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1.
International students from South‐East Asia who study in Australia are often portrayed negatively compared to local students in terms of learning and study practices. This article discusses some of the misconceptions held by university teachers and administrators about South‐East Asian students studying in Australia and examines them in the light of recent research. In particular, it challenges the views that students from South‐East Asia are surface learners, passive non‐participants in class who prefer the company of other Asian students. These findings challenge university teachers to reconsider accepted beliefs and practices when teaching all students, but particularly students from South‐East Asia. 相似文献
2.
The question asked by the authors is how best to build the common Europe of the Universities in the context, on one hand, of the establishment of the single market of the European Community countries and, on the other hand, the end of Communism in eastern Europe. That the universities of Europe as a whole will increasingly come together is a certainty; however, the process will be long and sometimes complicated. East and West need information on each other's universities and higher education systems, this for the myriad necessities of comparability and recognition. The West, in particular, needs a clear picture of what happened to eastern European universities during a period in excess of forty years during which they were very isolated. The authors illustrate many of the peculiarities of universities under communism with reference to the Romanian situation. However, the reader is cautioned that eastern Europeans themselves perceive as many differences among the universities of their various countries as similarities. Cooperation agreements, exchanges of teachers and of students, and other kinds of East‐West links will be established, and the result will be the greater affirmation of academic unity in diversity. 相似文献
3.
Johannes Erger 《Higher Education in Europe》1996,21(2-3):67-81
The author is the Director of a TEMPUS/TACIS project on university administration linking the National Technical University of Ukraine, on one hand, and the Aachen University of Technology and the Delft University of Technology, on the other. He presents this project as the centre point of a discussion whereby he first traces the origins of the European Union TEMPUS programme and then develops a philosophy of East‐West Co‐operation. For him, it is not acceptable to expect eastern European higher education institutions to simply copy western higher education institutions but to adapt what is useful to them from the western experience to their local realities bearing in mind that higher education in the West too is undergoing transition in a number of ways. In light of this project, the author criticizes certain aspects of TEMPUS practices and suggests improvements so as to make TEMPUS projects more efficient. He also declares that in many circumstances the time limit of three years per project is insufficient. 相似文献
4.
Rolf Sieber 《Higher Education in Europe》1990,15(1):56-59
As the role of a university is like that of a lighthouse, international inter‐university exchanges of students and of teachers enable universities to perform their instructional and research‐oriented tasks with increased efficiency and creativity. The universities of the German Democratic Republic, having accumulated more than thirty years of experience in the domain of student and faculty exchanges, can offer the world some advice on the subject. Although good and bad points can be identified with regard to different kinds of exchanges, the good points predominate. No one condemns the overall usefulness of inter‐university exchanges of teachers and students. The future will no doubt witness an increase in the number of exchanges, particularly of those arranged through multilateral agreements 相似文献
5.
Understanding what relates to the behaviours associated with derailment (i.e. failure or burnout in managerial positions) may prevent costly outcomes of derailment for the manager, co‐workers and the organization. The outcomes of derailment are especially pertinent with those working in college and university administration as many, including faculty, other staff and students, depend on these administrators. Data collected about 173 middle‐ and top‐level college and university administrators from 88 different colleges and universities across the USA revealed that self‐ and observer‐ratings (peers and direct reports) of willingness to improve negatively related to boss ratings of derailment. Specifically, the more administrators were willing to improve (and the more others believed those administrators were willing to improve), the less likely it was that bosses believed those administrators displayed the characteristics and behaviours associated with derailment. We conclude with a discussion of our findings including guidance for college and university administrators. 相似文献
6.
Ka Ho Mok 《Asia Pacific Education Review》2013,14(1):11-22
In the last decade, universities in East Asia have taken knowledge transfer more seriously, especially when the state funding for higher education was reduced while other private funding sources were diversified. Universities in East Asia collaborate with the industrial and business sectors on projects related to research, development, and knowledge transfer to enhance their global competitiveness. This article examines how the quest for an entrepreneurial university in East Asia has affected academics and administrators in higher education, with particular reference to the perceived impact of an entrepreneurial university on academic life. 相似文献
7.
Denis Kallen 《Higher Education in Europe》1990,15(1):12-22
The author begins with a consideration of the meaning of academic mobility and academic exchange and why it is desirable. He reflects on various spin‐off effects and on the motives of students and faculty members who involve themselves in mobility and exchange programmes. With regard to mobility and academic exchange between the countries of eastern and western Europe, he examines the context of academic relations between the two regions, the role of conventions and agreements, and the volume and characteristics of exchanges in recent years. Among the problems and obstacles which crop up, he cites questions of lack of knowledge of the “other” and the resulting mistrust, problems of language, administrative rigidity, and financial difficulties. But the author concludes that with the new attitudes and the environment of co‐operation created by the “glasnost” and the “perestroika” phenomena, the perspectives for increased East‐West academic mobility and exchange are greatly improved.
8.
Peter Fischer‐Appelt 《Higher Education in Europe》1991,16(2):41-45
The development of inter‐university co‐operation in Europe is conditioned by such major sets of events'as the evolution of the EC, growing environmental awareness, and the recent revolutionary changes in eastern Europe. Attempts to develop inter‐university cooperation between eastern and western European universities must still cope with the heritage of some forty‐five years of a divided Europe. Such strong points of the eastern European universities as research capacity should be recognized. A very good way to further inter‐university co‐operation on a broad front is through interregional co‐operation, particularly that linking contiguous regions on the East‐West European divide. 相似文献
9.
10.
Ørjar Øyen 《Higher Education in Europe》1990,15(1):63-66
As everyone knows, the aims and the goals of university life are quite frequently contradictory. This characteristic is no less true of the internationalization of higher education by means of various forms of international co‐operation: faculty and student exchanges and the like. Often the universities of given nations will engage in such ventures so that they and their backers, specific national enterprises, can gain a competitive edge, one over the other, in areas that produce short‐term wealth for specific interests rather than long‐term solutions to such vital world problems as the destruction of the ozone layer, air and water pollution, and the depletion of vital natural resources. Academics who are true internationalists will see to it that solutions for these and for other “real” problems of mankind are given first priority. 相似文献
11.
Karlheinz Mack 《Higher Education in Europe》1992,17(2):9-10
This introductory article by the Chairman of the Special Committee for Humanities of the Austrian Commission for UNESCO introduces the conference, the proceedings of which follow. The author gives a brief history of one of the co‐sponsors, the Institute for East and South‐East European Studies of Austria, following it with a few references to the admission of women to selected European universities in the mid‐nineteenth century. The question asked is whether or not a good university education suffices for a woman to be able to undertake a successful career in research and development (R&D). 相似文献
12.
东西方绘画在线条运用上存在着异同,随着东西方文化交流不断加深,两种绘画线条呈现出融合与互补的趋势。从中国画中线条运用注重表现情感、富于韵律美,西方绘画中线条运用注重表现理性、强调实体美,中国绘画与西方绘画线条运用的融合与互补三个方面对中西绘画中的线条进行了考辨和分析,探讨绘画线条的运用技巧和特点。 相似文献
13.
Adriana Babeţi 《Higher Education in Europe》1999,24(4):527-531
Since inter‐ethnic tension and conflict is a potential problem in many parts of east and central Europe, much can be learned from the experience of the Banat region of Romania that is known for its very good inter‐ethnic relations. Efforts to make the study of multi‐ethnicity a part of the university curriculum stimulated the author and a number of other academics at the University of the West in Timi?oara to set up a Center for Comparative East and Central European Studies, a major project of which has been to prepare a multifaceted study of the ethnic and linguistic diversity of the Banat region of Romania. Aspects of this project are described and cited as an example of what can be done elsewhere to link higher education to the furtherance of the aims of civil society, one of which is inter‐ethnic tolerance and peace. 相似文献
14.
Yuxin TU 《Frontiers of Education in China》2011,6(3):426-448
Citizenship is a complex and multidimensional concept. There has been a tendency to compare traditions of citizenship in the
West with those in the East, captured by a stereotype that depicts the West as individualistic and the East as collectivist.
The purpose of this study is to investigate what kind of citizenship is exhibited by Chinese university students, including
both their civic perception and their civic participation. Using a recently developed distinction between thin and thick citizenship, the findings from both quantitative and qualitative data analysed in this study reveal that Chinese university
students tend towards thin citizenship, as they demonstrate positive civic attitudes yet lack strong evidence of participatory
citizenship. The paper also discusses the impact of Confucian and other Chinese traditional value systems on typical views
of citizenship held by Chinese students, and offers the suggestion that the citizenship education curriculum should incorporate
experiential learning. 相似文献
15.
Christina M. Mitchell 《Community College Journal of Research & Practice》2013,37(1-4):141-153
Community college field placements often reflect a “vocational education” approach to outside‐the‐classroom learning, attempting to train students in specific skills and prerequisites for predetermined job slots. In the human services area, however, this may not be the most advantageous approach to producing innovative workers who will generate creative solutions to persistent and serious social problems. This study examined the impact of utilizing one popular university approach to field learning‐experiential learning coupled with social change agentry—with community college students. A criterion‐group field experiment was conducted, looking at paper‐and‐pencil measures, interviews, and archival data. It was found that the community college students were as willing to participate, were equally satisfied with the experience, and were as effective with their assigned cases as were the university students in this rigorous and demanding field placement. Community college administrators who are seeking to broaden their human service field settings should also consider successful university models of experiential learning as alternatives. 相似文献
16.
J. Conrad Glass Jr. 《Educational gerontology》2013,39(6):555-568
Individuals in various colleges and universities may dream of their institution's having an educational program designed to serve older adults. Starting such a program is not a simple process. With many demands currently being placed on the educational dollar, administrators are often hesitant to begin new programs. An educational program for older adults is usually not a high priority. I describe how such a program came into existence in a large land‐grant university. Factors that were important to securing administrative support are discussed, along with how the various program dimensions have evolved. The organizational structure is described, indicating how the university is trying to use a membership‐driven format. The factors discussed here should provide other higher education institutions (both 2‐year and 4‐year institutions) with some guidelines as to how they might begin educational programs for older adults. 相似文献
17.
Klaus Boehnke Harry Dettenborn Karla Horstmann Shalom H. Schwartz 《European Journal of Psychology of Education - EJPE》1994,9(3):191-202
A study of the value orientations of teachers and students of the teaching profession was conducted in East and West Germany based on a theory that discriminates ten types of values (universalism, benevolence, tradition, conformity, security, power, achievement, hedonism, stimulation, and self-direction). Samples of 188 West German and 204 East German teachers as well as 377 West German and 274 East German students were studied using a 56-item value survey. Multivariate analyses of variance showed that:
- Values in the East and the West can be seen as opposing each other most strongly on the polarity of self-direction vs. security with the former more important in the West, the latter in the East;
- Differences between teachers and students (regardless of area of origin) are at least equally large as those between East and West.
18.
丁贤勇 《首都师范大学学报(社会科学版)》2011,(3):120-126
《茶叶与鸦片》是全球史研究的一部力作,也是对国际史学界关于全球史研究的一个呼应。该著体现了全球史研究中最基本的理路,通过中西间茶叶与鸦片的交换、传播,以描述19世纪全球共同的发展进程,和"被全球化"时代的中国;该著巧妙地选择茶叶与鸦片两宗商品在中西间的传播、对全球经济关系的作用以及对中国的影响进行研究,揭示出两个国家截然相反的历史命运,丰富了我们对近代国家命运的认识。该著不仅是国内全球史研究的一个范例,也是对近代中国成为国际原料市场,诸如蚕丝、棉麻等研究的经典范例。 相似文献
19.
Guy Neave 《Higher Education in Europe》1991,16(3):3-27
The subject of the 1990 Brussels CHER annual meeting is introduced and analysed in relation to the themes of the papers presented by the various participants. Significantly, the freeing of higher education in eastern Europe from the rigours of Communism, democratic centralism, and command economies have come about while the higher education systems of the West have been strengthening their commitment to the market principle (voluntarily and/or imposed from without). The resulting situation is significant, mutually reinforcing, and ambiguous. It offers great opportunities, both East and West, for the further development of higher education research as a distinct field even while it is accentuating the precariousness of the other so‐called value sciences. Certainly a major opportunity comes from the fact that higher education researchers and their supporting institutions are being increasingly called upon to aid their respective governments in the understanding and the possible application of the higher education strategies and methods of other climes. The meeting has suggested markers for a future research agenda, and it has helped integrate the various methodological and technical perspectives as well as the insights of participants representing both East and West. 相似文献
20.
谢志超 《上海师范大学学报(哲学社会科学版)》2005,34(6):104-108
超验主义是美国一场重要的思想运动,它的产生与发展一直影响着美国社会。一百多年来,超验主义研究从未停止,这为我们研究超验主义本身、美国文化以及东西方文化提供了一种模式。 相似文献