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1.
Martin Trow was among the most influential scholar in Higher Education studies in the second half of the 20th century. He is best known for his conceptualisation of the development of Higher Education into three stages—elite, mass and universal systems. This article considers, first, his intellectual method and the underpinning theory (or lack of it); secondly, the extent to which his ideas, generated in the exceptional environment of post‐war America were, and are, relevant to different national contexts and in the very different environment of the 21st century; thirdly, the strengths—and weaknesses—of Trow’s conceptualisation of three stages of Higher Education development; and, finally the new lines of research suggested by an overall assessment of his work.  相似文献   

2.
Abstract

This issue of the Journal of Further and Higher Education includes selected papers from the First Postgraduate Experience Conference ‘97, which was held in Cape Town in December 1997. This article seeks to contextualise these papers by offering a summary of the key themes that were threaded through the conference sessions. The paper is structured according to the subtitle of the conference into three sections: Approach; Access; and Management. ‘Approach’ considers the student approach to postgraduate study, and in particular focuses on the student experience and the student‐supervisor relationships. ‘Access’ is concerned with approaches to widening access to postgraduate study and the embedding of a research culture in academic institutions on which such a culture has not been previously valued or encouraged. ‘Management’ deals with broader institutional and strategic issues, that might support the creation of quality research capacity.  相似文献   

3.
Abstract

In an educational environment where interest in Arabic and Islam is growing, I ask the place of revisionist/critical approaches to early Islam in Higher Education. This paper uses 15 semi-structured interviews with Lecturers in early Islam to investigate how they treat controversial subject matter in the classroom. The paper examines how the different approaches taken by lecturers are linked to different kinds of academic training, and asks what kinds of approach are suited to different student demographics. It concludes by suggesting how critical ways of teaching this subject are linked to new approaches in interfaith engagement, which acknowledge the political context for the development of Scriptures.  相似文献   

4.
Provision of computers in universities for self‐study is taken for granted and is seen as a “must have” educational resource, yet it is very expensive to fund. Students report that they use the Internet as their first stop in approaching research tasks. Learning theorists posit the important role of social interaction in contributing to learning. The use of collaborative methodologies such as group work also illustrate the importance, and perceived beneficial role of, learning with others. However, in general, student access to computers for self‐study in UK Higher Education is provided through large rooms furnished with serried ranks of computers, which do not allow or encourage computer‐based collaborative working. This study addresses this mismatch between approaches to learning and the way universities make computers available to learners. The University of Wolverhampton provides a social learning space with 24 computers on four fishbone‐shaped tables, in a room without any restrictions on talking, eating, or drinking. It was provided so as to encourage learners to work collaboratively and to be able to integrate the use of a computer whilst doing so. This paper reports the initial findings of a study into its use, through questionnaires, observational data, and interviews. Has the provision of a computer‐based collaborative learning space positively affected approaches to computer‐based self‐study? The results of this study inform how best Higher Education institutions might provide computer access to learners so as to encourage collaborative working and positively affect student approaches to their learning.  相似文献   

5.
A large number of countries worldwide have established quality assurance mechanisms in Higher Education, ranging from the long‐engrained system (United States) to more recent developments in Europe, Latin America and other regions. This study explores the way Higher Education institutions, as examples of autonomous organisations, respond to a new set of regulatory policies. The analysis of the regulatees shows that university‐wide administration has gone beyond the letter of required regulations, toward over‐compliance. Far from a stereotype of a main external regulator (accreditation agency) trying to impose the stated regulations and the regulatee simply resisting, the latter adds a kind of self‐regulation. Below the university‐wide administration, at the programme level—the primary regulatee target of external regulators—matters take more typical, anticipated form. Mixed compliance characterises programme‐level responses, including resistance strategies. Findings illuminate not only the Argentine case but also other countries that have established quality assurance agencies.  相似文献   

6.
The increasing interest in electronic management of assessment is a sign of a gradual institutionalisation of e‐submission and e‐marking technologies in UK Higher Education. The effective adoption of these technologies requires a managed approach, especially a detailed understanding of current assessment practices within the institution and the development of new or adapted business processes. The findings from close participant observation of assessment processes over a 2‐year period across a large Faculty reveal that three independent variables around (1) initial marking, (2) internal quality assurance and (3) the timing of the return of e‐feedback to students, determine variance in grading journeys. Despite the apparent wide variety of processes, five major grading journeys prevail: three varieties of moderation (moderation of multiple markers and moderation of single markers either before or after grades and feedback are released to students); and two forms of second marking (either blind or open to peers). Within an institution, the identification of major workflows is fundamental to both an effective implementation of assessment technologies and in conducting change. The identification of major workflows across UK Higher Education Institutions remains critical to attain the necessary software development from global vendors.  相似文献   

7.
Abstract

This paper contends that the growth of Quality Management (QM) has been fuelled by the government's concern for greater accountability and the rise in managerialism in higher education institutions. It also notes that some members of the academic community have perceived certain aspects of QM to be a challenge to traditional academic autonomy. The differing QM roles of the Higher Education Funding Council for England and the Higher Education Quality Council are examined and various stakeholders’ initial concerns with early QM structures and systems are explored. Harvey and Green's (1993) typology is used as an analytical framework to uncover the rationale for the blend of QM that is developing. There has been the tendency to utilise more mechanistic systems such as ISO 9000 and Total Quality Management because of the problems of measurement with more qualitative approaches. The paper concludes by warning that there needs to be far greater agreement amongst stakeholders on the nature of quality and the QM structures and systems if the objective of an effective, consumer‐orientated form of higher education is to be achieved.  相似文献   

8.
Abstract

Despite the expansion of access to Australian higher education in the past decade, the participation shares of rural and isolated people and people from lower socio‐economic backgrounds have altered little and remain unacceptably low. This paper reports findings from two national studies at the Centre for the Study of Higher Education that have examined student choices about higher education, especially the inhibiting factors still present for non‐traditional students. The discussion focuses on the dilemmas and challenges for Australian universities in balancing the adoption of entrepreneurial approaches to student recruitment with an unfinished equity agenda. The paper raises questions about the new ideology of individual choice influencing university policy and whether or not this can be reconciled with social equity objectives.  相似文献   

9.
This paper draws on data from a research project that was funded by the UK's Higher Education Academy. The project focused on the experiences of disabled students in one English higher education institution, and a key feature of the project was to attempt to access the perspectives of ‘non‐declaring’ disabled students. This paper draws on the experiences of one of the ‘non‐declaring’ respondents, Anna, a postgraduate student. In the UK, some students declare their disabled status on entry to a higher education institution, some do so once at the institution and some never let the institution know of their impairment. It is the perspectives of this latter group that are particularly difficult to access. Anna's experiences as a postgraduate student provide some insight into what may affect decisions about declaration of impairment. Drawing on a social‐relational understanding of disability, factors that influenced her decision not to ‘declare’ and the consequent effect on her experience of higher education are explored.  相似文献   

10.
Abstract

Student‐centred learning and teaching are concepts often given in relationship to philosophies of nurse education. Nursings’ Professional Regulatory Bodies and Higher Education Institutes generally can be shown to advocate such approaches to the delivery of educational programmes. The literature reviewed, however, highlights how no clear definitions of this concept are available. Student‐centredness can be shown to be a multi‐faceted concept and in addition has interrelationships with concepts of andragogy. This article describes an exploratory qualitative study which investigated nurse teachers’ perceptions of student‐centredness and concepts of andragogy. The findings are shown to be of relevance to nurse teachers and the higher education sector generally.  相似文献   

11.
Student‐centred learning has the potential to engage a more academically diverse student body than the more conventional teacher‐centred approaches. In spite of the evidence in favour of student‐centred learning, a recent study showed that it was ineffective for around 30% of undergraduates in a large and diverse group studying business operations management. The possible reasons for this are explored in two ways. First, the literature relating to student engagement and participation is reviewed from three different perspectives: the sociological, the epistemological and the approaches to learning perspectives. Second, all three perspectives are applied to data generated from the original study within the context of a post‐1992 university. The advantages of a three‐perspective approach over a single‐perspective approach are discussed. Finally, the development of a holistic model integrating all three perspectives is called for, to be used as a guide for further empirical research into student engagement and as a tool for evaluating and developing inclusive and engaging learning environments.  相似文献   

12.
Abstract

This article uses an analytical framework informed by social geographies to explore the complex relationships between Higher Education Institution, undergraduate student and place. Drawing on findings from a qualitative study exploring the experiences of college-based Higher Education students studying degree courses in Further Education Colleges in England, the article sees student subjectivities as structured through inequalities of institutional positioning in a stratified system as well as through layered local histories of industrial loss. Taken as an instance of undergraduate education in a massified and geographically unequal national context, the findings in this article offer an insight into the contradictory role played by Higher Education in its local area, particularly where a local area is defined by both a lack of and a need for increased educational opportunity.  相似文献   

13.
This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying, and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their ‘main concern’, namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly heterogeneous groups of students. We have labelled this process ‘Maintaining Competence’. This model stresses the importance of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they should do in terms of best practice.  相似文献   

14.
This article explores the practical, methodological and ideological issues stemming from the evaluation of two enterprise initiatives in higher education. It considers the evaluation strategies adopted by the Enterprise in Higher Education Initiative (EHE) and the Enterprise Awareness in Teacher Education programme (EATE). A comparative analysis of their approaches to evaluating enterprise is offered along with a critical analysis of the evaluative approaches adopted. Some of the more general difficulties of evaluating enterprise are highlighted and the paper concludes with a consideration of the effect of political tensions upon the evaluations of programmes such as the enterprise programmes.  相似文献   

15.
Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.  相似文献   

16.
This paper surveys developments in Higher Education in the United Kingdom since the publication of the White Paper in December 1992. It considers in particular: (1) the progress made in the reorganisation of the public sector of Higher Education, in particular of the Colleges of Education; (2) the extent to which the pressure of student demand is slackening, with consequent reduction in the rates of growth envisaged in the White Paper; (3) the tendency for women to form a larger proportion of the applicants and of those admitted, both in arts-based and science-based courses; (4) the immediate financial problems faced by universities and other institutions as a consequence of inflation.This article by Sir Derman Christopherson is the second in a series of reviews of developments in different parts of the world. The next issue will include a review of developments in Japan.—Ed.  相似文献   

17.
Research on transnational Higher Education governance has provided a thesis explaining how East Asian states have successfully selectively blended elements of globalisation in Higher Education with their pre‐existing regulatory regimes. However, this paper argues that the thesis overlooks the significance of local politics in understanding the formulation of Higher Education policy, thus insufficiently acknowledging the indeterminacy that arises in the globalisation process. To address this argument, this paper examines the transnational Higher Education development in Singapore and Hong Kong and explains how political resistance and corresponding policy changes that emerged in these two societies help reconceptualise transnational Higher Education governance.  相似文献   

18.
Leadership development (LD) activity and its effectiveness has not been explored rigorously across changing university settings globally. As Higher Education settings change radically throughout the world, Higher Education professionals are operating in more uncertain environments, and leaders are taking increasingly complex and diverse approaches to their leadership roles. LD activities therefore become important in supporting this highly complex context, yet little is known in the literature about LD and its impact in Higher Education. We examine peer‐reviewed work on LD in Higher Education settings globally to understand what may be learned about its content, processes, outcomes and impact. Our results suggest the current literature is small‐scale, fragmented and often theoretically weak, with many different and coexisting models, approaches and methods, and little consensus on what may be suitable and effective in the Higher Education context. We reflect on this state of play and develop a novel theoretical approach for designing LD activity in Higher Education institutions.  相似文献   

19.
This article focuses on the ways that three feminist theories—liberal feminism, cultural feminism, and feminist poststructuralism—might be used to craft parental leave policies. After examining each theory in detail, the article concludes by offering one example of an ideal parental leave policy that combines the best features of each theory to produce a policy that is responsive to faculty needs and works to change gender roles. Often faculty and administrators implement policies without truly thinking through the theories that underpin the policies. This article provides the tools to help create theoretically informed policy. Margaret W. Sallee received her M.A. in Higher Education and Student Affairs from The Ohio State University and is currently a Ph.D. student and Research Assistant in the Center for Higher Education Policy Analysis at the University of Southern California. Her research focuses on faculty work lives and the influence of gender on graduate student socialization.  相似文献   

20.
The issue of the quality of teaching in higher education is in the process of becoming a matter of greater public interest than hitherto. This paper concerns the evidence on which quality can be assessed. Drawing on the relevant literature from both the secondary and tertiary sectors of education, it reviews the types of evidence which are available. A critical analysis is offered of the extent to which each isolates teaching quality from distinct variables such as student characteristics and assessment standards. It is argued that quantitative approaches do not currently offer potential to assess teaching quality and are unlikely to do so given the current structure of higher education. The greatest promise lies in the external scrutiny recently instituted by the Higher Education Funding Councils and the Higher Education Quality Council. It is recommended that this scrutiny would be further strengthened by integrating the functions of these two authorities and by phasing out the use of numerical assessment scales in favour of wholly qualitative reporting.  相似文献   

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