University Autonomy: The '80s and After   总被引：1，自引：0，他引：1  

Rowland Eustace 《Higher Education Quarterly》1994,48(2):86-117

British institutions and individual academics have in recent years suffered large losses, perceived and real, in their autonomy; either to a hostile State or to managers within the institutions. This paper looks at recent research evidence, to see which autonomies may have survived and how important they are. Signs are found that the culture of autonomy in Britain is still strong, that managers are under pressures to enlist scholarly support and that political ideologies do not always retain some significant control of their own values.
Some basic British assumptions, mainly historical, about administration and about the state here and in Europe are then looked at, where it seems that misunderstandings may contribute to the current crisis, perhaps collapse, of confidence within the universities. If these understandings could be seen in a wider context, the crisis itself might become more manageable.  相似文献   

Trust and Mistrust in Sources of Scientific Information on Climate Change and Vaccines     

Rowland  Jussara  Estevens  João  Krzewińska  Aneta  Warwas  Izabela  Delicado  Ana 《Science & Education》2022,31(5):1399-1424

Science & Education - Public trust in science and expertise remains a contentious issue. When public trust is analysed, it often simplifies a complex process of information retrieval and...  相似文献   

School-age child care: A review of five common arguments     

Mick Coleman  Bryan E. Robinson  Bobbie H. Rowland 《Early Childhood Education Journal》1991,18(4):13-17

During the past decade, parents and educators have increasingly expressed concern over the potential safety and developmental risks associated with children in self-care, or the care of another child (Garbarino, 1984; Harris, Kagay, & Ross, 1987; Robinson, Rowland, & Coleman, 1986; 1989; Zigler & Ennis, 1988). One result has been a growing interest in school-age child care (SACC) programs.Mick Coleman is Assistant Professor, Child and Family Development, and Extension Human Development Specialist, University of Georgia, Hoke Smith Annex, Athens, Ga. Bryan E. Robinson and Bobbie H. Rowland are both Professor of Human Services, University of North Carolina, Charlotte, NC  相似文献   

Overcoming Fragmentation in Professional Life: The Challenge for Academic Development   总被引：1，自引：0，他引：1  

Stephen Rowland 《Higher Education Quarterly》2002,56(1):52-64

This paper portrays the fragmented nature of higher education, experienced in terms of a number of fractures. I have chosen to concentrate here on five of these fractures or fault lines: the diverse assumptions about the nature of higher education; the separation between teachers and learners; the separation between academic staff and those who manage them; the split between teaching and research; and the fragmented nature of knowledge itself. Policy initiatives have tended to aggravate these fractures. I suggest that the task for academic development is to work within these fractures, to attempt to create coherence in academic practice. To do this, we need to develop a series of critical conversations between teachers and learners, between academics and managers and between the disciplines. Such conversations might be seen as contributing to the development of a new academic professionalism. The first and foremost subject of this thinking together must concern the purposes of higher education itself.  相似文献   

An Open Letter to the Research Assessment Exercise Panels     

Len Barton  Stephen Rowland  Jon Nixon  Richard Winter  Rob Withers 《Teaching in Higher Education》2013,18(2)

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中国学术期刊国际传播的观察与思考——旅英华人学者访谈实录分析   总被引：1，自引：1，他引：0  

李若溪  Fytton Rowlan  Jack Meadows 《中国科技期刊研究》2008,19(1):4-8

调查了37位旅居英国华人学者查阅使用中文期刊的情况,结果显示总体上对中文期刊利用情况很差,仅工程技术类专业的学者使用较多一些。其原因有：①中文期刊参考价值不大;②对外传播渠道不畅通,服务跟不上;③专业术语和词汇交流有障碍;④因汉语语言载体不被国际学术界认同而造成的偏见和误解;⑤编辑出版中存在问题和不足。针对调查结果,提出中国学术期刊应采取措施充分开放交流渠道,增加文献英文含量,提高国际传播的可见性和可获取性。  相似文献   

The development of intelligent behavior VII: Irving E. Sigel     

G. Thomas Rowland  Carson McGuire 《Psychology in the schools》1970,7(2):139-145

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The development of intelligent behavior IV: Jerome S. Bruner     

Thomas Rowland  Carson McGuire 《Psychology in the schools》1968,5(4):317-329

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Youth activity versus youth fitness: let's redirect our efforts.     

P S Freedson  T W Rowland 《Research quarterly for exercise and sport》1992,63(2):133-136

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Confronting the “Acid Test”: Educators’ Perspectives on Expanding Access to Advanced Placement at a Diverse Florida High School     

M. Lance Rowland  Barbara J. Shircliffe 《Peabody Journal of Education》2016,91(3):404-420

This study examines educators’ perspectives on accountability mandates designed to expand access to the College Board's Advanced Placement (AP) classes to traditionally underserved students at a diverse suburban high school in Florida, Palm Crest High School. Consistent with Elmore (1979), district and site-based administrators focused on the “forward mapping,” of implementation and identified teacher “gatekeeping” as well as parental expectations as chief barriers to opening up AP enrollment. Teachers, however, found implementation problematic—accountability levers had contradictory provisions and overall neglect nonacademic barriers to college access for low-income African American and Hispanic students. The current value-added model of incorporating student exam performance as a key component of teacher evaluations complicates the advocacy associated with increasing low-SES students’ participation in AP classes as educators strive to maintain high pass rates amid open-enrollment policies. We argue for increased support systems to enhance students’ preparedness for taking college-level courses while in high school, leading to increased college attendance and degree completion.  相似文献