Governing the governors: A case study of college governance in English further education     

Denis Gleeson  Ian Abbott  Ron Hill 《British Educational Research Journal》2011,37(5):781-796

This paper addresses the nature of governors in the governance of further education colleges in an English context. It explores the complex relationship between governors (people/agency), government (policy/structure) and governance (practice), in a college environment. While recent research has focused on the governance of schooling and higher education there has been little attention paid to the role of governors in the lifelong learning sector. The objective of the paper is to contribute to the debate about the purpose of college governance at a time when the Learning and Skills Council commissioning era ends and new government bodies responsible for further education and training, including local authorities, arrive. The paper analyses the nature of FE governance through the perspectives and experiences of governors, as colleges respond to calls from government for greater improvement and accountability in the sector. What constitutes creative governance is complex and controversial in the wider framework of regulation and public policy reform. As with other tricky concepts such as leadership, professionalism and learning, college governance is best defined in the contexts, cultures and situations in which it is located. College governance does not operate in a vacuum. It involves governors, chairs, principals, professionals, senior managers, clerks, community, business and wider agencies, including external audit and inspection regimes. Governance also acts as a prism through which national education and training reforms are mediated, at local level. While governing bodies are traditionally associated with the business of FE—steering, setting the tone and style, dealing with finance, funding, audit and procedural matters—they are increasingly being challenged to be more creative and responsive to the wider society. Drawing on a recent case study of six colleges, involving governors and key policy stakeholders, this paper explores FE governance in a fast changing policy environment.  相似文献   

Training engineers for innovation: Pedagogical initiatives for new challenges     

Denis Lemaître 《European Journal of Education》2019,54(4):566-576

The injunction to innovate which has permeated our societies in the last few decades has had a significant impact on engineers and their training. The idea of progress has since taken a back seat to the quest for innovation which saves time, space and reduces aims to short term performance objectives. However, marked by the technologism and productivism of the 20th century, the idea of innovation has also absorbed the new principles of sustainability and responsibility which have imposed themselves upon engineering research and activities in a henceforth internationalised world. It is within this context that engineer training institutions have sought to counter the injunctions to innovation and the stresses and strains that they produce. Based on three studies carried out in Europe and in several developing countries in North Africa and South East Asia, this article examines the curricula the institutions have implemented in order to observe current trends in innovation training initiatives in relation to locally‐perceived expectations and requirements. We have observed that technologism and productivism, which are still very present in the principles which guide European engineer training, are in competition with the principles of low‐cost engineering which satisfies user requirements and respects environmental constraints. As for the pedagogical initiatives, the phenomena of standardisation and commodification of higher education have led to the development of active learning (projects, problem‐based learning, fablabs, etc.). However, studies demonstrate that pedagogical orientation depends on how innovation is conceptualised and varies according to the scale of the educational institutions. A closer examination of the concepts of innovation reveals the epistemological issues concerning the way the engineering problems have been constructed.  相似文献   

Studies of ultrasonic dehydration efficiency     

Vladimir N. KHMELEV  Andrey V. SHALUNOV  Roman V. BARSUKOV  Denis S. ABRAMENKO  Andrey N. LEBEDEV 《浙江大学学报(A卷英文版)》2011,12(4):247-254

The aim of this investigation was to define the effectiveness of non-contact drying using ultrasonic vibrations. Disk radiators were used for carrying out experiments, and a special drying chamber was designed to provide resonant amplification of ultrasonic vibrations (from 130 to 150 dB). Drying of ginseng and other vegetables demonstrated that the application of ultrasonic vibrations reduced power inputs by 20% in comparison with convective drying. It also led to a decrease of 6% in final moisture content, if the duration of drying was constant. The level of intensification of ultrasonic drying was high (up to 50 g for 1 kg of drying material), which helped to lower the temperature of the drying agent and improve the quality of the dried products.  相似文献   

On the making and taking of professionalism in the further education workplace   总被引：1，自引：1，他引：1  

Denis Gleeson  Jenifer Davies  Eunice Wheeler 《British Journal of Sociology of Education》2005,26(4):445-460

This paper examines the changing nature of professional practice in English further education. At a time when neo‐liberal reform has significantly impacted on this under‐researched and over‐market‐tested sector, little is known about who its practitioners are and how they construct meaning in their work. Sociological interest in the field has tended to focus on further education practitioners as either the subjects of market and managerial reform or as creative agents operating within the contradictions of audit and inspection cultures. In challenging such dualism, which is reflective of wider sociological thinking, the paper examines the ways in which agency and structure combine to produce a more transformative conception of the further education professional. The approach contrasts with a prevailing policy discourse that seeks to re‐professionalise and modernise further education practice without interrogating either the terms of its professionalism or the neo‐liberal practices in which it resides.  相似文献   

烟树(英文)     

Denis Johnson 《海外英语》2008,(7):51-51

《烟树》讲述的是中情局特工Skip Sands在越战中的故事——他的上级是他的叔叔,绰号为"上校"。"上校"花费多年心血,做了数千张索引卡片,试图将越共的各种人物、活动和事件汇编在一起,虽然小说以越战为背景,但战争的火药味并不浓重,作者始终着力刻画复杂的人物关系以及主角的内心和精神创伤。  相似文献   

Russian National Electronic Children's Library     

Marina Burykina  Denis Beznosov 《Journal of Web Librarianship》2016,10(4):375-381

ABSTRACT

The Russian State Children's Library (RGDB) is the largest children's library in the world and has been serving as a cultural and educational center for more than 45 years. Important aspects of RGDB's activities are the development of electronic resources and setting up the library site for distant users. The National Electronic Children's Library in Russia is a specialized digital collection of publications about children and for children. This article focuses on these aspects and the future steps of the project.  相似文献   

Book reviews     

W. D. Halls  Stewart Redman  Andreas Ziegenbein  T. V. Sathyamurthy  A. Harry Passow  C. H. Dobinson  Denis G. Osborne  Philip H. Phenix  G. W. Parkyn  Nicholas Hans  Victor Garcia Hoz y Rosales  Gerhard Pause  John Biggs  G. F. Peaker  R. P. Clark  Rolf Muuss  Peter W. Kahl  Franz Hilker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(2):228-256

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THE MEDIUM IS NOT THE MESSAGE: IMPROVING AUSTRALIAN EDUCATIONAL AID TO PAPUA NEW GUINEA STUDENTS     

Denis McLaughlin 《高等教育研究与发展》1996,15(1):97-113

Australia, like many developed countries expends a proportion of its budget in assisting lesser developed countries (LDC) in educational enterprises. Such efforts may have muted results if Australian educators assume that overseas students eventually adapt to their teaching. This paper argues that institutions which accept overseas students into their courses are obliged professionally to cater for students’ learning problems particularly, if the language of instruction is not the mother tongue. Often these problems have their genesis in the LDC because students are educated in a language in which their teachers’ themselves lack facility. Moreover, in the Papua New Guinea context the learning problems with English are associated with a lack of equivalence between the concepts in the academic discourse and the students’ existing conceptual framework. Learning problems in English are more about concept acquisition than translation.  相似文献   

Gavriel Salomon: In Memoriam     

David?Berliner  Denis?Phillips  Moshe?Zeidner  Erik?de?Corte  Rich?Shavelson  Maria?de?Ibarrola  Richard?ClarkEmail author 《Educational Psychology Review》2016,28(2):207-213

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Demand-led e-learning and the elusive total solution     

Denis Wong  Steve Clarke  Nigel Lodge  Kerry Shephard 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):116-132

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