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1.
张燕 《洛阳师范学院学报》2012,(12):111-113
高等教育科类结构直接影响着人才培养与社会需求之间的吻合程度。当前河南省高等教育科类结构存在着专业调整滞后、学科比例失调,专业设置重复、经济效益低下,专业划分过细、专业口径偏窄,新兴学科、交叉学科建设落后等问题。若要形成与中原崛起背景相适应的高等教育科类结构,需要从改造长线专业、保护优势专业、发展新兴专业、平衡科类结构等方面入手。 相似文献
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Ivar Bleiklie Nicoline Frølich Rachel Sweetman Mary Henkel 《European Journal of Education》2017,52(1):68-79
Specifying learning outcomes (LOs) in higher education as part of the European Qualification Framework (EQF) has resulted in a variety of experiences in the national contexts of England and Norway, as well as in different institutional and disciplinary settings. This article contributes to a contextualised understanding of the kind of management tools that higher education learning outcomes (HELOs) are, based on a conceptually‐informed comparative empirical analysis. The comparison is based on two types of disciplines (the humanities and STEM) in two national contexts (Norway and England) at two research‐intensive universities in each country. These settings offer an opportunity to look for evidence – inspired by public administration literature – as to whether HELOs have some specific characteristics as management tools. HELOs share the characteristics that afflict most reform policies – that of ambiguity and the potential of being shaped by a number of circumstantial factors. Higher education institutions are highly dependent on, and embedded in, multiple relationships to the environment. Hence, as decision making structures, they are ‘penetrated’ and influenced in ways that are likely to vary across countries, types of institutions and academic disciplines. Because institutions and disciplinary groups are embedded in different policy (varying degrees and forms of state steering and policy implementation) and organisational environments (different degrees and forms of hierarchical leadership, managerial control, and autonomy) and different disciplines (different perceptions of scientific‐, professional‐, educational mission, and relationships to external stakeholders) they also constitute different organisational spaces for participation and engagement in shaping and using HELOs. 相似文献
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研究生教育是大学教育的最高层次,是知识生产能力系统化规划化培养的最后环节。研究生教育的自身规律决定了研究生思想政治教育具有特殊性,外部环境的改变致使研究生思政教育不再是大学生思政教育的尾巴,甚至成为大学生思想政治教育的重要时期;研究生思政教育是大学思政教育的标杆,其成效还发挥着传帮带作用。当前,我国研究生思政教育在课程体系、体制机制和专业队伍等方面存在缺憾,构建系统化的理论课程体系,健全体制机制,推动工作队伍向理论化、专业化和高端化发展是强化研究生思想政治教育的必由之路。 相似文献
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A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental paradigmatic shift after the revisions; (2) the Swedish programme has been heavily influenced by political agenda and national curriculum guidelines, while the Chinese one gives considerable attention to the opinions from the preschool circle; (3) the discussion of programme revision revolved around the diverse views of quality preschool education and teacher education; and (4) a strong relationship between the institutional/organisational features identified and the programme orientations was found. The empirical data suggested teacher educators’ professional views of quality preschool education and organisational/institutional characteristics are critical to the curriculum decision-making in the specific contexts. 相似文献
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Within the ongoing debate on the roles and tensions between teaching and research in higher education, this paper explores the extent to which the pedagogical case study method can contribute to bridge the gap between teaching and research. Based on an initial survey on 1,057 university academics, the results reveal the existence of five major groups of academics with varying degrees of link between the two topics and demonstrate the variations in the contributions that pedagogical case studies contribute to classroom teaching and to scholarly research for each subgroup. The implications for higher education at both the institutional level and the personal academic level are then explored. 相似文献
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Futao Huang 《Higher Education》2017,74(3):507-525
Based on case studies of China and Japan, this study undertakes comparative research on major aspects of university curriculum and instruction-teaching activities of academics, their role in curriculum development, and their perceptions of these activities—between a mass and a universal higher education system. Major findings from the APA (Academic Profession in Asia) surveys administered in the two countries in 2011–2012 with a similar questionnaire provide hard data. However, the study also explores other contextual factors and drivers which might have affected the teaching activities undertaken by academics, their involvement in curriculum development, and their views of relevant activities. The paper argues that, although differences can be found in some aspects of the curriculum and instruction and academics’ participation in these activities during the shift from the mass to universal phase of higher education, seen from the two case studies, it is less clear that the differences show the impact of transforming from mass to universal education. The national contextual factors, especially the origins of higher education and ongoing national policies in both countries, appear to play a significant role in how current academics perceived the curriculum development and instruction, and their participation in these activities. More importantly, as fundamental changes do not necessarily occur in all aspects of the curriculum and instruction, as well as the academics’ views across universal and mass higher education systems, Trow’s research can only be partly applied to the analysis of the curriculum and instruction in both countries. 相似文献
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Pamela Roberts 《Teaching in Higher Education》2013,18(5):542-555
This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes. 相似文献
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《Journal of Further & Higher Education》2012,36(9):1284-1298
ABSTRACTIn the current higher education (HE) environment, indicators of ‘teaching excellence’ (TE) are increasingly under the spotlight. The literature offers a wide range of models and perspectives, but also highlights the need for greater (comparative) scrutiny of the perceptions of those at the centre – staff teaching across the disciplines in different countries. This article aims to contribute to ongoing debates by investigating and comparing the views of 120 academic staff teaching in one of two countries – England and Australia – in an attempt to deepen our appreciation of their definitions and understandings. The findings from this two-stage enquiry using online questionnaires and interviews indicate broad commonalities in the ways in which academics define TE, centred on facilitative, interactive pedagogy related to individual professional aspirations; they also reveal widely shared reservations about the term’s legitimacy and institutional/marketised (ab)use. As such, the findings offer policy-makers and institutions useful insights at a time when TE definitions and metrics are growing global pre-occupations.Abbreviations: teaching excellence (TE); higher education (HE) 相似文献
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从自由教育到通识教育——历史与比较的视角 总被引：2，自引：0，他引：2
本文主要从历史和比较的视角,通过考察自由教育的出现,自由教育的变化,一般教育的出现以及一般教育的传播与影响,分析和概括了自由教育、一般教育和通识教育三个基本概念及其课程设置在不同时期和主要国家及地区的表现形式和主要特征。文章认为,在自由教育演变到通识教育的漫长历史过程中,自由教育的对象、目的、课程内容都发生了根本性变化。特别值得强调的是,尽管各国和不同地区在使用同一一般教育概念过程中存在较大差异,随着高等教育入学率的提高以及大学与社会之间联系的不断加强,源于美国的一般教育课程将逐步成为本科教学的核心和主要内容。 相似文献
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Huong Thi Pham 《Quality in Higher Education》2018,24(2):168-185
Quality accreditation in higher education exists in many countries, including Vietnam. As of May 2018, 80 higher education institutions in Vietnam have officially been evaluated and recognised using the national quality standards. This study examined the impact of institutional accreditation on the evaluated university. The qualitative research evaluates the impact of external quality assurance from the perspective of managers of the university. The self-assessment phase helped the university assemble evidence of activities carried out at the university and the status of being recognised was believed to increase its prestige. The process, on the other hand, was also believed to be burdensome, time and cost consuming, which led to no significant changes at the institution. Lack of institutional autonomy and competence of the review team were barriers to any attempts to improve quality of higher education in Vietnam. 相似文献
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Yaacov Iram 《Higher Education》1992,23(1):33-43
Israel's Planning and Grants Committee (PGC) was formed in 1974 to function as an intermediary body between the higher education system and the government in financing of higher education institutions. The PGC is largely composed of academics from universities. It was meant to guarantee both academic freedom of the higher educational system while providing for greater accountability. However, the PGC has increased its involvement in higher education and assumed also the role of planning the system as a whole and regulating the development of individual universities.This article analyzes the effects of PGC policies on Israel's universities in general and specific acts which have restricted institutional autonomy and might further limit their academic freedom. 相似文献
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Marla E. Eisenberg Nikki Madsen Jennifer A. Oliphant Michael Resnick 《Sex education》2013,13(3):317-329
A teacher's capacity to provide sexuality education may be hampered or enhanced by a number of factors. A social–ecological framework can be used to understand these influences, and the present study assesses interpersonal, organisational/institutional and community/policy level influences on teaching sexuality education. Seven focus groups were conducted in 2009 with 41 sexuality education teachers in Minnesota; discussion focused on challenges and the supports teachers experienced. At the interpersonal level, teachers reported both positive and negative interactions with parents, regarding parents as highly influential on school administrators and policy. Teachers reported many organisational level challenges, including their administrators, district policy, and structural factors such as time, financial resources, and diversity in the student body. At the community level, participants overwhelmingly felt that policy changes could be very beneficial to sexuality education in Minnesota, and believed that this support could come from all levels. Findings suggest numerous intervention points to reduce challenges and strengthen supports for teachers, and indicate that a multi-level approach is needed to increase teachers' ability to deliver sexuality education that meets their students' needs and is less onerous for the educator. 相似文献
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Craig Gaskell 《Perspectives: Policy and Practice in Higher Education》2013,17(2):43-48
It is becoming increasingly important to understand multi-campus arrangements in the rapidly changing higher education environment. Some attention has been given to the academic perspectives of such arrangements; however, there is limited published work relating to administrative and professional services. Different approaches are evident and although the organisational structure in any particular context will be determined by a host of complex and changing factors, it is important that careful consideration is given to the viewpoint of administrators who work day to day distant from the main institutional centre. This paper focuses on the perspectives of administrators within multi-campus institutions, emphasising the viewpoint of those working at sites that are not the main institutional administrative centre. It considers organisational structure and specific issues that might affect staff. Potential positives and negatives for individuals and institutions are discussed and key factors for consideration are emphasised. 相似文献
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Research capacity building has become a prominent theme in higher education institutions in China, as across the world. However, Chinese TEFL (Teaching English as a Foreign Language) academics’ research capacity has been quite limited. In order to build their research capacity, it is necessary to understand their perceptions about research. This case study focuses on TEFL academics in a Chinese research university with the purpose of describing their motivation to conduct research, the value they accorded to research and their views about the institutional research requirements. Six TEFL academics from the sample university were interviewed. The findings indicate that the Chinese TEFL academics’ research endeavour was driven by external and internal needs. Research was recognised as having a multi‐dimensional value, but various concerns were expressed about the institutional research requirements. The findings suggest several implications for institutional and departmental research administrators to further support TEFL academics’ research capacity building. 相似文献
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Gwen van der Velden 《Higher Education Quarterly》2012,66(3):227-247
Driven by the growing presence of market forces within higher education worldwide, universities are changing the way they engage with students. This article explores how a university's internal culture relates to engagement with students and their views. It builds on wider research into student engagement and organisational cultures. The organisational cultures of two universities are mapped against a typology developed by McNay, which was extended by the author to include aspects of institutional engagement with students. It appears that corporate and bureaucratic institutional cultures that may respond well to external pressures on institutions (regulation, performance indicators, audits and policy pressure) are not conducive to engagement with student opinion. The stronger preference of students remains a collegial, partnership‐based approach for enhancement of the student experience. This study will be of interest to institutional managers, student (union) leaders, academics and practitioners who seek to improve the student experience through effective engagement with student views. 相似文献
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Cornelis J. de Brabander Jeroen S. Rozendaal Rob L. Martens 《Learning Environments Research》2009,12(3):191-207
In this study, we assessed the feasibility of a specific elaboration of the efficacy construct, distinguishing between personal
and contextual aspects, as a criterion for comparing learning environments. The participants were 163 students from two student-regulated
and two teacher-regulated programs in higher education. We measured students’ perceptions of autonomy and various aspects
of perceptions of efficacy in common learning tasks. Using principal components analyses, we assessed the structure of all
the relevant variables. Subsequently, analyses of variance were performed with regulation source, discipline and grade level
as factors. All variables emerged as separate scales with high internal consistency. Students in student-regulated programs
reported a higher level of organisational efficacy expectancy, implying that these students perceived better organisational
conditions for supporting their task performance. It is concluded that the distinction between personal and contextual aspects
of efficacy is a promising distinction. However, a more fine-grained conceptualisation of teacher and student regulation is
needed. 相似文献
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Interest in the status and functions, the potential and thevulnerability of the academic profession has grown in recent times.International comparison is of special interest in this context: are theproblems experienced more or less universal, or are there options andconditions in individual countries which might suggest solutions for thefuture? The paper analyses some findings and implications of the‘International Survey of the Academic Profession’ with a special focus onthe various subgroups of academics in the European countries involved inthis empirical study. The analyses focuses on the employment and workingconditions, as well as the way academics handle their various professionaltasks and functions. Considerable differences between the universityprofessoriate, middle-rank and junior staff at universities and staff atother institutions of higher education are noted. At least in the majorityof European countries surveyed, one would hesitate to consider them part ofthe same profession. By and large, however, the relatively independentnature of their jobs allows most academics to find areas of professionalactivity which are the source of professional attachment andsatisfaction. 相似文献
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For many UK higher education business schools, the continued recruitment of UK, EU and international students is crucial for financial stability, viability and independence. Due to increasingly competitive funding models across the sector, many institutional leaders and administrators are making decisions typical of highly marketised consumer environments. Thus, this paper explores academics’ perceptions of the impact of consumerisation in UK higher education business schools. To achieve this, 22 business school academics were interviewed within three UK higher education institutions (HEIs) in the North of England. Participants had a minimum of three years teaching experience. Data was analysed using template analysis taking an interpretive approach. The findings indicate that academics perceived the introduction of tuition fees to have been the catalyst for students increasing demonstration of customer-like behaviour: viewing the education process as transactional, with the HEI providing a ‘paid for’ service. It is argued that these changes in UK higher education have created tensions between university leaders and academics, creating genuine dilemmas for those with decision-making responsibilities who must balance academic integrity and long-term institutional financial viability. 相似文献
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This study examined the predictive relationships among teachers' perceptions of principal's and immediate supervisor's empowering behaviours, teachers' psychological empowerment and three teachers' work-related outcomes in terms of job satisfaction, organisational commitment and professional commitment. 304 teachers in Singapore participated in this study. Results from path analysis indicated that the four dimensions of psychological empowerment (i.e. ‘meaning’, ‘competence’, ‘autonomy’, and ‘impact’) mediated the relationships between teachers' perceptions of immediate supervisor's empowering behaviours and teachers' work-related outcomes. However, only ‘meaning’, ‘autonomy’ and ‘impact’ dimensions of psychological empowerment mediated the relationships between teachers' perceptions of principal's empowering behaviours and teachers' work-related outcomes. 相似文献