共查询到20条相似文献，搜索用时 296 毫秒
1.
Studies on early school leaving (ESL) from countries such as Bosnia and Herzegovina, Croatia, Montenegro, Serbia and Slovenia have been missing from the international early school leaving research map. As a contribution to remedying this, the article reviews research papers and strategic documents from these countries, guided by the general question whether there is anything specific about ESL in this region in comparison to the wider European research and policy context. The aspects of ESL examined include definitional similarities and differences, extent of ESL, dominant theoretical and methodological approaches, factors identified as impacting ESL as well as policy solutions. We find that Croatia and Slovenia are among the countries which have the lowest ESL rates in Europe. The findings of the reviewed research studies correspond to international research papers in terms of the following frequent risk factors for ESL: low economic and cultural family background, ethnic minority and migration status, type of school enrolled and motivation and academic achievement. There is a strong focus on Roma children early school leavers in all of the countries examined and Bosnia and Herzegovina stands out in the broader European context with the finding that girls from large, low socio-economic status families, who live more than three kilometres away from school, are at particular risk of ESL. In discussing ESL, the reviewed studies tend to emphasise individual and family characteristics rather than also broader social constraints as ESL determinants, a practice also reflected in policy documents which do not mention the role of broader social and economic conditions shaping early school leaving. 相似文献
2.
Marija Brajdić Vuković Bojana Vignjević Korotaj Bojana Ćulum Ilić 《European Journal of Education》2020,55(4):542-559
Academic systems are undergoing changes in which the social organisation of research as well as patterns of scientific productivity in the humanities and social sciences progressively resemble those in hard sciences. The hard and soft sciences are increasingly converging. This development can be observed in (a) publishing patterns, (b) the division of research, and (c) the internationalisation of research. This study explored the extent to which these changes occurring in academic systems in terms of a transformation of disciplinary practices are also becoming a trend in transitional post-socialist countries. We used Croatia as a case of a post socialist transitional context and compared it to Slovenia, a country with a similar past but somewhat different science policies and strategies. The results point to increasing convergence in some soft disciplines, visible in projectification and internationalisation of academic work as well as a significant change in the publishing patterns. 相似文献
3.
This article will particularly focus on Norway and the consequences for academic work. Frequently in studies of academic work, focus has been on academics’ individual autonomy and to what extent the latter is challenged (Altbach in Ann Am Acad Pol Soc Sci 448:1–14, 1980; Shattock in High Educ 41:27–47, 2001). One of the shortcomings in literature dealing with academic workplace is lack of attention paid to the emerging division of work generated by an increasing differentiation of the academic profession (Musselin in Knowledge Matters, The public mission of the research university, 2011). In order to better address complexities and dynamics that surround academic work, the article will in particular examine whether academic work is subject to an increasing specialization and collectivization. In our attempt to observe changes in the practices of academic work, particular interest is given to “how the organization of an academic enterprise affects academic work” (Blau in The organization of academic work. Transaction Publishers, New Brunswick, 1994:8). Inspired by organizational theorists such as Brunsson and Olsen in The reforming organization. Brunsson and Olsen (The reforming organization. Fagbokforlaget, Bergen, 1997) we also want to attend to the relations between organizational change and academic work. Here we address the relationship between formal organization and informal organization which is likely to develop as decoupled structures—one adapted to institutionalized norms of society and the other for coordinating activities. Furthermore, there are tendencies suggesting that universities are becoming less special as an organization (Musselin in Key challenges to the academic profession. INCHER-Kassel, Paris, 2007) and converge to more general organizational characteristics by constructing dimensions of organizations such as identity, hierarchy and rationality (Brunsson and Sahlin-Andersson in Constructing organizations: the example of public sector reform, Organization Stud 21:4, 2000). In this article we are mainly interested in how hierarchy is constructed enabling coordination by an “authoritative centre” (Brunsson and Sahlin-Andersson in Constructing organizations: the example of public sector reform, Organization Stud 21:4, 2000:726) and how it interferes with traditional forms of organizing the university. This calls for a concern to whether the specificity of academic work, built of the mainly individual exercise of a large diversity of tasks, remains a key characteristic for organizing academic activities at universities. Empirically this article studies changes in academic work regarding new patterns in organizing research funding and doctoral education in Norway that emerged in the last decade. Like in other European countries, new policies for research funding and doctoral education have led to the creation of new organisational structures within Norwegian HEIs, namely research centres and doctoral schools. 相似文献
4.
YAN Fengqiao 《Frontiers of Education in China》2013,8(2):198
Through experiencing and reviewing multiple-country endeavors in academic profession study and participating in a new project regarding the academic profession in Asia, the author pinpoints and anticipates the shortcomings of study alone or dominantly questionnaire-based and ignoring the broader social context. The author proposes a new perspective or methodology to mitigate these shortcomings. The traditional approach focuses on commonalities rather than differences of the academic profession in a variety of countries. By comparing identical questionnaires, it is easy to conclude that, according to some indicators, the academic profession in developing countries, a category in which most Asian countries belong, is inferior to that in developed countries by a certain magnitude. This research strategy will devalue the research efforts on the academic profession in Asia. The academic profession is a complicated phenomenon, and it requires a sophisticated research methodology. The characteristics of the academic profession in Asia can be induced by empirically studying its relationship with the institutional environments in which the academic profession is embedded. In addition, all developing countries in Asia are undergoing a process of modernization. This dynamic feature is valuable and deserves exploration. The institutional environments in Asia can be demonstrated and illustrated via cultural and historical lenses. The purpose of this paper is to review international projects and literature regarding the academic profession. This review tries to be both critical and constructive, and shed light on newly initiated projects in the Asian academic profession. Two major research questions are raised by the author: What is the scholarly value of the new project? What strategy can researchers employ for this endeavor? Past research is dominated by the structure-function paradigm and cross-sectional questionnaire method. This approach has both strengths and weaknesses. Historical and cultural perspectives are proposed to overcome the existing limitations and explore the potential value of the new academic effort. 相似文献
5.
Mimi Wolverton Walter H. Gmelch Marvin L. Wolverton James C. Sarros 《Higher Education》1999,38(3):333-350
Virtually every managerial book written lists and expounds upon the tasks, duties, roles and responsibilities of administrators. This paper reports a portion of the findings of the third phase of a study of Australian and U.S. academic department chairs in colleges and universities. In it, we seek to clarify how chairs in the two countries define the tasks that exemplify their role as chair. The driving question behind this inquiry is: Do academic department chairs, independent of country, define their tasks in the same way? And, if so, how might universities in both countries benefit from this knowledge? 相似文献
6.
The article analyzes the public-private dynamics in the context of eight Western Balkan countries (Albania, Bosnia and Herzegovina, Croatia, Former Yugoslav Republic of Macedonia, Kosovo, Montenegro, Serbia, and Slovenia). This article examines whether and to what extent these governments “level the playing field” between private and public higher education providers, not in the sense that they have equal chances to succeed, but that they all play by the same set of rules and are able to compete fairly. The article first addresses the emergence of a private higher education sector and the access of this sector to public resources. Next, it discusses the extent of “privatization” of public higher education institutions and whether these are prompted to be more market oriented. We find that the boundaries between the public and private sectors are blurred and the relations aggravated while each of the sectors is faced with its own set of challenges to legitimacy and long-term financial sustainability. 相似文献
7.
Marek Kwiek 《Higher Education》2003,45(4):455-476
The period since 1989 has been an extremely dynamic one in Polish highereducation. New opportunities have opened up for the academic community,along with new challenges. Suddenly, the academic profession has arrivedat a stage that combines far-reaching autonomy with rather uncertainindividual career prospects. In recent years, a number of new laws havebeen proposed that were intended to change the whole structure ofrecruitment, promotions, remuneration, working conditions, andappointments of academic faculty. All this has occurred admidst thestrains and tensions resulting from changes in the broader society. Thesudden passage from the more or less elite higher education system tomass higher education with a strong and dynamic private sector hastransformed the situation of the academic community beyond allrecognition. The transition has resulted in a new set of values andchanges in position, tasks, and roles for academe in society. Today,the future of the Polish academic profession remains undetermined. Thepositive changes were accompanied by the chronic underfunding of publichigher education. Polish academics have learned to accommodatethemselves to the permanent state of uncertainty in which they areforced to operate. The present paper analyzes the current situation fromthe perspective of global changes affecting the academic profession. 相似文献
8.
Academic freedom: International realities and challenges 总被引：4，自引：3，他引：4
Philip G. Altbach 《Higher Education》2001,41(1-2):205-219
Academic freedom is a central value of higher education. It affects the academic profession in all aspects of academic work. Yet, academic freedom is rarely discussed in the context of the changes taking place in higher education in the current period. The concept is defined in a historical and comparative framework, and the challenges facing academic freedom around the world are discussed. 相似文献
9.
In this paper the authors reflect on their experiences of being academic developers and suggest how our profession might advance in the future. Our inquiry focuses on academic development and how we can support our clients more effectively. We propose that the profession of academic development should aim for academic status with many more research‐active staff contributing to its knowledge base. If this profession were located within the already recognized research field of higher education, we believe a number of potential benefits could accrue. These include a new level of professional standing, greater efficiency in our universities and a more substantial academic development community. Our thoughts and arguments on the nature of our work are framed within a discussion of professional identity, knowledge and academic freedom. 相似文献
10.
20世纪80年代以来,新管理主义在西方主要发达国家兴起,并强势地重塑着大学的内外部环境。新管理主义的影响渗透到了大学日常工作的技术操作及意识形态两个层面,同时也意味着"大学-政府"关系由信任到问责的变化。在这一背景下,西方学术职业群体普遍面临困境:(1)管理主义在大学内部被强化,学者的学术主导地位进一步受限;(2)学术职业群体分化加剧;(3)学术工作挤压个人生活空间;(4)学者普遍面临学术身份认同危机。 相似文献
11.
12.
法国作为中央集权管理体制的典型代表,正经历着高等教育分权的变革。大学自治对教师职业存在的重要影响,在学术责任、聘任与晋升制度、质量评估等方面,表现为教师流动性低、教学与研究结合困难、评估缺乏激励性、学术职业前景黯淡等。增强大学的自主性、改革僵化的管理体制是解决学术职业发展中的矛盾的重要前提。 相似文献
13.
Annica Löfdahl Maria Folke-Fichtelius 《Early Years: An International Journal of Research and Development》2015,35(3):260-272
This article focuses on aspects of the notion of care in relation to the work of quality documentation in the Swedish preschool. Questions deal with how teachers enact pedagogy in relation to the documentation work; how they handle the demands of visibility; and which aspects of the teacher profession are exposed and which are silenced. Data consist of observations from staff meetings at a preschool and interviews with preschool teachers and their managers while discussing the work of documenting quality in the preschool. Our analytical tools are based on theories of teacher professionalism, combined with education policy. Our results show that the preschool staff rarely talk about care and that difficulty in describing and documenting the meaning of care leads them to use various professional strategies whereby they escape the challenges and transform care into children’s learning and knowledge. 相似文献
14.
陈丽 《现代远程教育研究》2012,(2):13-19
如何形成正确的远程教育质量观,如何保证远程教育的质量,如何让劳动力市场认可远程教育的人才培养水平,仍是未来我国发展高质量远程学历教育面临的严峻挑战。因此,调查亚洲典型国家现代远程教育质量保证的方法和标准,为我国现代远程教育质量保证体系建设提供学术参考,就显得尤为重要。我们调查研究发现,尽管亚洲国家质量保证的基本模式、组织形式、内容框架不尽相同,但以下经验值得我国远程教育领域借鉴：远程教育质量保证目的的全面性、远程教育质量观的同一性趋势、远程教育质量评估机构和标准的权威性与公信力、远程教育质量保证标准的科学性等。我国应尽快成立专门机构,直接负责远程教育质量保证工作,制定出全面、科学的远程教育质量保证标准。 相似文献
15.
16.
The context of Macedonian higher education has changed dramatically in the last fifteen years. A rapid increase in the number of public and private institutions and a greater diversity of higher education degrees have not been associated with improvements in quality. The research output of academic staff is modest; academics contribute little to the society's development. Academia in North Macedonia is under pressure due to chronic underfinancing of higher education and research, and an underdeveloped system of quality assurance, as well as growing expectations for relevance and internationalisation. This article presents an original empirical study on academic staff. It examines how 388 faculty at higher education institutions in North Macedonia perceived changes in the environment of the academic profession, and how changes in their working conditions potentially influence their academic identity and wellbeing. The results are compared to European data. Findings show that about half of research participants believed that the overall conditions for work and the quality of teaching, learning and research have deteriorated in recent years. This contributes to a perception of the academic profession as stressful and unattractive which results in lower levels of overall academic wellbeing which constitutes a threat to academic identity amongst the staff. Consequently, we expect further decreases in motivation, work ethic and productivity in the academic profession, as well as an increase in the desire of academics to leave Macedonia. 相似文献
17.
James D. Klein 《Educational technology research and development : ETR & D》1989,37(3):103-106
Conclusions The fifth meeting of the Professors of Instructional Design and Technology provided a forum for members of the IDT academic
community to discuss the trends, issues, and problems facing the field. The meeting was successful in that it helped to facilitate
the exchange of information among PIDT members from a variety of programs and settings. The meeting also encouraged the enhancement
of academic programs in IDT.
The annual meeting of PIDT covered a variety of issues that are of interest to the profession. While many of these issues
have been discussed before, the profession will move ahead by continuing to identify challenges and by finding ways to implement
solutions to those challenges. 相似文献
18.
Ellen Hazelkorn 《Tertiary Education and Management》2013,19(2):151-171
Faculty around the world are experiencing changes in their academic work. While “traditional” universities are responding to demands for greater accountability and increased and timely outputs from research, faculty within new higher education institutions (HEIs) are undergoing a paradigm shift within three concentric circles of change. Not only do they have to alter their own academic practice, but their HEI is also undergoing a revolution at a time when higher education is itself being transformed. The article documents these changes, challenging the assumption that there is a homogeneous or “single academic profession” with a common experience of academic change, and suggests a more complex picture for faculty in new HEIs. There are three sections: (1) overview of the literature on academic work, (2) how faculty in new HEIs are learning to play the research game, and (3) strategies and policies being introduced to encourage and facilitate research. 相似文献
19.
Educators at Work in two Sectors of Adult and Vocational Education: an overview of two European Research projects 总被引：1，自引：0，他引：1
BERT-JAN BUISKOOL JAAP VAN LAKERVELD & SIMON BROEK 《European Journal of Education》2009,44(2):145-162
Adult learning staff play a key role in making lifelong learning a reality. It is they who facilitate learners to develop knowledge, skills and attributes. At the European level there is a lack of information about various aspects of the profession, such as who they are, how they are recruited, what their specific roles and tasks are, what competences and qualifications they are expected or required to possess, what their employment status is, how their professional development is organised, how they are assessed, and how attractive their profession is. This article is meant to bridge this gap and describes the variety of contexts in which adult learning staff are working. Furthermore, it seeks to reveal the factors that promote or affect the quality of the work provided by these practitioners and will address a number of issues that should be on the agenda of policy makers. This article is based on the outcomes of a study that have been carried out by an international research group in the period 2007 -2008, under guidance of Research voor Beleid and PLATO University Leiden under contract of the European Commission (DG Education and Culture). 相似文献
20.
Glen A. Jones 《Asia Pacific Education Review》2013,14(1):75-83
Academic work has become increasingly fragmented. The horizontal fragmentation of the profession into disciplinary tribes has been accompanied by the increasing participation of student affairs and educational development professionals located outside the academic units but are actively engaged in academic work, such as supporting teaching and student learning. An increasing vertical fragmentation of academic work has recently occurred within academic units with the increasing employment of contract university teachers and research assistants. In Canada, horizontal and vertical fragmentations have occurred while universities and strong faculty unions have protected the “traditional” tenure-stream professoriate. Drawing on recent research, the author argues that these Canadian full-time faculties have high levels of job satisfaction and are well-remunerated, productive scholars. Maintaining the status and the supportive working conditions of the full-time, tenure-stream professoriate has largely been accomplished through labor cost efficiencies created by the increasing use of part-time, contractual university teachers, now frequently represented by labor unions that are distinct from their full-time peers. This article discusses the challenges for academic governance and leadership associated with this increasing fragmentation of academic work in the context of the “global” university. 相似文献