论高校教师聘任程序法制化   总被引：2，自引：0，他引：2  

郭为禄  刘恋 《教师教育研究》2008,20(5)

建立健全高校教师聘任程序制度是高等教育法制建设的重要内容。本文在借鉴发达国家和地区高校教师聘任制度的基础上,针对我国高校教师聘任程序存在的薄弱环节,阐述了高校教师聘任程序法制化建设过程中必须着力推进聘任权行使组织化、聘任程序规范化和聘任信息公开化等。  相似文献   

Reshaping Institutional Boundaries to Accommodate an Engagement Agenda     

Lorilee R. Sandmann  David J. Weerts 《Innovative Higher Education》2008,33(3):181-196

Key voices influencing higher education are increasingly aware of engagement in effecting change. Public research universities have missions compatible with engagement, but efforts to institutionalize it may conflict with their underlying values. Using boundary expansion as the analytical framework, this study compared the institutionalization of engagement at two types of public research universities. Land-grant universities implement engagement primarily through outreach and extension in specialized units. At urban or metropolitan universities, engagement is more often a university-wide agenda, impacting teaching, research, and partnerships. The difference between the two approaches can be explained by examining institutional capacity for boundary reshaping and expansion. Lorilee R. Sandmann  is Associate Professor in the Department of Lifelong Education, Administration, and Policy at the University of Georgia. Her research focuses on major institutional change processes to promote higher education community engagement and on criteria to define and evaluate faculty engaged scholarship. She received her Ph.D. from the University of Wisconsin-Madison. David J. Weerts  is Assistant Professor, Department of Educational Policy and Administration, University of Minnesota, Minneapolis. His teaching, research and scholarly interests include state financing of higher education, university-community engagement, and alumni philanthropy and volunteerism. He received his Ph.D. from the University of Wisconsin-Madison.  相似文献   

Higher education and its communities: Interconnections, interdependencies and a research agenda   总被引：2，自引：0，他引：2  

Ben Jongbloed  Jürgen Enders  Carlo Salerno 《Higher Education》2008,56(3):303-324

Universities everywhere are being forced to carefully reconsider their role in society and to evaluate the relationships with their various constituencies, stakeholders, and communities. In this article, stakeholder analysis is put forward as a tool to assist universities in classifying stakeholders and determining stakeholder salience. Increasingly universities are expected to assume a third mission and to engage in interactions with industrial and regional partners. While incentive schemes and government programmes try to encourage universities to reach out more to external communities, some important barriers to such linkages still remain. To fulfil their obligation towards being a socially accountable institution and to prevent mission overload, universities will have to carefully select their stakeholders and identify the ‘right’ degree of differentiation. For the university, thinking in terms of partnerships with key stakeholders has important implications for its governance and accountability arrangements. For the future of the universities we foresee a change towards networked governance and arrangements to ensure accountability along the lines of corporate social responsibility. In order to further explore some of these concepts and to empirically investigate the tendencies suggested here, this article proposes an ambitious research agenda for tackling the emerging issues of governance, stakeholder management and higher education’s interaction with society.  相似文献   

Language Attitudes and Community Engagement: Diwan–The Breton Immersion High School Through the Eyes of Its Pupils     

Nicole Dołowy-Rybińska 《Journal of Language, Identity & Education》2016,15(5):280-292

This article is based on long-term participant observation and interviews with pupils and graduates of the Diwan immersion high school in Brittany, France. With reference to the theory of communities of practice, this article shows how the education in the Breton immersion school can influence a knowledge of the minority language and the young peoples’ engagement with the protection of the Breton language. This article presents the social and cultural capital received through the learning of the Breton language; the distinction between Diwan pupils and people from outside the community; and the gradual formation of a collective new Breton-speakers identity. The sociolinguistic prognostic shows that in a few dozen years the only Breton speakers will be Breton learners. The use of Breton depends thus on having knowledge of it and on finding a community in which this language acts as the benchmark for the creation of a Breton identity.  相似文献   

The scholarship of university-community engagement: Interrogating Boyer's model     

《International Journal of Educational Development》2016

Albeit with different conceptualisations, the engagement between universities and external communities continues to gain significant currency. While the emphasis has been on more socio-economic relevance in a period of significant financial constraints and a changing clientele, a more significant area of engagement has been on promoting the scholarship of engagement towards regional/local development. The praxis and outcomes of community engagement continues to be surrounded by strong debate on issue such as its impact on the core functions of the university, teaching and research. This article sheds light on the community engagement practices from a case-study university in Africa. Using Ernest Boyer's proposed scholarship of engagement model as a framework, findings provide evidence that, different contextual specificities affect the way university-community engagement practices evolve. The methodology involved an analysis of primary and secondary data collected through interviews with policy and academic staff. The article concludes with an argument that the success of university-community engagement in fostering social and economic development significantly relates to how much the practices of engagement is foregrounded in the universities’ core policy and practice. But also on how much academic scholarship draws on engagement activities. The challenge lies in ensuring this balance.  相似文献   

Balancing power in communities of practice: An examination of increasing student voice through school-based youth–adult partnerships     

Dana L. Mitra 《Journal of Educational Change》2008,9(3):221-242

This article examines how power imbalances influence the formation of student voice initiatives, which are defined as school-based youth–adult partnerships that consist of youth and adults contributing to decision making processes, learning from one another, and promoting change. Using the concept of community of practice as a lens, the paper examines the ways in which power influences the mutual engagement, shared repertoire, and joint enterprise of youth–adult partnerships. Specifically, the study finds that the following strategies can strengthen student voice initiatives: building meaningful roles based upon mutual responsibility and respect among all members; developing shared language and norms, and developing joint enterprises aimed at fostering voices that have previously been silenced from decision making and knowledge-building processes.

Dana L. MitraEmail:

  相似文献   

Adaptability,engagement, and degree completion: a longitudinal investigation of university students*     

A. J. Holliman  A. J. Martin  R. J. Collie 《教育心理学》2018,38(6):785-799

University entry and the passage through university is a time of great change. The extent to which students are able to adjust to successfully navigate this change (adaptability) is likely to influence their academic outcomes. Prior research has identified a link between university students’ adaptability and academic achievement via behavioural engagement. The current longitudinal study extends this research by examining whether university students’ adaptability predicts degree completion via behavioural engagement. Undergraduate students (N = 186) were surveyed for their adaptability and behavioural engagement at degree commencement. Their completion status was extracted from the University Records System at the end of the degree. Findings showed that adaptability predicts both positive and negative behavioural engagement, and that negative (but not positive) behavioural engagement predicts degree completion. Adaptability was also found to influence degree completion indirectly via negative behavioural engagement. These findings hold important theoretical and practical implications for educators and researchers seeking to understand how students manage the transition to university and the extent to, and mechanisms by which students’ adaptability is associated with university degree completion.  相似文献   

Leveraging the 1:1 iPad approach for enhanced learning in the classroom     

Symeon Retalis  Fotini Paraskeva  Aikaterini Alexiou  Zoi Litou  Theofili Sbrini  Youla Limperaki 《Educational Media International》2018,55(3):213-230

  相似文献   

Under threat but engaged: Stereotype threat leads women to engage with female but not male partners in math     

《Contemporary educational psychology》2019

This research tests how experiencing stereotype threat before a dyadic interaction affects women’s engagement with peers during a dyadic math task. In a pilot study (N = 167; M_age = 20.1 years), women who completed a manipulation of stereotype threat (a socially evaluative math task in front of male evaluators) experienced greater subjective threat than did men. In Studies 1A and 1B, math-identified female undergraduates completed the stereotype threat or control (doing math alone) manipulation and then completed a collaborative math task with another female or male student (who completed the control task). Sympathetic nervous system responses were collected to measure physiological linkage—the effect of participants’ physiological states on their partners’ subsequent physiological states—as an indicator of attention to the partner. We also measured the number of math-related questions participants asked their partners and task performance. In Study 1A (female-female dyads; N = 104; M_age = 19.9 years), threatened women asked more questions than controls did and became physiologically linked to their partners when those partners were speaking about math. Threatened women performed comparably to controls. In Study 1B (female-male dyads; N = 140; M_age = 20.0 years), threatened women did not ask more questions of their male partners than controls did, nor did they show physiological linkage to their male partners. Women performed worse than men did, regardless of condition. When working with a female, experiencing stereotype threat outside of a working interaction leads women to engage more; this effect does not occur when with a male.  相似文献   

Investigating non-engagement with feedback in higher education as a social practice     

Bente Mosgaard Jørgensen 《Assessment & Evaluation in Higher Education》2019,44(4):623-635

Quality in feedback processes rests on students’ engagement with them. A crucial question is therefore why students do not always engage. Scholars have defined engagement as a social practice, pointing to the influence of context but without explaining its nature. The purpose of this article is to argue that existing approaches without a theory of the social cannot fully explain non-engagement and that a practice theoretical approach may fill this gap. It introduces Stephen Kemmis' practice ontology and demonstrates how a feedback practice can be analysed to explain a weak engagement. The article’s contribution to research in engagement with feedback is a new ontology of practice and its methodological apparatus.  相似文献