共查询到20条相似文献，搜索用时 15 毫秒
1.
Linda K. Johnsrud 《Higher Education》1993,25(2):207-222
The purpose of this study is to explore the perceptions of Korean faculty regarding the cross-cultural implications of their graduate education abroad for their careers in the academy. Personal interviews were conducted with twenty-seven Western-trained faculty members at three private research universities in the Republic of Korea. Individuals were purposively selected to provide representation across disciplinary fields, academic rank and gender. The study focuses on faculty members' 1) experiences as foreign graduate students and their socialization to the professoriate, and 2) perceptions of the impact of their cross-cultural graduate preparation on their academic careers. Analyses of the data with respect to the research questions revealed two themes: 1) the westernized expectations they developed regarding teaching and research, and 2) the emphasis they place on service to their university and nation. The implications of these findings are discussed not only for faculty careers but also for Western graduate education and training. 相似文献
2.
Thomas F. Nelson Laird Rick Shoup George D. Kuh Michael J. Schwarz 《Research in higher education》2008,49(6):469-494
“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection.
Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members
emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect
of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships
between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty
members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to
their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more
frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college,
and that the strength of these relationships is relatively consistent across disciplinary categories. 相似文献
3.
Jens-Christian Smeby 《Teaching in Higher Education》2013,18(2):139-151
It is a common assumption that disciplinary differences in the organisation of research and knowledge structure have implications for graduate students' learning processes. The present study indicates, however, that even though the inclusion of master's degree students in faculty member's research projects are much more common in the natural sciences than in the humanities and the social sciences, such projects improve quality and effectiveness of graduate education in all fields of learning. Disciplinary differences imply, nevertheless, that projects should be organised differently. Graduate education in the humanities and the social sciences should be organised as research seminars and umbrella projects of individual student theses to a greater extent, rather than trying to apply a research organisation model developed in laboratory fields. 相似文献
4.
Jouni Kekäle 《Higher Education》1999,37(3):217-238
Leadership and management have become subject to growing interest in the context of higher education institutions. A fundamental feature of these institutions is the division of work according to different disciplines whose perspectives, practices and tasks can vary considerably. However, research literature on leadership in academic context deals typically with the topic on a general level, not in the context of different disciplinary cultures. In this paper disciplinary differences and their impact on preferred leadership patterns are discussed in some specialisms within four disciplinary fields (history, sociology, biology and physics) on the basis of research literature and a recent qualitative study on leadership cultures in academic departments (Kekäle 1997). 相似文献
5.
Lisa R. Lattuca Patrick T. Terenzini Betty J. Harper Alex C. Yin 《Research in higher education》2010,51(1):21-39
Studies of change in colleges and universities often consider faculty support a key influence on the success of academic reform
efforts. Scholars, however, have given relatively little attention to the role of disciplinary environments (e.g., culture,
values, and habits of mind) on educational innovation and change. Using data from 1,272 faculty members in 203 engineering
programs on 39 campuses, this study examined whether engineering faculty from different academic environments (defined by
Holland’s typology) vary in their responses to changing curricular and pedagogical requirements. Findings suggest that the
broad disciplinary groupings often used in higher education research fail to capture the subtleties of within-field variations
in faculty values, customs, and dispositions relating to curricular and pedagogical change and provide moderate support for
using Holland’s theory for studying organizational change. 相似文献
6.
This study attempts to unravel the complex relationships between faculty entrepreneurialism and teaching. Specifically, this study (1) compares the extent of entrepreneurial activities (i.e., using funds for research and consulting activity) across disciplinary fields and levels of teaching commitment and (2) examines the relative effects of faculty entrepreneurialism on commitment to teaching. Using a national database of four-year college faculty, research findings demonstrate variations of teaching commitment with respect to disciplinary fields and forms of entrepreneurial activities. More important, this study reveals rather strong negative relationships between using funds for research and teaching commitment. Such findings have important implications for policy makers, administrative leaders, and university faculty as they seek to balance the institution's instructional mission in light of the increasing trend toward entrepreneurialism. 相似文献
7.
In this paper, we identify several approaches engineering faculty use to teach engineering topics. We report results from an exploratory study, consisting of 16 faculty interviews from five diverse institutions of higher education. We focus specifically on engineering faculty because the engineering faculty teaching culture is not well explored, even though there are many ongoing projects to reform engineering education. The results from this study contribute to efforts currently underway to improve teaching and learning in engineering education, as well as in higher education. Results from this study highlight the disciplinary nature of teaching in the engineering domain. Furthermore, our results can serve as a foundation to compare teaching approaches in other disciplines, or to potential changes in engineering teaching practices. 相似文献
8.
Michael D. Waggoner 《Technology, Pedagogy and Education》2013,22(2):175-186
ABSTRACT The preparation of teachers involves academics from across the disciplinary spectrum but research on the differences between academic disciplines has revealed that a faculty member's discipline is a major factor in shaping the several aspects of course planning and teaching. The purpose of this paper is to present a model for investigating disciplinary differences as they may relate to teaching with technology, thereby enabling more effective integration of technology into the curriculum. Components of the model include: the structure and ethos of the discipline; preparation for, and experience as, a teacher; faculty assumptions about students; faculty beliefs and perceptions about technology; and the environmental context. 相似文献
9.
Sources of stress in academe: A national perspective 总被引：2，自引：2，他引：2
Walter H. Gmelch Nicholas P. Lovrich Phyllis Kay Wilke 《Research in higher education》1984,20(4):477-490
The purpose of the national faculty stress research project was to examine stress experienced by faculty in institutions of higher education. The study sample of 80 institutions was drawn from the population of all U. S. doctoral-granting institutions in the United States. One thousand twenty faculty were selected and stratified by academic rank and Biglan's academic discipline model. The response rate was 75.28 percent. In general, faculty reported 60 percent of the total stress in their lives came from work. The majority of the top 10 stressors related directly to time and/or resource constraints. When faculty stressors were compared across disciplinary groupings, more similarity than difference existed. Also, faculty reported similar degrees of stress associated with the teaching, research, and service functions, with teaching as the most stressful activity. 相似文献
10.
为了梳理出佛罗里达大学不同学科的学术研究模式变革过程中形成的主导性学科文化,研究植根于社会建构主义视角,采用定性的案例研究设计,对来自硬-纯、硬-应用、软-纯、软-应用四种学科类型的六个学术机构的十四位教师和一位行政机构主任进行了深度访谈,并结合该校卓越学科计划和战略规划进行分析。研究发现:跨学科取向、合作取向、基础研究取向与应用研究取向,是佛罗里达大学当前存在的四种主导性学科文化;尽管上述文化在各学科领域的深化程度存在差异,但并没有发现某一特定文化对某一学科领域是相互排斥的;主导性的学科文化在一定程度上决定了教师的学术工作方向和学术信念。 相似文献
11.
非洲孔子学院建设中的几个基本问题 总被引：2，自引：0，他引：2
钟英华 《云南师范大学学报(教育科学版)》2009,(1):37-40
肯尼亚内罗毕大学孔子学院是第一家在非洲落户的孔子学院。在建设中以非洲人民对中国人民兄弟般的友好情谊为基础和根本;专业建设与当地国民教育体系接轨,以满足当地学习者的根本需求为基本出发点;以“突出教师教育特色”为学科定位,以“突出实践性教学”为教学定位;开展丰富多彩的中国主题文化活动;注重典型学生的发掘和培养;运用培养应用型汉语人才的教学模式。通过以上建设,学院得到了很好的发展。 相似文献
12.
Ken Lau 《Assessment & Evaluation in Higher Education》2016,41(6):854-868
The debate about whether and how reflection should/can be assessed has so far yielded inconclusive findings. This paper intends to revisit and further this controversial issue within a specific disciplinary context: the assessment of reflection in English enhancement courses within a second-language environment. Students across majors taking the language enhancement courses in question are often required to provide written or verbal evidence to demonstrate their abilities to reflect, and in turn enhance their linguistic repertoires. However, a potential problem arises when the assessment of ‘reflection’ at times may become the assessment of learners’ English language proficiency, thus casting doubts about the validity and reliability of incorporating reflection as an assessment tool in our context. Drawing on analyses of seven English enhancement courses with a reflection component, and semi-structured interviews with 22 faculty members who had had the experience of assessing reflection, and/or developing assessment criteria for evaluating the quality of students’ reflection, their perceptions of assessing reflection fairly and the challenges encountered during the assessment process were brought to the surface. A holistic framework is proposed to address the challenges encountered, particularly with respect to the differences in emphasis that faculty members place on content vs. language. 相似文献
13.
Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The results showed some differences in verbal and maths self-concept by faculty. Generally, students in faculties teaching subjects more reliant on maths skills had higher maths self-concept than those in faculties where facility in verbal skills was important. The opposite results were found for verbal self-concept. No overall gender differences were found for general, academic, verbal and maths self-concept although a statistically significant difference was found for problem-solving self-concept. This finding suggests students’ choice of faculty may be based on perceptions of their skills and capabilities in the various fields, irrespective of gender. 相似文献
14.
Boba M. Samuels 《Mind, Brain, and Education》2009,3(1):45-55
ABSTRACT— The new field of Mind, Brain, and Education (MBE)—sometimes called educational neuroscience—is posited as a mediator between neuroscience and education. Several foundational concerns, however, can be raised about this emerging field. The differences between neuroscience and education are many, including differences in their histories, philosophies, and epistemologies. Historically, science and education have demonstrated separate, but interwoven, influences on society; philosophically, the values by which they operate are often in opposition; and epistemologically, the fields have relied on different conceptualizations of knowledge. Discussion about these differences has been largely absent in attempts to promote MBE. Two steps are proposed to respond to this omission. First, encouraging discussion about disciplinary differences and assumptions may enable better understanding between disciplines and facilitate the establishment of a more collaborative research community. Second, a transdisciplinary framework that focuses on salient issues of interest across disciplines should be considered. Transdisciplinarity aims for the creation of an inclusive research environment that transcends traditional disciplinary approaches to complex problems. This article initiates an exploration of disciplinary differences and proposes commitment to transdisciplinarity as a guiding principle that may increase the viability of MBE as a mediating field between neuroscience and education. 相似文献
15.
Dr. Malcolm A. Lowther Joan S. Stark Michele L. Genthon Richard J. Bentley 《Research in higher education》1990,31(6):495-517
Using data from a nationally representative survey of faculty teaching introductory college courses, this exploratory study compares course planning procedures of full-time and part-time faculty teaching courses in eight academic fields. The choice of variables examined was guided by a general model of course design developed from earlier studies of course planning. To control for discipline-related differences in faculty planning assumptions, separate analyses were conducted for the eight fields. No key differences were found between full-time and part-time faculty on the primary factors under investigation: substantive content-related influences on courses, strength of influence within the instructional environment, and planning steps and content arrangements faculty preferred. 相似文献
16.
Kelly E. Matthews Shaun Belward Carmel Coady Leanne Rylands Vilma Simbag 《高等教育研究与发展》2016,35(3):545-559
Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed. 相似文献
17.
地方政府为对标“双一流”建设而实施的省域高水平大学建设为我国高等教育强国建设提供了“本土方案”,对其进行政策效应评估能够客观反映地方高等教育治理成效。本研究通过收集2010—2019年省际面板数据,采用双重差分法构建多时点DID模型评估了省域高水平大学建设的政策效应。研究发现：政策实施后,域内高校的学科水平、师资队伍建设成效、人才培养质量、社会服务能力和办学活力均得到显著提高,且通过一系列稳健性检验;同时,政策效应的异质性分析显示,省域高水平大学建设在东部沿海地区产生了更强的政策效应,“马太效应”持续加剧。在后续省域高水平大学建设的政策安排中,学科建设应注重“慢变量、长赛道”,既需立足国际前沿,还需回应本土需求,通过政策兜底、扶持“无用之用”学科,保持学科多样性;师资队伍建设需为新生代力量留有成长空间。 相似文献
18.
通过对我国部分高师院校的通识课程的分析,指出了其中存在的问题是由于高师通识课程未凸现师范性,具体表现在：通识课程分类不明确,提高学生师范素质的课程较少;内容单调,选修课程数量不足,涉及领域窄;通识课程设置过于随意,设置模式僵化,缺乏多样性与灵活性;课程总量虽大,但学生自由选择度过小;通识课程和专业课程泾渭分明,缺乏整合;通识课程的教学枯燥,缺乏活力。我国高师院校通识课程要凸现师范性应从师范教育的独特性和培养目标两方面着手,只有在师范性的基础上来进行的通识课程,才能激活学生＂通识＂的兴趣,真正实现通识教育应有的目标。 相似文献
19.
Planning introductory college courses: Content, context and form 总被引：2，自引：0，他引：2
Joan S. Stark 《Instructional Science》2000,28(5):413-438
Course planning is an important faculty role requiring expertise and effective decision-making. Despite the centrality of planning activities in the teaching-learning process, relatively little research has explored the process by which instructors in higher education plan their classes. Thus, the author and colleagues pursued a three-year series of studies of college instructors in the US who were teaching introductory classes. The study explored faculty members' underlying assumptions about planning and their decision-making processes. This chapter summarizes these empirical studies that inform us about the general and discipline-specific purposes faculty express for their classes, the contextual influences that modify their intentions, and the way they arrange discipline content for teaching. A key finding was that differences in course planning reflect varied assumptions about students and about their discipline that faculty in different fields bring to the planning process and which strongly influence them. 相似文献