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1.
Border crossings: Research training, knowledge dissemination and the transformation of academic work 总被引：3，自引：0，他引：3
Jürgen Enders 《Higher Education》2005,49(1-2):119-133
At the crossroads of current innovation policies towards a European Research Area (ERA) and a European Higher Education Area (EHEA) lies an important province of higher learning and research: doctoral training and the further careers of PhD graduates. A considerable number of higher education systems across Europe shift their paradigms for doctoral training away from the traditional so-called Humboldtian model towards the so-called professional model. On this background, the paper discusses (1) the German pattern of a strong link of the PhD to the labor market outside academe that is based on a traditional academic-disciplinary mode of apprenticeship training, and (2) approaches that argue for a new mode of knowledge production replacing an academic-disciplinary model of research training by a hybrid model that crosses disciplinary and organizational borders. The paper argues that a diversity of organisational and structural forms as well as different validation criteria and procedures will probably determine the future face of research training. 相似文献
2.
Enders J 《The International journal of childbirth education : the official publication of the International Childbirth Education Association》1993,8(3):22
Many vital embryonic changes occur very early in pregnancy, sometimes before a woman realizes that she is pregnant. Accordingly, promoting healthy behaviors in individuals of reproductive age during the period before they conceive is a viable way to promote healthy pregnancies. The Reproductive Health Program in Ontario recognizes that healthy birth outcomes are related to a broad range of factors both before conception and during pregnancy and thus promotes community-wide health strategies intended to increase the practice of behaviors conducive to healthy pregnancy in the target population. Lifestyle, fertility awareness, environmental hazards, family background and relationships, and medical history should all be addressed before pregnancy. Educating the public on preconception health issues can be done through educational series held within schools, the community, and the workplace; large-scale events such as bridal showers; premarital workshops; displays in public settings such as shopping malls; and advertisements in buses, public washrooms, newsletters, and local newspapers. Both adolescents and adults, however, need to be reached. A board game for use in a school setting or in the community at large has therefore been developed in the Waterloo Region of Canada to teach youths about the ramifications of what they are doing now on their ability to bear children in the future. The game, Your Fertile Future, is divided into three sections each reflecting a different concern in the development of a typical adolescent. Healthy eating habits, physical fitness, self-image, sexually transmitted diseases, birth control, relationship pressures, environmental hazards, and the readiness to be a parent are among issues discussed in sections on schooling, dating, and commitment. 相似文献
3.
Disseminating the right information to the right audience: cultural determinants in the use (and misuse) of rankings 总被引：1，自引：0，他引：1
Rankings and league tables, or Report Cards (RCs), of Higher Education Institutions have become a global phenomenon. Their
purpose, it is claimed, is to help “student-consumers” make informed decisions. Yet the degree to which RCs succeed in helping
students in their college choice is disputed. Even though RCs are intended for all, which information is sought and how it
is used may differ between potential students hailing from different social, economic and cultural backgrounds. In particular,
RCs may neglect certain cultural determinants that influence students’ college choice behaviour. The article reviews the literature
on the cultural determinants of college choice and especially the use of RCs in the ambit of cultural determinants. In the
United States, possibly because of evident educational gaps between ethnic groups in society, the issue of cultural perceptions
in college choice has been addressed, albeit scantly. In Europe, this field of study is virtually non-existent, despite increasing
indications that second and third generation immigrants still lag behind in terms of higher education participation and graduation
rates.
相似文献
| Jürgen EndersEmail: |
4.
Jürgen Enders 《Higher Education Quarterly》2021,75(1):189-192
5.
Research training and careers in transition: a European perspective on the many faces of the Ph.D 总被引：1，自引：0，他引：1
Ju¨rgen Enders 《Studies in Continuing Education》2013,35(3):419-429
Traditional structures and processes as well as norms and beliefs in the field of research training across Europe are challenged by four recent trends. They encompass the implications of the expansion and diversification of the student body in higher education, the changing functioning and role of research in the knowledge economy, the internationalization of the Ph.D. factory and the growing role of governmental supervision for doctoral training. Altogether, these trends foster internal diversity within higher education and research as well as external diversity in the contribution made to the economy and the growing variety of careers for those who have gone through doctoral training. The paper reviews these processes and respective responses in public intervention as well as in higher education to reorganize doctoral training. It is argued that a diversity of organizational and structural forms as well as different validation criteria and procedures will probably determine the future face of doctoral education across Europe. 相似文献
6.
高等教育、国际化与民族国家 总被引：8，自引：0，他引：8
在 2 0世纪 90年代 ,国际化在高等教育政策讨论和研究领域都成为核心议题。与此相伴随的是欧洲高等教育的非国家化政策的出现 ,高等教育机构自身责任感的增强 ,管理主义的日益流行。关于高等教育在国际化与民族国家方面的作用历来有争议 ,本文通过比较欧洲大陆和盎格鲁 撒克逊国家的做法对高等教育的这一作用进行了探讨。国际化是对欧洲和德国高等教育的一种挑战 ,本文在评价其所带来的不同影响的同时 ,分析了欧盟和波伦尼亚进程的作用 ,以及德国高等教育国际化改革的原始推动作用。对复杂和充满活力的多层次欧洲高等教育国际化体系的进一步考察表明 ,它不仅使不断增加的跨国界活动日趋多样化 ,而且更为重要的是发生了实质性的变化 ,即出现了系统性的国际化政策 ,全球化高等教育市场的国际间合作和竞争意识也不断增强 相似文献
7.
The main aim of this article is to contribute to the understanding of organizational autonomy and control in higher education reform and related expectations as regards the performance of universities. Our analyses draws on principal-agent models as a normative theory of policy reform, and institutionalist approaches in public policy and institutional design as an analytical theory of policy reform. We discuss how the dominant narrative of political reform moves away from traditional beliefs in university autonomy that are built on institutional trust and linked to professional autonomy. In the emerging narrative of political change, autonomy becomes re-defined as the ‘new organizational autonomy’ of universities as both strategic actors and as an addressee of governmental control. The concept of ‘regulatory autonomy’ captures the use of organizational autonomy of universities as a tool of a new regime of governmental control. Exemplified by the Dutch case, we analyze autonomy policies for strengthening managerial discretion and internal control of universities that are combined with regulatory policies for external control that steer organizational choices. Regulatory autonomy thus aims at aligning universities more closely with governmental goals and improve respective performance. Our literature review shows, however, that there is scarce, inconclusive and methodologically problematic evidence for a link between ‘organizational autonomy and performance’. We point at promising avenues for further research on autonomy and performance as two core concepts in the contemporary higher education debate. 相似文献
8.
This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of
organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our
theoretical framework is based on organisational theories (resource dependency and neo-institutionalism), Allison’s models
on organisational decision-making processes, and also addresses some of the more specific characteristics of higher education
institutions. Our empirical investigation shows that organisational characteristics matter in policy implementation of quality
management in Hungarian higher education. Certain organisational variables, viz. leaders’ commitment to the implementation
process, the involvement of external consultants, institutional reputation, and bureaucratic and political decision-making
processes have strong effects on the implementation of quality management. Characteristics particular to higher education
institutions were much less influential.
相似文献
| Don F. Westerheijden (Corresponding author)Email: |
9.
As public research organisations are increasingly driven by their national and regional governments to engage in knowledge
transfer, they have started to support the creation of companies. These research based spin-off companies (RBSOs) often keep
contacts with the research institutes they originate from. In this paper we present the results of a study of four research
institutes within two universities and two non-university public research organisations (PROs) in the Netherlands. We show
that research organisations have distinct motivations to support the creation of spin-off companies. In terms of resources
RBSOs contribute, mostly in a modest way, to research activities by providing information, equipment and monetary resources.
In particular, RBSOs are helpful for researchers competing for research grants that demand participation of industry. Furthermore,
RBSOs may be seen as a proactive response by Dutch public research organisations to demands of economic relevance from their
institutional environment. RBSOs enhance the prestige of their parent organisations and create legitimacy for public funds
invested in PROs. At the same time, most RBSOs do not have a significant impact on the direction of the research conducted
at the PROs. 相似文献
10.
This study examined the impact of the 3‐year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and literacy with diverse student groups. The study involved third, fourth, and fifth grade students at six elementary schools in a large urban school district during the 2001 through 2004 school years. Significance tests of mean scores between pre‐ and posttests indicated statistically significant increases each year on all measures of science at all three grade levels. Achievement gaps among demographic subgroups sometimes narrowed among fourth grade students and remained consistent among third and fifth grade students. Item‐by‐item comparisons with NAEP and TIMSS samples indicated overall positive performance by students at the end of each school year. The consistent patterns of positive outcomes indicate the effectiveness of our intervention in producing achievement gains at all three grade levels while also reducing achievement gaps among demographic subgroups at the fourth grade. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 726–747, 2008 相似文献