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Higher education is in flux asgovernments around the world seek to use it asan instrument to enhance national economies,and the half-life of knowledge steadilydecreases. Lifelong learning is presented ascritically important to the development ofhuman capital, but its implications forfirst-cycle higher education have yet to befully appreciated. It is argued thatfirst-cycle higher education is evolving in thelight of changes in the relationship betweenthe academy and employers. Students' part-timework is a significant component of theirexperience in higher education, yet itspotential for learning is generallyunder-exploited. The argument is made thatpart-time work can be drawn into the formalcurriculum without prejudice to traditionalacademic concerns, particularly if a lifelonglearning perspective is taken. 相似文献
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Degree Classifications in English, Welsh and Northern Irish Universities: Trends, 1994–95 to 1998–99
Mantz Yorke 《Higher Education Quarterly》2002,56(1):92-108
In order to determine trends in the percentages of good degrees awarded, data showing the awards profiles for the five academic years 1994–95 to 1998–99 for universities in England, Wales and Northern Ireland were analysed by institution and by subject area. Although earlier research had shown a rise in the modal class of honours degree over the period 1973 to 1993, the present analyses demonstrate that, although there is an overall upward trend in the percentage of good degrees, the direction of the trend has varied from subject area to subject area. In seven of 17 subject areas, the upward trend is, statistically, reasonably robust. The trends in individual institutions have varied, probably as a result of differing combinations of influences. 相似文献
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Research shows that formative assessment can exert a powerful effect on student learning, yet the complexity of formative assessment is not well understood and some curricular structures and practices do not fully exploit its potential. This article outlines the background to the political promotion of employability and shows that institutional responses are influenced by multiple considerations. It discusses formative assessment and models it as a complex signalling system before considering the implications, for students’ employability, of accentuating the attention given to formative assessment. The potential for action is discussed with reference to three levels: those of the institution, the department, and the individual academic. 相似文献
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H.R. Kells Self‐Study Processes: A Guide to Self‐Evaluation in Higher Education (4th Edition). Phoenix, AZ: The Oryx Press, 1995. Paperback. ISBN 0 89774 903 0 Price $34.95 (North America) 194pp David Warner and David Palfreyman (eds) Higher Education Management, The Key Elements. Buckingham: The Society for Research on Higher Education and Open University Press, 1996. Paperback. ISBN 0 335 19569 5 Price £19.99. 239 pages. 相似文献
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Mantz Yorke Peter Evanson Chris Haines Don Jenkins Peter Knight 《Assessment & Evaluation in Higher Education》2004,29(4):389-399
This article briefly chronicles nearly a decade of research and development activity undertaken in the area of assessment by a group of committed volunteers, ‘The Student Assessment and Classification Working Group’ (SACWG). However, greater attention is given to demonstrating what a self‐help approach can achieve in respect of research and development in higher education, and to identifying the factors that contribute to success in this respect. It is suggested that the approach has transfer value, provided that certain conditions are met. 相似文献
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Mantz Yorke 《Tertiary Education and Management》1998,4(1):59-70
Conclusion Non-completion is of considerable significance to any government which is concerned to maximize the effectiveness and efficiency
of its national system of higher education. The study reported here shows that non-completion in England is costly. Non-completion
has complex causes, some of which can be addressed by institutions and some on a supra-institutional basis: some causes are
related to situations which are beyond the powers of institutions or systems to resolve.
The difficulty of attributing causes of non-completion makes the non-completion rate problematic as a performance indicator.
The incorporation of non-completion data into funding methodology would be likely to have pernicious side-effects, but scrutiny
of institutional efforts to deal with non-completion may be a more effective approach to the reduction of non-completion. 相似文献
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Mantz Yorke 《Assessment & Evaluation in Higher Education》2009,34(6):721-739
The outcomes of surveys of ‘the student experience’ that are sector‐wide, such as the National Student Survey in the UK and the Course Experience Questionnaire in Australia, are of considerable significance for intending students and institutions. Whilst they may satisfy psychometric criteria, some aspects of their design have been submitted to less attention than they warrant. The use – or non‐use – of negatively stated items in, and aspects of response style following the administration of, such instruments are reviewed. An empirical study follows up some of the issues that are discussed. The article as a whole evidences grounds for both comfort and discomfort on the part of those who construct and administer such surveys. 相似文献
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The publication of a series of performance indicators for UK higher education late in 1999 drew attention again to the move
towards a massified system that accelerated two decades ago. Elements of the press took the published data as an opportunity
to attack the massification that has taken place, since non-completion was found to be higher in the (less prestigious) newer
universities and the colleges of higher education.
This article summarises the published performance indicators, analyses the indicator data, discusses the press reaction and
reflects on some implications of the findings for the sector and institutions.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献