in the discourses of academic standards, and the conflation of the alleged decline in academic standards with the internationalisation of higher education, and in particular, with the presence of international students on Australian campuses. 相似文献