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1.
Epistemological Beliefs Across Domains Using Biglan's Classification of Academic Disciplines 总被引：1，自引：0，他引：1
The purpose of this study was to examine students' beliefs about the nature of knowledge and learning, epistemological beliefs, across domains that vary according to Biglan's classification of academic disciplines (hard vs. soft disciplines and pure vs. applied disciplines). One hundred and fifty-two university students completed three questionnaires that assessed their epistemological beliefs about mathematics (hard-pure), the social sciences (also pure), and business (neither hard nor pure). Correlations indicated that students' epistemological beliefs were similar for mathematics and social sciences, as well as for mathematics and business. When the amount of academic experience was taken into account, some evidence of domain specificity was found. These results support Sternberg's caveat that the dichotomy of domain generality/specificity is an assumption that should be questioned. We propose that future researchers should investigate the breadth of applicability of epistemological beliefs. 相似文献
2.
20世纪中国百部名著量化分析 总被引：2，自引：0，他引：2
孙义清 《淮阴师范学院学报(哲学社会科学版)》2000,22(3):129-133
《鲁迅全集》等１００部中国２０世纪名表现出内容构成方面人社会科学类多、自然科学类少；社会科学中学、政治、历史、哲学等份量重，经济、法律份量轻；名出版区间方面，民国和改革开放时期出版数多而“左”倾政治思想干扰时期出版数少等特点，由此而折射出２０世纪中国学术研究方面的两大特征：一、社会化关注的重点在政治和化领域，自然科学及经济、法律等方面研究相对滞后；二、学术繁荣的前提是社会政治气氛的宽松 相似文献
3.
清末民初墨学之繁兴由当时的社会转型环境与学术自身发展理路所决定。在剧烈的社会变革中,墨学的思想和精神为之提供学术解释和智力支持,这一经世致用的社会价值是其得以兴盛的基本原因;近代社会转型下的自由学术环境,也有利于墨学学术的发展;清代学者对墨学的奠基和研究方法的近代化,亦促成了墨学研究的焕然一新。 相似文献
4.
This study examines the relationship between characteristics of academic areas and students' evaluation of instruction. Based on Biglan's model of subject matter and relevant studies of the role of instruction, a weak partial order model for classifying academic fields and predicting their relative ranking on instructional evaluation was tested. The findings of the study support the weak partial order model for all three criteria of instructional evaluation that are used in this research. Moreover, the major discriminant facet in this study is the knowledge base of the academic program (i.e., hard versus soft sciences). Based on the results of this research, an adapted model for understanding the role of academic areas in predicting instructional evaluation is proposed. The implications of this study are discussed and elaborated. 相似文献
5.
This study examines the relationship between the discriminable components of quality of learning experiences (that is, resources, content, learning flexibility, student‐faculty contact, and involvement) and students’ summative assessment of their college. The relative explanatory powers of three alternative combinatory models — the compensatory (linear‐additive), conjunctive, and disjunctive — are tested for. undergraduate students from hard and soft sciences. The conjunctive model provides the maximal predictability for hard sciences whereas all three models have the same explanatory powers in soft sciences. In addition, the five quality of learning experience components explain a higher portion of the variation of assessment in hard sciences than in soft sciences. Finally, the two dominant predictors of assessment in hard sciences are flexibility and involvement while the best determinants of assessment in soft sciences are flexibility and student‐faculty contact. The implications of these findings are discussed. 相似文献
6.
XU Wei-wei 《海外英语》2014,(3):209-210
Academic paper as a genre is communicative.Interactional metadiscourse is one of the linguistic features that can significantly show the communicative feature of texts.With different research methodologies and characteristics,academic papers of hard and soft science present different degree of communicative features.The corpus of this study consists of 16 academic papers among which 8 are from hard science and 8 from soft science.This article aims to explore the different ways of scholars from soft and hard science to use metadiscourse in the conclusion part of their academic papers to exert lights to the pedagogical development of academic papers. 相似文献
7.
Research agendas are understudied, despite being key to academic knowledge creation. The literature suggests that the ways that academics determine their research agendas are conditioned by individual, organisational and environmental characteristics. This study explores the cognitive aspects of academics' research agendas in the social sciences by using a theory on thinking styles as an analytical framework. The results suggest that the research agendas of academics in the social sciences are significantly associated with their thinking styles. These findings aid understanding of how academics set their research agendas. This study also represents an important landmark in research on thinking styles, focusing on academic research work as a potential venue for further studies. The findings are relevant for policymakers, research funding agencies, university administrators and academics because they have implications for academic research development processes, outcomes, and for research and academic identity socialisation during doctoral studies. 相似文献
8.
论学术编辑工作的学术评价功能 总被引：1，自引：0，他引：1
冯霞 《山西财经大学学报(高等教育版)》2009,12(1):46-48
通过对编辑审稿活动的考察,指出原本服务于编辑出版的学术审稿已逐步演化为服务于社会的学术评价。既然编辑出版具有了社会的学术评价功能,编辑出版部门就应该承担起学术评价这一社会责任,以促进科学研究事业的发展和编辑出版事业自身的发展。 相似文献
9.
Kuang-Hsu Chiang 《European Journal of Education》2011,46(2):257-270
This article investigates how doctoral students perceive their research education in different disciplines in two higher education systems, the UK and France. It explores what underlies the diversity of doctoral students' experiences. Three theoretical positions are identified: the epistemological position, conceptualisation of research objects and organisational structures of research training. A questionnaire on the experiences of research training was distributed to doctoral students in Economics & Management (representative of social sciences) and Chemistry (representative of natural sciences) in France and was compared to a survey carried out earlier in Education (representative of social sciences) and Chemistry (representative of natural sciences) in the UK. Strikingly, similar disciplinary patterns were found in the doctoral research experiences in the two countries. The findings were used to review the three theoretical positions on the experiences of doctoral studies. 相似文献
10.
社会转型期,教育改革聚焦学习,学习科学研究成为世界各国关注的重要问题之一,该文在介绍中国和美国学习科学兴起及研究进展的基础上,从学术共同体、研究内容等方面对中美学习科学研究进行了比较分析,以便我们更好地了解学习科学研究、增进不同文化学术共同体的理解。 相似文献
11.
ABSTRACTIn this article, the authors, based on a process developed in the context of US higher education, demonstrate a model for undergraduate student research skill development that involves academic staff writing collaborative book reviews with undergraduate students and librarians, especially librarians that are also academic staff with relevant content expertise. This model can and should be modified to fit various disciplinary contexts and academic circumstances, potentially around the world. The authors acknowledge that this model will be more useful for academic staff in the social sciences and humanities as compared to the so-called hard or natural sciences. The authors reimagine book reviews based on the notion of ‘scholarship as conversation’ in library science. As evidence, the authors describe the origins of this unique collaborative process and document the impact of academic staff, librarians, and undergraduate students partnering to increase the academic rigor of book reviews. Contributing to scholarship at the intersection of research skill development, information literacy, and embedded librarianship, this article identifies a strategic opportunity for collaboration that makes writing reviews more engaging and educationally productive for students, academic staff, and librarians. 相似文献
12.
The present study examined faculty commitment to their university across hard and soft sciences and across pure and applied fields. Within each field, faculty commitment was separately examined for each career stage and for each level of research productivity. Furthermore, this study assessed (separately for each field) the relative powers of rewards and support variables, derived from the exchange framework, in explaining faculty commitment. A stratified random sample of 40 U.S. research university departments, 10 each in physics, sociology, electrical engineering, and education, was surveyed by means of a questionnaire. The major findings of the study suggest that the reward-support framework plays a meaningful role, although distinctly different for hard and soft sciences, in determining faculty commitment to their university in each of the four fields. The relative power of rewards in explaining faculty commitment is stronger in hard sciences and weaker in soft sciences whereas a reversed pattern is found for support indicators. In addition, faculty commitment to their university varies across fields, career stages, and levels of research productivity (only for hard sciences). 相似文献
13.
One of the main issues of internationalisation is networking. The network way of action within higher education institutions (HEIs) represents new modes of the information work. Networks are worth evaluating more precisely in the future, and social network analysis (SNA) is a useful tool for this evaluation. This article describes the network of people working with internationalisation in Finnish universities of applied sciences (UASs). The study combines SNA and knowledge‐sharing between HEIs. The model of knowledge creation introduced by Nonaka and Takeuchi is used in the analysis. On this ground of network evaluation, we study the network structure, relations and roles in the internationalisation network and discuss appearance of trust and competition in co‐operation between HEIs. 相似文献
14.
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
15.
Tomas Chamorro‐Premuzic Adriane Arteche Andrew J. Bremner Corina Greven Adrian Furnham 《教育心理学》2010,30(2):221-241
Three UK studies on the relationship between a purpose‐built instrument to assess the importance and development of 15 ‘soft skills’ are reported. Study 1 (N = 444) identified strong latent components underlying these soft skills, such that differences between‐skills were over‐shadowed by differences between‐students. Importance and improving ratings on these skills predicted academic performance and accounted for the effects of personality on academic performance. Study 2 replicated the structure of the soft skills inventory and associations with academic performance in a larger sample (N = 1309). Examination of mean differences across faculties (humanities, life sciences, hard sciences) revealed higher soft skills ratings in ‘softer’ courses. Study 3 (N = 87) incorporated an IQ measure, which was found to be negatively related to importance ratings on soft skills. Results highlight the cohesive structure of beliefs concerning various non‐academic skills and their significant links to educationally relevant individual differences. Theoretical, methodological and applied implications are considered. 相似文献
16.
高校学报“反映本校”“服务本校”的内向性办刊宗旨，使其用稿格局定位于：“以内稿为主，少登或尽量不登外稿”．然而，在社会主义市场经济体制下，学报面临着激烈的竞争，核心期刊以及学术界对权威检索机构的认同，也使高校学报面临着巨大的压力．在如此严峻的情势下，高校学报要求生存、谋发展，必须打破保守封闭的传统用稿格局，广辟稿源，不分内外，以质选稿，这样才能提高其学术质量，增强其竞争力．目前，国际国内形势也为学报建立开放的办刊体系提供了可能． 相似文献
17.
《The Internet and Higher Education》2010,13(4):233-241
In order to develop potentially transformative Web 2.0 tools in higher education, the complexity of existing academic practices, including current patterns of technology use, must be recognised. This paper describes how a series of participatory design activities allowed postgraduate students in education, social sciences and computer sciences to contribute to the development of new Web 2.0 tools to enhance an existing virtual collaboration environment. In the course of these design activities, students reflected on and articulated the existing and emerging academic practices in which they were involved as they managed their transition from undergraduate courses to postgraduate research. The tools that were developed can therefore be seen as reifications of participants' emerging academic practices and the challenges they face as new researchers. This highlights the need for flexible design approaches and adaptable technological frameworks if Web 2.0 tools are to be successfully integrated into higher education settings. 相似文献
18.
One of the main issues of internationalisation is networking. The network way of action within higher education institutions (HEIs) represents new modes of the information work. Networks are worth evaluating more precisely in the future, and social network analysis (SNA) is a useful tool for this evaluation. This article describes the network of people working with internationalisation in Finnish universities of applied sciences (UASs). The study combines SNA and knowledge‐sharing between HEIs. The model of knowledge creation introduced by Nonaka and Takeuchi is used in the analysis. On this ground of network evaluation, we study the network structure, relations and roles in the internationalisation network and discuss appearance of trust and competition in co‐operation between HEIs.
相似文献19.
Academic work: Perceptions of senior academic administrators 总被引：1，自引：0，他引：1
Ruth Neumann 《The Australian Educational Researcher》1993,20(1):33-47
This article reports on selected findings of the first stage of a qualitative study of academic work in Australian universities. This stage examined the perceptions senior academic administrators from the humanities, sciences, social sciences and professional areas hold of the work roles of academics. The article presents their perceptions of ‘research’ and ‘scholarship’ and the link between the two, as well as the interrelationships between research, scholarship and teaching. The findings show a high level of consensus and coherence in the views presented. The article examines possible reasons for such a unanimity of perception and raises further questions for investigation. 相似文献
20.
Marek Kwiek 《Higher Education Quarterly》2019,73(4):419-444
The academic profession is internally divided as never before. This cross‐national comparative analysis of stratification in Higher Education is based on a sample of European academic scientists (N = 8,466) from universities in 11 countries. The analysis identifies three types of stratification: academic performance stratification, academic salary stratification, and international research stratification. This emergent stratification of the global scientific community is predominantly research‐based, and internationalisation in research is at its centre; prestige‐driven, internationally competitive, and central to academic recognition systems, research is the single most stratifying factor in Higher Education at the level of the individual scientist today. These stratification processes pull the various segments of the academic profession in different directions. The study analyses highly productive academics (‘research top performers’), highly paid academics (‘academic top earners’), and highly internationalised academics (‘research internationalists’) and explores the implications for individual scientists. 相似文献