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1.
Motivation in recent years has come to be looked at as one of several key factors influencing learning and teaching in formal as well as in informal education. This paper looks at motivation for literacy acquisition and underlines the complexity of motivational factors, expressed in different historical strands: political; economic/functional; religious.The need to consider various motivations in literacy programmes and approaches has become more and more recognized, not only on a practical but increasingly on a more theoretical level. Holistic approaches and institutional collaboration become important.A growing Zairian literacy programme constitutes the basis of this paper which enquires into grassroots level motivations on the part of participants and local leaders. The programme is multilingual, its approach touches various motivations and its structures are linked to churches. In the light of these parameters the most prevalent aspects of motivation turned out to be those building self-esteem.The paper concludes that the structures in to which a literacy programme is inserted, its goals and philosophy are largely responsible for the building of motivation, as they—at least in the programme evaluated—provide the framework where the newly acquired skills can be applied. Thus, in this programme a link is demonstrated between the delivery of literacy and the development of motivation. A wider application of these skills may require collaboration between the various institutions interested in the target population and their educational advancement.  相似文献   

2.
综合运用文献计量学和社会网络分析学方法,对福建师范大学福清分校近8年（2003-2010年）来发表的1950篇论文,从合著率、著作形式、单位合作网络三个方面,分析了我校的科研合作状况与特点。结果表明：我校科研合作意识不断加强,本校合著增长迅猛,合作单位日益增多,合作关系不断强化。但仍存在合著率低、跨学科合作少、单位合作网络规模小等问题,本文有针对性地提出了三点建议。  相似文献   

3.
ABSTRACT

New opportunities for research collaborations within universities are explored through reflection on a recent collaboration between an academic researcher, the library and the eResearch Centre at a regional Australian university. Such opportunities arise from significant changes to the research landscape, including increased emphasis on open access publication of research outputs and the growth of eResearch capabilities. The latter has resulted in increases in data size and complexity and provides opportunities for collaboration across research institutions. This article reflects on the dynamics and assesses the outcomes of a collaboration formed during an externally funded open research data project. This project and a precursor project are briefly described, together with the specific contribution of each collaborator. Collaboration dynamics and the reasons for project success are assessed, as are implications for future research practice. Outcomes from eResearch collaborations may provide broader benefits to universities, as well as rewards to academic researchers.  相似文献   

4.
ABSTRACT

The study investigates factors motivating universities to engage in international degree collaboration. The Finnish-Russian university framework is used as the locus for studying international collaboration. The paper employs resource dependency and institutional, stakeholder and market push and pull perspectives in a conceptual model explaining the drivers of international degree collaboration. The research focuses on the interaction of the various factors that motivate partners to seek international degree cooperation, possible sources of conflict, and issues of compatibility and complementarity. In particular, the study compares the roles of different stakeholders and the institutional contexts of Finland and Russia. The motives of the Finnish and Russian universities included in the study were found to be generally compatible, yet different enough to complement each other.  相似文献   

5.
This study discusses some of the paradoxes found in the rhetoric of participatory research. Research-with-children views them as competent and agentic and as social actors, as citizens with opinions that must be listened to and given due weight. This image of the child as a social actor fails to acknowledge the structural, contextual and relational conditions that can afford or restrict opportunities for children’s agentic action. It conceals the multi-faceted, multi-dimensional properties of power that shape children’s (and adults’) contributions and ‘voices’. Our research took place in a primary school and aimed at training Year 6 children to carry out their own research on their chosen topic of interest. The participatory research ‘space’ was informed by the participants’ different intentionalities and agendas. The children were invited to take initiatives and make decisions, to be agentic. However, their agency, or what counts as ‘proper’ agency, was framed and defined in our adult terms. Tensions arose when the children’s agendas conflicted with and threatened ours. As we argue here, this participatory space should rather be seen as a political arena, where different and often competing agendas are at play, where the roles and relationships between children and adults are far from fixed, and where the capacity for agentic action is always socially mediated and shaped by social structure.  相似文献   

6.
Collaboration in research activity is now the rule not the exception. It is encouraged by government, funding bodies and research councils. However, the concept of collaboration is difficult to define. It occurs at many different levels, driven by a complex research system-policy dynamic. Three different models of collaboration – inter-personal, team and corporate – are identified, each with their own rationale, structure, benefits and costs. The paper examines the institutional implications of these models. It argues that institutions and individual researchers conceptualise and operationalise research collaboration in different ways. Although vital to institutional mission, collaborative research is rarely mapped by senior managers with any precision. In general, institutional approaches to the management of collaborative research lag behind the policy rhetoric. The paper concludes with an overview of the key dilemmas for institutional strategists and policy makers posed by the shift towards more collaborative approaches to research.  相似文献   

7.
In recent years, more and more international comparative research has been conducted in internationally and geographically spread project teams and international research networks, and comparative research has become a fundamentally collaborative effort. Accordingly, research in such projects has to cope with a higher level of methodological complexity than non‐comparative research as well as with a particular sociocultural complexity. This complexity can have an influence on the research process and therefore on the quality and validity of the results, an issue that has so far not been discussed much, either in Higher Education research or beyond. Thus, this article refers to studies that provide empirical insights into comparative collaborative research teams and illuminates why international collaboration in comparative research projects is both a source of better solutions and of amplified complications and how they are interrelated. On this basis it provides a conceptual reflection and delineates dimensions of task‐related, methodological complexity and team diversity. While comparative research has specific methodological challenges that can be alleviated by international team collaboration, collaborative research has particular social challenges that can be aggravated in comparative research. The conclusion makes propositions for further analyses, discusses lessons for comparative Higher Education research and sets out implications for its institutional development.  相似文献   

8.
High achievement, and in particular, the role of the academically diligent and successful ‘boffin’ or ‘geek’, are notably under-researched areas in the sociology of education. Issues around gender and other aspects of identity in relation to such pupils are particularly under-researched. In this Viewpoint article we draw on evidence from our recent research projects including young people interpolated to, or identifying with, the subject position of ‘boffin/geek’ and media representations of such positions. We debate some tensions between our work, drawing out shared findings. The article considers issues around capital, experience, and the extent of exclusion/inclusion for boffins/geeks, discussing to what extent such young people can be considered marginalised and abjected or agentic and privileged. We argue that structural factors such as gender, social class, ‘race’, age, and institutional location impact on these constructions and outcomes.  相似文献   

9.
The incidence of extramural collaboration in academic research activities is increasing as a result of various factors. These factors include policy measures aimed at fostering partnership and networking among the various components of the research system, policies which are in turn justified by the idea that knowledge sharing could increase the effectiveness of the system. Over the last two decades, the scientific community has also stepped up activities to assess the actual impact of collaboration intensity on the performance of research systems. This study draws on a number of empirical analyses, with the intention of measuring the effects of extramural collaboration on research performance and, indirectly, verifying the legitimacy of policies that support this type of collaboration. The analysis focuses on the Italian academic research system. The aim of the work is to assess the level of correlation, at institutional level, between scientific productivity and collaboration intensity as a whole, both internationally and with private organizations. This will be carried out using a bibliometric type of approach, which equates collaboration with the co-authorship of scientific publications.
Giovanni AbramoEmail:
  相似文献   

10.
The number of university–industry R&D partnerships (UIPs) has increased significantly over the past decade, in most OECD countries and in Australia, yet the study of risk in such commercially focused collaborative ventures is still a developing area. This review paper seeks to contribute to debate on this increasingly important phenomenon by addressing three key areas of risks for universities in entering such collaborations. The commercialization of research findings presents particular risks to universities, most notably the possibility of financial loss, which has a greater impact than for companies in cross‐sector collaborations. Another major type of risk faced by universities is relational risk, and this can significantly alter the trust dynamics that underpin research and innovation. There are also institutional risks to universities and their research staff engaged in commercializable R&D and, ultimately, to their reputation as a neutral source of expertise. It is argued there is a need for universities in Australia to develop comprehensive policies to manage the risks of commercialization and R&D collaboration with industry partners.  相似文献   

11.
This paper situates the topic of student assessment and the moderation of assessment within a broader context of policy debates about the quality of teaching and learning in universities. The focus and discussion grew out of a research project that aimed to investigate factors related to academic success and failure in a Faculty of Arts. The study, initially, identified a range of student demographic and biographical factors significantly related to academic success and failure. However, there was also evidence of pronounced differences in grading practices between different components (courses, programs, schools) within the institution. The paper explores the implications of such inconsistencies for the institutional mechanisms and processes that have typically been advocated as sufficient safeguards of quality. It concludes that the tendency of governments and other stakeholders to now champion performance indicators, along with the shifting focus towards quality ‘outcomes’, are likely to increasingly throw the strengths and weaknesses of institutional assessment practices into stark relief.  相似文献   

12.
With an increasing number of international students in South Korea, the issue of retaining these students and reducing their dropout rates has become important. This study explores the multilevel factors that affect the institutional dropout rate among international students in Korea. The research questions are as follows: (a) to what extent do international students drop out from undergraduate or short‐term programmes in Korean universities?; (b) what are the regional and institutional factors that determine international students' dropout rates? This study uses the panel data on educational institutions as found in the Higher Education in Korea report, which has been updated annually by the Ministry of Education since 2013. According to the pooled ordinary least square and panel analyses, the results indicate that a range of institutional factors (such as type, size, tuition and research performance of academics) and regional factors (such as regional gross domestic product, inflation and the numbers of foreigners in the region) are all associated with the dropout rates of international students. This study suggests that we need to consider various factors to improve the international students' learning experiences both inside and outside of the campus.  相似文献   

13.
以公众满意度理论为基础,依据城镇居民需求,构建以制度环境、智慧文化、公众期望、质量感知及公众满意度为潜在变量的城镇智慧化服务满意度测评概念模型,进而建立9个研究假设和19个观测指标。选取广东乐从镇为研究对象,运用结构方程分析法对该模型进行验证。结果表明,制度环境、智慧文化、公众期望和质量感知都是影响公众满意度的重要因素,且每个潜在变量的影响强度和影响路径不同,进而提出了健全制度体系、营造文化氛围与提高公众期望值和质量感知效果等提升服务满意度的建议。  相似文献   

14.
BRICS nations (Brazil, Russia, India, China and South Africa) are considered an important economic grouping, given their tremendous recent economic expansion and, at least in some cases, their transition from relative stasis to dynamic growth. Though the five BRICS summit declarations focus on mutual economic and trade cooperation, there have also been considerable attempts to enhance research collaboration. This study attempts to map out research collaboration in BRICS using four measurable categories, namely, research capacity, research outputs, ranking and number of international collaborations. Based on this mapping study, the paper further explores the opportunities for and challenges to research collaboration among BRICS nations. It might seem premature to assess the result of BRICS cooperation, given its five-year history. However, the analysis of existing literature and other available data sources allow us to assume that language, financial commitment, inadequate regulatory frameworks and diverse interests are amongst the potential challenges. At the same time there are tremendous opportunities in research collaboration, which can contribute to the economic consolidation of BRICS. These include participating in BRICS priority research areas, making member countries attractive destinations for research, encouraging learning mobility and strengthening BRICS research capacities. Thus the paper provides a critical review of research collaboration in BRICS, and suggests how it might be further increased.  相似文献   

15.
Roger Jeffery 《Compare》2014,44(2):208-229
The challenges of ensuring equity among partners of very different academic power and status, across continents, within complex research projects involving differing disciplines with their own norms, and balancing needs for capacity development of individuals and for institutions can be major sources of conflicts. While each of these concerns has been addressed separately, the implications of situations where they reinforce each other have not. Drawing on experience in four complex, multi-partner and multi-disciplinary social science research projects, I consider four main overlapping issues: (1) the structural inequalities inherent in North-South relationships as well as between junior and senior researchers and how these raise difficult problems for research managers; (2) the implications of different kinds of local institutions, and of seeing authorship as a major feature of capacity building, even if no funding is allocated to the task within research grants; (3) the effects of multi-disciplinarity: how intellectual property is understood in different disciplinary settings as well as embodied in national or institutional rules, and the implications of these differences in the context of the pressures imposed by institutional review procedures, in particular the Research Excellence Framework in the UK; (4) the challenges to research managers of ensuring that transaction costs do not swamp the possibility of achieving real intellectual additionalities, and how to address the risk that the costs of collaboration outweigh the likely benefits.  相似文献   

16.
The literature on interdisciplinarity identifies several forms of collaboration: multidisciplinary, transdisciplinary, and interdisciplinary (as bridge building or integration). To assist vocational psychology translate its interdisciplinary discourse into action, this paper uses that literature to identify the benefits, challenges and conditions for success. It indicates that the form of collaboration needed must be decided, and the cognitive, social, organizational and institutional aspects of the collaborating disciplines considered. It highlights the significance of interpersonal relationships when establishing and maintaining collaboration.  相似文献   

17.
High-impact educational practices are increasingly being recognized as powerful teaching strategies that can positively impact both student and faculty experiences in the classroom. Student persistence in college is correlated to campus integration, and one way this can be successfully facilitated is through student–faculty research partnerships. This paper documents the process of one faculty research team integrating four undergraduate students into an ongoing research project, for which students received course credit. There were many benefits of this collaboration to both student and faculty participants, but there were also many opportunities to better streamline the project and to potentially create an institutional template for replication of this process so that other faculty members can learn from this experience and more easily successfully integrate students into their own research.  相似文献   

18.
The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.  相似文献   

19.
Abstract

Purpose: Scholars agree that evaluation of participatory action research is inherently valuable; however there have been few attempts at evaluating across methods and across interventions because the perceived success of a method is affected by context, researcher skills and the aims of the participants. This paper describes the systematic evaluation of participatory action research with 17 European networks (LINSA) as part of a research project titled SOLINSA: Support of Learning and Innovation Networks for Sustainable Agriculture.

Methodology: Participatory action research was carried out over three years in collaboration with the 17 LINSA using a learning-oriented evaluation that was adapted to SOLINSA. The collaboration was evaluated using a structured evaluation instrument that was developed in the project.

Findings: The primary achievements of the interactions were based around enabling LINSA to reflect on their state and their practices. Joint reflection; facilitated by a member of the research team and in collaboration with the LINSA, stimulated internal engagement, enabled rethinking of the network's positioning, contributed to strategy development, and enabled creation of concrete outputs. Participation in the reflection process served to encourage commitment to the LINSA by individuals while improving relationships within the LINSA. Researchers and participants expressed that collaborative action research can be considered successful when both parties give and gain benefits, such as new knowledge or improved practical solutions.

Practical implications: Comparison of self-evaluation of different networks using a single tool enabled the identification of common factors that contribute to successful collaboration. Included in these common factors was the need to identify and build a working relationship with key partners based on mutual trust and commitment, and to gain a balance between guidance and listening, interactions and freedom, and positive and critical reflection: a fragile equilibrium that is difficult and time consuming to establish.

Originality: The adaptation of learning-oriented evaluation, by including a structure to allow comparison between the wide range of contexts, provides a useful instrument for evaluating participatory action research processes.  相似文献   

20.
The system currently deployed to assess research outputs in higher education can influence what, how and for whom academics write; for some it may determine whether or not they write at all. This article offers a framework for negotiating this performative context – the writing meeting. This framework uses the established theoretical underpinning of motivational interviewing, which involves autonomy, self-determination, environmental factors and social support. A study showed that the framework helped academics negotiate performativity and re-connect their writing to their values. In this way, they could both privilege writing that was meaningful to them and meet personal and institutional targets. Writing meetings did this by developing writing-oriented peer relationships, defined in this article as peer-formativity. Using writing meetings, academics can submit for research assessment systems without surrendering to performativity.  相似文献   

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