Aspired Convergence,Cherished Diversity: Dealing with the contradictions of Bologna     

Johanna Witte 《Tertiary Education and Management》2013,19(2):81-93

This article addresses the inherent tension in the Bologna process between the aim of convergence and the will to maintain the diversity of national higher education (HE) systems, as well as the decentralised and autonomous nature of national policy formulation on Bologna reforms. Starting from an analytical discussion of the concepts of convergence versus diversity in the Bologna documents, it assesses empirically the degree of convergence achieved so far between the HE systems of Germany, the Netherlands, France, and England. The result is that convergence in several dimensions was only modest between 1998 and 2004. The article concludes by reflecting upon this finding and discusses the implications. The policy proposals put forward are (1) to acknowledge and stress the merits of the Bologna process other than convergence, (2) to engage in a second round of reforms more clearly targeted at convergence, and (3) to address mobility and recognition issues independent from convergence of degree structures.  相似文献   

Bachelor‐master programmes in the netherlands and Germany     

Anneke Lub  Marijk van der Wende  Johanna Witte 《Tertiary Education and Management》2013,19(4):249-266

Abstract

This article compares the results of the implementation of the new bachelor‐master system in the Netherlands and Germany. The Bologna Process presents the common European context for this reform process. However, the respective national contexts differ, and so do the actual implementation processes and the emerging outcomes. For each of the two countries, a limited number of aspects of the reforms that emerged as most relevant are highlighted. In the final section, some commonalities and differences are discussed. The former mainly concern the characteristics of the binary system in both countries and the introduction of accreditation in relation to the bachelor‐master system. With respect to the latter, the implementation strategy and the funding conditions are most strikingly different, related to the fact that in Germany the new system is implemented in parallel with the existing system, whereas in the Netherlands the new system will replace the existing one.  相似文献   

Enabling development through governance and mobile technology     

Adegboyega Ojo  Tomasz Janowski  Johanna Awotwi 《Government Information Quarterly》2013

The impact of mobile technology on governance and development has attracted significant interest in Information and Communication Technology (ICT) for Development and Electronic Governance communities. There is growing consensus that governance mechanisms must complement access to technology to achieve greater impact on development. However, few or no rigorous research exists to show how such mechanisms can support the delivery of mobile services to vulnerable groups. This study fills this important gap by first providing a conceptual framework, based on the Choice Framework and the Structuration Theory, to elaborate on the relationship between ICT, governance and citizen capabilities. Second, the framework is applied to analyze livelihood needs of 45 women head porters interviewed in Accra. Third, as all women under study have access to mobile phones, we determine which governance mechanisms are needed to support the delivery of mobile services to them. Results show that three governance mechanisms enable the contribution of mobile technology to meeting the livelihood needs of this group: 1) updating financial and telecommunication regulations to enable the provision of mobile-based services e.g. mobile microfinance, to vulnerable groups; 2) mobilizing local communities in the production of local contents; and 3) engaging non-governmental organizations in building capacity of government agencies in mobile service delivery and in training vulnerable communities in effective use of mobile technology to access information and services critical to their needs. We conclude by discussing the use of the Structuration Theory along with the Choice Framework to shape development processes based on citizen needs and by discussing the applicability of our framework to similar vulnerable groups.  相似文献   

New software package and hi tech news     

Richard L. Waters 《Public Library Quarterly》2013,32(3)

  相似文献   

Editorial     

Richard L. Waters Editor 《Public Library Quarterly》2013,32(4):1-2

No abstract available for this article.  相似文献   

ABD or EdD? A Model of Library Training for Distance Doctoral Students     

Johanna Tuñón  Laura Ramirez 《图书馆管理杂志》2013,53(7-8):989-996

ABSTRACT

Libraries have been struggling for years to move beyond 1-shot library training. In spite of efforts in the last decade to promote information literacy for undergraduate and graduate students alike, libraries more often than not are still not reaching the goals articulated in the Association of College & Research Libraries's information literacy standards. The problems are compounded when institutions serve students who also happen to be taking part or all of their classes online or at field-based sites. The model for providing a library training program for students in the Doctor of Education (EdD) program in a distance program focuses on providing students with training that builds sequentially and developmentally at the points of need for students in the 1st year of classes and provides additional support for students once they have completed their course work. This multistepped approach is designed to help doctoral students throughout the doctoral process.  相似文献   

Maximizing Learning From Engaging Across Difference: The Role of Anxiety and Meaning Making     

Patricia M. King  Marcia B. Baxter Magolda  Johanna C. Massé 《Equity & Excellence in Education》2013,46(4):468-487

This study explores college students’ reactions to engaging in experiences with diverse others that students found uncomfortable, interactions that disrupted students’ current beliefs or values. Our examination of these experiences was grounded in theory and research on intergroup contact and anxiety and developmental models of self-authorship leading to intercultural maturity. We found three types of reactions to these experiences: Some students were “stuck,” unsure of how to respond; some were prone to continue exploring; and some reframed their perspectives to reflect capacities associated with advanced intercultural maturity. We offer recommendations for managing intergroup anxiety and scaffolding learning to support reframing one's perspectives to maximize learning from engaging in difference.  相似文献   

The Effect of Na?ve Ideas on Students’ Reasoning About Electricity and Magnetism     

Johanna Lepp?virta 《Research in Science Education》2012,42(4):753-767

Traditional multiple-choice concept inventories measure students?? critical conceptual understanding and are designed to reveal students?? na?ve or alternate ideas. The overall scores, however, give little information about the state of students?? knowledge and the consistency of reasoning. This study investigates whether students have consistent alternate models when reasoning about Newton??s third law principle in the context of electromagnetics (EM), and whether these possible models are related to conceptual change and overall performance. Students?? conceptual understanding is evaluated with The Conceptual Survey of Electricity and Magnetism (CSEM) multiple-choice test. The data (N?=?118) are collected from an undergraduate static field theory course at the Helsinki University of Technology, Finland. The data are analysed using frequency distributions, Fisher??s exact test, and One-Way ANOVA analysis. The study shows that every fifth student has a consistent or partially consistent alternate model of Newton??s third law principle in the context of EM prior to instruction. Students with this alternate model perform significantly (p?=?0.01) better on the overall concept test and are more likely to change conceptual understanding towards a correct model compared to students in an inconsistent mixed model state.  相似文献   

International education and the employability of UK students     

Rachel Brooks  Johanna Waters  Helena Pimlott‐Wilson 《British Educational Research Journal》2012,38(2):281-298

A common theme within the literature on higher education is the congested nature of the graduate labour market. Researchers have highlighted the lengths to which many students now go, in response to this congestion, to ‘distinguish themselves’ from other graduates: paying increased attention to university status; engaging in a range of extra‐curricular activities; and pursuing postgraduate qualifications. Studies that have focused on the strategies of Asian students, specifically, have pointed to the important place of studying abroad as a further strategy in this pursuit of distinction. Given that there is now some evidence that the number of UK students enrolling on a degree programme overseas is increasing, this article explores the extent to which an overseas education can be seen as part of a broader strategy on the part of British students to seek distinction within the labour market and whether such an education does indeed offer tangible employment benefits.  相似文献   

Child-initiated learning,the outdoor environment and the ‘underachieving’ child     

Trisha Maynard  Jane Waters  Jennifer Clement 《Early Years: An International Journal of Research and Development》2013,33(3):212-225

The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be ‘underachieving’ within the classroom came into their own when engaged in child-initiated learning outdoors. This study, which involved eight Foundation Phase teachers, aimed to explore these perceived differences as well as teachers’ perceptions of ‘underachievement’. It is concluded that the more natural outdoor spaces in which child-initiated activity took place appeared to amplify the effects of child-initiated learning and diminish the perception of underachievement; that engagement in this project enabled some teachers to see ‘underachievement’ as being distributed across people, place and activity; and that through constructing the outdoor ‘space’ as a ‘place’ embedded with positive meanings, children may have had the opportunity to reconstruct themselves as strong, competent children rather than as ‘underachieving’ pupils.  相似文献