博洛尼亚进程后欧洲工程教育专业认证的发展研究——以欧洲工程教育认证网络为例     

袁本涛  郑娟 《清华大学教育研究》2015,(1):28-33

博洛尼亚进程对欧洲高等工程教育专业认证产生了重要的影响,本文以欧洲工程教育认证网络(ENAEE)及欧洲工程教育专业认证(EUR-ACE?)体系的出现和发展为切入点,分析了其历史、背景、组织结构、认证标准,及其与欧洲各国工程教育专业认证之间的关系,并将EUR-ACE?认证体系与华盛顿协议进行了比较,发现EUR-ACE?体系在欧洲层面建立起了一种分散式的第一阶段和第二阶段统一的认证体系。EUR-ACE?体系既强调灵活性和兼容性,又努力保证各国的多样性。  相似文献   

论我国师范教育的制度缺陷及其改进     

黄建雄  常军胜 《广西师范大学学报(哲学社会科学版)》2015,(1)

我国当下的师范教育存在几个亟待改进的问题：一是师范院校的师范教育特色受到不同程度的弱化,二是存在重视在职培训轻视师范生培养的倾向,三是培养高校师资的师范教育制度严重缺失,四是师范生培养过程的协同合作机制仍未很好形成,五是定向免费师范生教育存在明显制度缺陷。因此,应对我国现行的师范教育制度进行体系性改革。  相似文献   

How stable is the stratification of higher education in England and Scotland?     

David Raffe  Linda Croxford 《British Journal of Sociology of Education》2015,36(2):313-335

This paper asks whether the institutional hierarchies defined by ‘golden triangle’, other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from Universities and Colleges Admissions Service data for 1996–2010, the article finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status differences between sectors towards the end of the period. The main exception was a slight ‘upgrading’ of new (post-1992) universities in Scotland early in the period. There was little change in the association of institutional sector with social class, but in England the association with private secondary schools became slightly stronger and the association with ethnicity weakened.  相似文献   

Translating quality in higher education: US approaches to accreditation of institutions from around the world     

Gerardo Blanco Ramírez 《Assessment & Evaluation in Higher Education》2015,40(7):943-957

This article reports on findings from a sociolinguistic qualitative study exploring inter-discursive relations manifested in the approaches and strategies that regional accrediting agencies in the United States utilise when recognising foreign universities. Even as most countries have developed national quality assurance systems and whilst international rankings comparing institutions globally are available, a growing number of universities around the world seek recognition from American regional agencies. By comparing policy statements, manuals, guidelines and other documents, and after interviewing top-level officers at US accrediting agencies, this study makes explicit the assumptions and central discourses associated with US accreditation of non-US institutions of higher education, from the accreditors’ perspective. Following constant comparison and cultural critical discourse analysis, the study reveals concerns about the equivalency of quality, emphasis on capacity building and reluctance toward adapting US standards. An interest in building international partnerships, in order to respond to globalisation, is also identified.  相似文献   

Language,institutional identity and integration: lived experiences of ESL teachers in Australia     

Sepideh Fotovatian 《Globalisation, Societies & Education》2015,13(2):230-245

Globalisation and increased patterns of immigration have turned workplace interactions to arenas for intercultural communication entailing negotiation of identity, membership and ‘social capital’. For many newcomer immigrants, this happens in an additional language and culture – English. This paper presents interaction experiences of four non-native English language teachers with other institutional members. It uses a sociocultural perspective of second language to map their approaches to negotiations of professional and institutional identities in and through these interactions. Their discussions highlight the role of language, cultural practices and the emic socio-political factors embedded within institutional interactions in individuals' identity negotiation and integration.  相似文献   

Re-examining and developing the notion of academic citizenship: A critical literature review     

Joclarisse Albia  Ming Cheng 《Higher Education Quarterly》2023,77(4):709-721

The notion of academic citizenship has been largely associated with the service role which is a part of academic work seen as additional to teaching and research. The changing landscapes of higher education and the increasing diversity of academic work have prompted debates on what academic citizenship means. This paper challenges the conventional association of academic citizenship with the service role and presents a critical review of the key themes and issues explored in extant literature on the subject. Drawing upon the general view of citizenship as practice, it proposes that the different dimensions of academic work be seen integratively, with academic citizenship reframed beyond the service role. We argue that academic citizenship needs to be conceptualised as a practice of enactment, that is, by the values, processes and means by which it is enacted and asserted as academics draw on freedoms, autonomy and individual motivations.  相似文献   

The diversity of university disciplinary profiles in research and teaching     

Angelika Tsivinskaya 《Higher Education Quarterly》2023,77(4):853-873

Is the ideal of a one-size-fits-all university model—where universities are capable of successfully performing all competencies simultaneously—ever achievable? Has the balance between teaching and research activities grown even more fragile or is such a balance unfeasible? In this paper, we review studies of institutional diversity in higher education and bibliometric analyses. We prose a two-dimensional typology based on diversity in teaching and research by scientific fields. We investigate the diversity in teaching and research, respectively, at the disciplinary level and address whether these primary activities mirror each other. As a measure of mismatch between the two activities, we assess the distribution of students and publications by scientific fields through a clustering analysis. Our study of higher education institutions (HEIs) in Russia reveals that private universities are less diverse both in research and teaching and have high teaching intensity compared to state universities. Expectedly, universities in the rankings have more diverse profiles and they have a higher research intensity.  相似文献   

制度变迁背景下影子银行体系生成逻辑的理论分析     

杨贺 《未来与发展》2014,(4):76-80,75

本文基于制度变迁理论,分析影子银行产生与发展的现实原因。采用博弈论的分析方法,对影子银行、正规金融机构、政府三个主体之间的博弈进行研究。研究显示：影子银行与正规金融机构二者有限度的合作使影子银行的制度安排在一定程度上满足非国有经济的金融制度需求;正式金融制度在一定程度上存在的非均衡状态．也是促进影子银行发展的关键因素：政府在影子银行的形成与发展过程中起着关键性的作用,它的策略行为决定了影子银行未来的发展规模、生存环境和演化方向。  相似文献   

通信作者不当署名行为界定及规则改进          下载免费PDF全文

熊皓男 《中国科学院院刊》2022,37(10):1491-1499

通信作者是特殊的署名类型,存在特殊的学术不端行为。通信作者的职责是完成论文通信事宜,其不当署名具体表现为标注不适格、侵犯其他作者署名权、未履行通信作者义务。良善的通信作者制度设计可以有效预防不当署名等学术不端行为,而现有的通信作者制度难以胜任。其改革应从制定通信作者署名规则、完善通信作者奖励机制、推行合作作者贡献声明 3 个方面进行。通过精细的角色分工、公正的奖励机制、科学的责任分配等方式,减少纠纷、促进协作。  相似文献   

双重网络嵌入、制度环境与区域创新能力     

熊焰  杨博旭 《科研管理》2022,43(6):32-42

    基于社会网络理论和制度理论,构建网络嵌入、制度环境和区域创新能力的理论模型。利用中国30个省份2005—2016年间的面板数据,探索了国际网络嵌入和本地网络嵌入对区域创新能力的影响机制,以及制度环境的调节作用。结果显示：国际网络嵌入促进了区域创新能力,而本地网络嵌入与区域创新能力之间存在倒U型关系。本地网络嵌入和国际网络嵌入之间存在交互效应,共同促进区域创新能力提升,且国际网络嵌入表现出对本地嵌入的替代性。市场化水平增强了国际网络嵌入对区域创新能力的正向作用,同时削弱了本地网络嵌入与区域创新能力之间的倒U型关系;东中西部地区发展的不平衡也导致了多重网络嵌入与区域创新能力关系的差异。  相似文献