Supercomplexity and the university: Ronald Barnett and the social philosophy of Higher Education          下载免费PDF全文

Søren S. E. Bengtsen 《Higher Education Quarterly》2018,72(1):65-74

Ronald Barnett's modern classic Realizing the University in an Age of Supercomplexity (published December 1999), has had a crucial impact internationally on the field of Higher Education research and development since the book was published now nearly 20 years ago. Bridging an academic oeuvre across almost 30 years with close to 30 published volumes, Realizing the University in an Age of Supercomplexity plays an important role in the development and transformation of Barnett's social theory of Higher Education into a social philosophy of Higher Education. In the book Barnett performs an important move from a focus on knowledge and epistemology to a focus on being and ontology in relation to Higher Education practices. Barnett shifts his fundamental perspective and view on the relation between universities and the wider society from one of caution and worry to a perspective of hope and vision that fully embraces the future of Higher Education. This way, Realizing the University in an Age of Supercomplexity has not only paved the way for Barnett's own development of a social philosophy of Higher Education, but also contributed invaluably to the rise and maturing of philosophy of Higher Education as a research field in its own right.  相似文献   

Benchmarking scientific journals from the submitting author's viewpoint     

Bo‐Christer Bjrk  Jonas Holmstrm 《Learned Publishing》2006,19(2):147-155

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Investigating the quality of interactions and public engagement around scientific papers on Twitter     

Fereshteh Didegah  Niels Mejlgaard  Mads P. Sørensen 《Journal of Informetrics》2018,12(3):960-971

This study explores science communication on Twitter by investigating a sample of tweets referring to academic papers in five different scientific fields. The specifications of science communicators on Twitter, the characteristics of those who initiate actions (by tweeting), the extent and quality of reactions (retweeting), individual and group interactions, and the distribution of tweets across types of engagement in the process of science communication (i.e., dissemination, consultation, and evaluation) were explored. A broad array of actors is involved in the communication of science on Twitter, with individual citizens and individual researchers playing an important role. In principle, this is promising for creating direct interaction, which can be difficult through more traditional mass media. The vast majority of communication activities regarding academic papers is undigested dissemination with almost no sign of debate, contestation, or collective reflection. Another general finding of this study is that bot accounts play a major role in the science communication landscape on Twitter.  相似文献   

Discussing the Biocultural Approach to Race     

Ageliki Lefkaditou  Jon Røyne Kyllingstad 《Science & Education》2015,24(9-10):1263-1269

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“Enactment of Sámi Past in School Textbooks: Towards Multiple Pasts for Future Making”     

Torun Granstrøm Ekeland 《Scandinavian Journal of Educational Research》2017,61(3):319-332

The article examines the use of archaeological knowledge in elementary history textbooks used in Norwegian schools today. The aim is to determine whether we can find any traces of colonialism by reviewing how these narratives perform in interrelations within and between the Sámi and Norse pasts, and how the narratives allow for hybridity and heterogeneity. Postcolonial theory turns the narrative into an object of analysis. The findings show that the Sámi material remains are outside the system of cultural change and that the temporal and spatial distances produce binary and homogeneous cultures. New material perspectives can intervene in singular performativity. Learning to enact dynamic material heterogeneity may affect the future of pupils’ participation in cultural negotiations of pastsin present.  相似文献   

How to deal with complex technology and its unexpected effects?     

Tom Børsen 《Metascience》2017,26(3):421-424

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Evaluating Groupware Support for Software Engineering Students     

Sarah Drummond  Cornelia Boldyreff  Magnus Ramage 《Computer Science Education》2013,23(1):33-54

Software engineering tasks, during both development and maintenance, typically involve teamwork using computers. Team members rarely work on isolated computers. An underlying assumption of our research is that software engineering teams will work more effectively if adequately supported by network-based groupware technology. Experience of working with groupware and evaluating groupware systems will also give software engineering students a direct appreciation of the requirements of engineering such systems.  相似文献   

Discussing disability ‐ an investigation into theories of disability     

Solveig Magnus Reindal 《欧洲特需教育杂志》2013,28(1):58-69

ABSTRACT

>In the contemporary debate on the theories of disability some writers have questioned able‐bodied people's ability to understand the experience of disability when they themselves lack this kind of experience. This paper questions this claim. An investigation into various conceptions and theories concerning disability will be elaborated and discussed. In the recent literature it has been stated that disability is socially created, and that disablism is an oppression because of disablist societies. Disability as a social creation has been promoted as the only fruitful perspective concerning disability. This conception will be challenged by arguing that its core argument might encourage a severe oppression of disabled people.  相似文献   

Boxing in Philadelphia: tales of struggle and survival     

Anne Tjønndal 《Sport in History》2016,36(4):549-551

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Teachers in school sports: between the fields of education and sport?     

Magnus Ferry 《Sport, Education and Society》2016,21(6):907-923

According to the cultural sociologist Pierre Bourdieu, gaining access to a social space or a position within a social space requires a specific capital. For teachers, this is normally indicated by a valid teaching certificate with relevant subject knowledge. However, when no qualified teachers are available, which is the case for the subject of school sports in Sweden, other assets gain recognition. Drawing on Bourdieu's conceptual framework, this paper examined the conditions for school sports in Sweden, and based on questionnaires answered by 109 teachers, explored the competencies, education and backgrounds teachers in upper secondary school sports possess. The paper address the question: what valuable resources are required to become a teacher of school sports and gain recognition as symbolic capital? The results show that while school sports in Sweden are carried out through a school subject and thus regulated by the government, it is influenced by both the fields of education and sport. Furthermore, the questionnaire results show that a majority of the teachers are employed as coaches instead of teachers and that less than half of them (45%) have a teacher education background, while 95% have a coaching education background. However, the results also show that teachers assessed their competencies for teaching school sports as high, especially with regard to competencies in specific sport skills. In conclusion, this paper shows how coaching education and experience in competitive sports are an important resource required to become a teacher in school sports and is thus recognized as symbolic capital. Therefore, school sports cannot be viewed as a legitimate part of the field of education but can be viewed as a part of the field of sport.  相似文献