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1.
ABSTRACT

This article analyzes various issues related to a professional society’s having greater influence on governmental, societal, and global issues. Analysis of association/society missions and goals, support for enhanced connections with other groups and collaboration to other disciplines through scholarly research projects, plus greater relevance and impact of scholarly inquiry on societal and global issues is presented. However, association/society influence is marginalized unless there is enhanced support by university leadership and faculty of a new or expanded view of scholarly inquiry. One possibility in gaining support or recognition by colleagues, government, community, and society is through a name change that reflects expanded mission and goals, plus a grants program which identifies with Boyer’s model of expanded academic scholarship and impact.  相似文献   

2.
This paper explores the often‐touted incompatibility between ‘intellectual rigour’ and ‘relevance’ as this has manifested in Australian debates over Queensland’s New Basics and ‘productive pedagogies’, and associated initiatives such as the New South Wales Quality Teaching Framework. This debate can be located in longer‐standing concerns about how best to meet the educational needs of students who experience social disadvantage. In particular, we focus on the way Bernstein’s concept of ‘vertical’ and ‘horizontal’ discourse has been used by him and others to argue against attempting to make academic knowledge more ‘relevant’ by introducing elements of students out of school lives into the classroom. Drawing on examples from the literature, we trouble Bernstein’s contention that academic and ‘everyday’ knowledge represent different, incompatible knowledge forms that cannot be successfully integrated. This troubling creates an opening for reconsidering the relationship between ‘intellectual rigour’ and ‘relevance’. We argue that we can and should pursue the bringing together of ‘intellectual rigour’ and ‘relevance’ as a means to engage better all students, but particularly those who experience social and educational disadvantage, and improve their learning outcomes. Accordingly, we call for challenging, at a theoretical, practical and policy level, the perception that learning cannot be made relevant without sacrificing intellectual rigour. We also call for more research on teachers already integrating ‘intellectual rigour’ and ‘relevance’, and for teacher professional development and scaffolding to achieve this and to moderate multiple student perspectives and claims to ‘relevance’.  相似文献   

3.
Conclusion In this paper, I have presented a model with very few nuances. My object has been to explore the most typical differences between the social classes and, therefore, I have not commented upon the situation of the lower-middle classes; nor have I given much attention to boys in bourgeois categories. My reason for this is that this special category has very often been the focus of socialization research. Rather I have tried to throw some light upon the socialization of working-class girls, where the concept of familism and of solidarity has been important in my analysis.However, the insights and thought patterns of boys and men in bourgeois categories must, in the same way as those of other social groups, be understood as a consequence of capitalism as a social system — and also be understood within a dialectical frame of reference. In other words, while boys in bourgeois categories are socialized in a way which often makes it possible for them to gain the most sought-after positions in society, they have to suffer certain disadvantages that may be costly for themselves as individuals and for society as a whole.My intention has been to discuss some relationships between socialization and the societal model of production. In a capitalist society, there is a need for some boys to be socialized into the elite and for some girls to be socialized into the reserve army of workers. The cause of women's liberation (as well as men's liberation) may be served in many ways and on many different levels. To me it seems especially important to understand the underlying societal forces that shape the roles of working-class girls and women.  相似文献   

4.
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK's Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu's sociology—including his much‐neglected concept of illusio—as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC‐funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers' commitments to ‘make a difference’ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it.  相似文献   

5.
Writing journal articles is essential for academics and professionals to develop their ideas, make an impact in their fields and progress in their careers. Research assessment makes successful performance in this form of writing even more important. This article describes a course on writing journal articles and draws on interviews with participants one year after the course in which they identified persistent challenges. These writers’ accounts make visible some of the processes of writing for publication that are often tacit and identify key writing strategies. However, they also identify barriers to writing in academic workplaces and those professional workplaces where academic writing is produced. This article concludes by suggesting that while research assessment values written outputs over almost everything else, it is equally important to legitimise writing processes—and to be able to articulate the development of these processes—in communities of research practice.  相似文献   

6.
Three forces that are reshaping society in this country—the economy, the availability of information and technology, and changes in ethnic demography—are creating major changes in higher education. Federal funding, which has been the major provider of research and training projects, is undergoing reductions and changes in priorities. State funding has shrunk to very low percentages of the overall universities' budgets. A consequence is the “privatization” of universities: the development of university–business partnerships, the scramble for endowments and foundation support, and the sale of university names and icons for large donations. Two other forces changing higher education are the rise of multiculturalism and the aging of the faculty. In order to survive and actualize our visions in the 21st century, kinesiologists and physical educators must use an understanding of the roots and impact of societal change as a compass for charting the future.  相似文献   

7.
A plethora of books and articles have appeared recently that announce the global triumph of corporate capitalism and its attendant ideologies. Nowhere are these articles more scathing in their critique of corporatization than in the field of education. However, few have taken a historical perspective in examining the institutional policies and practices that paved the way for private‐sector influence and the adoption of business and administrative sensibilities in higher education. This article examines the University of Michigan (U‐M) between 1945 and the early 1960s as a case study of the kinds of physical and philosophical changes that occurred to usher in the process of corporatization at a major research university. I focus predominantly on one major research effort‐‐the Phoenix Memorial Project‐‐that set in motion many of the forces that would effectively reshape the school's philosophy and practices. The article begins with a discussion of the ideological and political tensions that characterized the course of U‐M scientific research after World War II, particularly the complex intermingling of university, government and corporate interests. Next, I document the Phoenix Project itself and the emphasis on institutional restructuring for capital investment that it inspired. Despite conflicting and contradictory ideas about links between education and both military and corporate research interests, U‐M's top administrators restructured the university to attract venture capital by constructing innovative mechanisms for integrating investors’ needs into the work of academic (mostly scientific) inquiry. Finally, I want to look at some of the cultural narratives that enabled this triumph of corporate interests to infuse itself into the U‐M's institutional and social mission.  相似文献   

8.
This article takes as its starting point the ongoing downturn in student interest in, and engagement with, the enabling sciences. We make a case that embedding of creative pedagogies in science education has significant potential to arrest the flight from modern science. Five propositions are explored in order to argue the case: that young people are more engaged by active tasks than with a passive consumption approach to transfer of core knowledge; that it is boredom, not rigour, that disengages them––the difference is between static and dynamic sources of knowledge; that creativity is not the antithesis of scientific rigour but the core business of scientific thinking; that we now have new understandings of creative pedagogies that make teaching strategies visible and effective; and, that these strategies can build academic, digital and social capacity simultaneously and this is the new core business of the science educator. We conclude by flagging implications for leading such pedagogical change in science faculties.  相似文献   

9.
This article is a theoretical discussion on five forms of cultural resources that constitute cultural capital for children in the meritocratic yet stratified society of Singapore. These five forms of cultural capital are namely ‘academic’ tastes and leisure preferences, use of Standard English, access to and dispositions toward information communication technology, acquisition of learning skills, and confidence/learning dispositions. They cover two important aspects of cultural capital—namely objectified and embodied components—that may vary in levels with social class and that mediate the influence of social class on children’s academic achievement. Equally importantly, the focus on one societal context—in this case, Singapore—recognizes the contextual specificities of cultural capital in form and consumption pattern among individuals.  相似文献   

10.
Kangdon Lee 《TechTrends》2012,56(2):13-21
There are many different ways for people to be educated and trained with regard to specific information and skills they need. These methods include classroom lectures with textbooks, computers, handheld devices, and other electronic appliances. The choice of learning innovation is dependent on an individual’s access to various technologies and the infrastructure environment of a person’s surrounding. In a rapidly changing society where there is a great deal of available information and knowledge, adopting and applying information at the right time and right place is needed to main efficiency in both school and business settings. Augmented Reality (AR) is one technology that dramatically shifts the location and timing of education and training. This literature review research describes Augmented Reality (AR), how it applies to education and training, and the potential impact on the future of education.  相似文献   

11.
At least in the United States, the presentation of scholarship is highly formulaic. The emblematic product of this professional domain—the academic journal article—is less a lump of clay waiting to be moulded than a set of fired jars waiting to be filled. Not only are the jars unyielding to the touch, but even their number and order are fixed. There are five of them, which need to be filled in precise order: research question, literature review, methodology, results and conclusions. Don't stir. Repeat. In this paper I explore the form and function of this formulaic medium. I trace its roots to a series of earlier formalisms that dominate American schooling. First comes the five-paragraph essay, a form that is chillingly familiar to anyone who has attended an American high school. This model continues to hold sway in college. Then in graduate school comes the five-chapter doctoral dissertation. Same jars, same order. By the time the doctoral student becomes a professor, the pattern is fixed. The Rule of Five is thoroughly fixed in muscle memory, and the scholar is on track to produce a string of articles that follow from it. The formula is useful for all of the actors involved, making it easy to write acceptable academic papers, to skim and evaluate these papers, and to build a credible CV and a high citation journal. The only thing it's not good for is transmitting meaningful academic insights.  相似文献   

12.
The aim of the empirical study presented in this paper is to explore how students link academic knowledge with workplace experience. I carried out a research study with a group of 36 business school students entering a 3-year masters level apprenticeship programme. In an introductory statistics course, I designed and implemented a four-step learning activity, based on an Exploratory Data Analysis approach and inspired by an authentic workplace situation. I report the findings of qualitative research based on the recorded discussions between students and the reports they wrote at each step in the experience. I found that three different forms of rationality—technical, pragmatic and scientific—led them to shape the problem differently. I observed that they hardly used statistical tools because pragmatic rationality which is linked to their experience as salespersons prevails, although access to a managerial approach suggests the use of more statistical knowledge.  相似文献   

13.
Abstract

This article examines the continued relevance of the 16‐19 business education curriculum in the UK, stimulated by doubts expressed by Thomas (1996), over its continued relevance. We express a concern that business education needs, but is struggling, to respond to significant societal shifts in consumption and production strategies that do not sit easily within traditional theories of business practice currently underpinning 16‐19 business education. We examine firstly, the extent to which a formal body of knowledge couched in a modernist discourse of facts and objectivity can cope with the changing and fluid developments in much current business practice that is rooted in the cultural and symbolic. Secondly, the extent to which both academic and vocational competences provide the means for students to develop a framework of critical understanding that can respond effectively to rapidly changing business environments.

Findings are based on research conducted jointly by the University of Manchester and the Manchester Institute for Popular Culture at Manchester Metropolitan University. The growth of dynamism of the cultural industries sector ‐ largely micro‐businesses and small and medium sized enterprises (SMEs) ‐encapsulates forms of business knowledge, business language and business practice which may not immediately fit with the models provided within business education. Results suggest increasingly reflexive forms of consumption being met by similarly reflexive and flexible modes of production.

Our evidence suggests that whilst modernist business knowledge is often the foundation for many 16‐19 business education courses, these programmes of study/training do not usually reflect the activities of SME and micro‐business practitioners in the cultural industries. Given the importance of cultural industries in terms of the production strategies required to meet increasingly reflexive markets, it is suggested that there may be a need to incorporate a postmodern approach to the current content and pedagogy; one that is contextual, cultural and discursive.  相似文献   

14.
The purpose of the present study is to investigate the factors which affect attitudes towards multiculturalism among Jewish and Arab graduate students who experience intercultural learning in an Israeli-Jewish academic college of education. In Israeli society, it is in higher education institutions where young people from different ethnic groups first encounter the ‘others’. This is due to the structure of the Israeli elementary and secondary education system, which is divided into Jewish and Arab segregated sub-systems. In contrast, the country’s higher education institutions are open to everyone. The research population was composed of first and second year graduate students, all of whom were practicing teachers or involved in other educational work. Participants completed questionnaires and a smaller sample was also interviewed. All of the students are practicing teachers or involved in other educational work. Everyone perceived the college’s socio-cultural climate as an open and multicultural one in both years of study. However, these positive feelings characterized Jewish students to a larger extent than Arab students, while the socio-cultural aspect as well as the quality of the academic experience had a positive impact on multicultural attitudes primarily among Arab students. Thus, a multicultural climate is not enough to effect a positive change in entrenched attitudes toward multiculturalism. Multicultural education policy should also be reinforced through a formal academic curriculum, so as to set an example for ongoing social change which will further encourage graduate students—majority and minority alike—to implement their multicultural positive experiences in their own schools in the future.  相似文献   

15.
This book contains twenty chapters on academic and professional publishing. Some of the content areas are concerned with academic writing—such as those on plagiarism and peer review. Others discuss the effects of new technology on publishing texts and journals, while yet others focus more specifically on publishing practices, business models, sales and finances. If any of those aspects of this book is likely to be relevant to you, I advise that you will probably find only parts of it of interest or use. James Hartley  相似文献   

16.
文章对国内体裁研究状况的分析从发表年份、研究方法和研究内容三方面进行。从发表年份来看,体裁领域的研究较为稳定,每年都有一定数量的相关文章发表;从研究方法来看,非材料性研究占主导地位,但量化研究和质化研究也呈现出强劲势头;从研究内容来看,十年间的体裁研究大致涵盖五方面的内容：应用性研究、理论介绍、功能语法视角下的体裁研究、比较研究和体裁的互文性。  相似文献   

17.
Certain segments of science are becoming increasingly commercialized. This article discusses the commercialization of academic science and its impact on various aspects of science. It also aims to provide an introduction to the articles in this special issue. I briefly describe the major factors that led to this phenomenon, situate it in the context of the changing social regime of science and give a thumbnail sketch of its costs and benefits. I close with a general discussion of how the topic of commercialization of academic science is relevant to science education.  相似文献   

18.
These short comments try to develop an argumentation in favour of broadening perspectives in attribution research in academic settings. A distinction is made between research purposes that merely aim at developing existing attribution paradigms, or that on the contrary aim at a better understanding of the function of these attributions in a broader societal context. According to the author such a broadening of perspectives also necessitates an analysis of different positioning in society.  相似文献   

19.
This study investigated the relationship between research productivity and teaching effectiveness to shed light on the long-debated question of whether performance in one area enhances performance in the other. The academic field and the stage of a faculty member's career were both considered in the analyses. Two samples — one of 2,973 and the other of 1,623 faculty members from a variety of institutions — were studied. In considering results of both analyses, teachers of social science courses were the only group for which there were consistent though modest relationships between the number of published articles and student ratings of instructor effectiveness. Thus spillover effects, or a general ability factor, or other reasons for a possible link between research and teaching performance are not totally supported. The relationship between performance in the two areas is either nonexistent or, where it appears, too modest to conclude that one necessarily enhances the other.  相似文献   

20.
In spite of the widening racial achievement gap among U.S. college students (U.S. Census Bureau, 2011), some universities are achieving success in supporting the graduation and postcollege goals of Black undergraduates (Apprey, Bassett, Preston-Grimes, Lewis, & Wood 2014/this issue; Baker, 2006; Hrabowski, 2003; Hrabowski & Maton, 2009). Although research has documented efforts to improve students’ college academic success in mathematics, science, and engineering (Maton & Hrabowski, 2004), little research has examined the role of undergraduate support programs across the academic disciplines to bridge success for students from high school graduation through graduate school matriculation. This is a key link in the pipeline to career and lifelong achievement for Black students. The following case study describes an inclusive cluster-mentoring model for Black undergraduates at a Research I university that includes four elements—(a) student peer-advising, (b) faculty–student academic mentoring and advising, (c) culturally sensitive initiatives, and (d) organized parental support—to create high impact with measurable results. This university-based model can serve as a guide to improve and expand services that support the academic and leadership success of Black undergraduate students in other higher education settings.  相似文献   

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