排序方式： 共有12条查询结果，搜索用时 421 毫秒
1.
This study explored the causes of student disengagement from their doctoral studies in the biological and environmental sciences. The data came from interviews of 40 doctoral students (male?=?15, female?=?25) and underwent qualitative analysis for content. Our results showed that doctoral studies provide multiple contexts for disengagement, such as the scholarly community and supervision, while doctoral students’ sense of distress, cynicism and inefficacy emerged as central components of disengagement. The study identified isolation, indifference, and lack of support and constructive feedback as sources of cynicism, while distress and inefficacy were more often related to failure or lack of progress in research. Our findings indicate that the source of disengagement can vary not only between individuals, but also between the academic activities at hand. Thus, while promoting an engaging doctoral experience, awareness of what typically triggers disengagement in the doctoral journey is vital. 相似文献
2.
Language policies have been drafted in Nordic higher education with the obvious, but unproblematised and unchallenged motivation caused by internationalisation. In this article, we analyse the various motivations for drafting language policies in Nordic higher education and the ideological implications of those motivations. We do this by approaching the question from multiple (macro, meso and micro) viewpoints, in order to make visible some of the undercurrents in higher education language policy. We are particularly interested in the explicit motivations for language policy change, and the explicit and implicit actors and action represented in our data. We will first discuss the background for internationalisation in Nordic higher education and then move on to our analysis of policy documents, survey data on the motivations for language policy drafting in Nordic higher education institutions. Our results indicate that internationalisation turns into a national question in the motivations. It also appears that the institutions are reactive (rather than active) in responding to perceived needs to draft a language policy. 相似文献
3.
Whose quality? Social actors in the interface of transnational and national higher education policy 总被引：1，自引：0，他引：1
Taina Saarinen 《Discourse: Studies in the Cultural Politics of Education》2008,29(2):179-193
The article analyzes the construction of national reactions to a transnational higher education policy from the point of view of the representation of social actors in policy documents. The data are provided by the so-called Bologna Process, particularly the development of comparable quality assurance systems, and Finnish responses to those demands. Who is represented as active and who as passive, as European policies are discursively translated into national policies? How are those ‘quality actors’ represented in the policy documents directed at a transnational audience (i.e. the Bologna Process communiqués, as well as national reports on its advancement) as opposed to documents directed at a national, in this case Finnish, audience (i.e. national policy formation documents)? What kinds of policy fields emerge as a result of different representations of actors? This article takes the Bologna Process as an example of the ‘glocalisation’ of higher education policy. 相似文献
4.
Mauri Åhlberg Arja Kaasinen Taina Kaivola Lea Houtsonen 《Technology, Pedagogy and Education》2013,22(3):227-240
Abstract This project was undertaken by researchers at three universities in England where there is a well established tradition of introducing student teachers to Information Technology. Questionnaires were administered at three key points in the course to a student group in each university, to establish how students' concepts of IT were developing and to identify key influences on their practice and their thinking. Selected students were interviewed towards the end of their teaching practice, as was the school mentor for each student wherever possible, and all staff in the student's host department were invited to complete a questionnaire. All tapes were transcribed. The study suggests that student teachers of English have a broader view of literacy than is currently predominant in schools and this view positively embraces the role of IT in literacy. Student teachers do not envisage the disappearance of books, instead they see a wider and more inclusive range of texts, including the electronic, as part of the normal focus of the English teacher. Practising teachers of English range from those with an essentially negative attitude to IT, to an increasing number who are themselves developing this broader view of literacy. Current pre-service provision appears to be succeeding in giving new English teachers a positive and committed attitude towards the use of IT in the current and future literacy curriculum. 相似文献
5.
Taina Huurre Hillevi Aro Ossi Rahkonen Erkki Komulainen 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):41-53
Background Education fundamentally shapes an individual's life chances and social status. Duration and level of education are associated with people's incomes, socio-economic status, living standard, lifestyle and the respect and esteem they enjoy. Failure to fulfil educational potential may have long-term consequences for later occupational and social life, as well as creating problems for society at large. Purpose The aim of this prospective follow-up study was to investigate which health, lifestyle, family and school factors in adolescence had the strongest impact on educational level attained in adulthood. Sample The original study population included all 9th-grade school pupils aged 16 years attending secondary school in spring 1983 in Tampere, Finland (n = 2269). Subjects were followed up at 32 years of age in 1999 (n = 1471). Design and methods In 1983, 2194 pupils (96.7%) with a mean age of 15.9 years (SD 0.3 years) completed questionnaires during school hours. The questionnaire included questions about psychological and somatic health, lifestyle, family background, school factors and life events. In 1999, postal questionnaires were sent to the same study population when they were 32 years old. The follow-up questionnaire included basically the same questions about health and lifestyle as in adolescence and age-appropriate versions of questions about social relations and life events. Education was measured by the highest level of attained education. The follow-up cohort totalled 2091 persons (92%), and the response rate was 70.3% (n = 1471). The univariate associations between independent variables in adolescence and attained educational level in adulthood were analysed using the χ2 test, and Student's t-test where appropriate. Multivariate logistic regression analyses using forward stepwise procedure were used to determine which factors in adolescence had the strongest impact on adult educational level. Results Several health, lifestyle, family and school factors in adolescence were univariately associated with educational attainment in adulthood. Multivariate analyses showed that, in both genders, low school achievement and manual class of origin were the strongest predictors of low educational level in adulthood. Additional significant predictors among females were poor perceived health status, spending less leisure-time on hobbies and more on dating, and among males, poor relationships with teachers and heavy drinking. Conclusions Mid-adolescence is an important period for future educational life trajectory. Based on our study results, more attention should be paid to adolescents with school difficulties, unhealthy lifestyle and poor perceived health. It is also important to promote educational equality in relation to family background. 相似文献
6.
Fashion is easily understood as something to do with style and consumption. However, the concept of fashion can also be applied when organisations and the change in them is analysed and explained. Universities and their departments adopt different kinds of policy fashions. This article approaches management by results and evaluation in the Finnish context as fashions and success stories which universities and their departments have either accepted or rejected. Fashions and reactions to them have created new practices and cultures, and simultaneously either displaced the old practices or taken their place with them. Fashions are further translated into local action at universities and their departments. 相似文献
7.
Taina Huurre Päivi Santalahti Olli Kiviruusu Tytti Solantaus 《Scandinavian Journal of Educational Research》2013,57(6):656-673
The study investigated whether cuts to school resources made during economic recession contribute to children's psychiatric and economic problems in early adulthood. The cohort consisted of 817 Finnish children. Data was gathered from teachers during a recession (child age 12) and from national registers on children's post-recession use of psychiatric and income benefit services (age 18–28). Children's need for remedial instruction, special education, or psychosocial services was associated with later use of income support and psychiatric services. Those receiving special education had an increased risk for adulthood use of psychiatric services as compared to those who needed, but did not receive, this service. A decrease in material resources and teachers' loss of motivation predicted children's later use of psychiatric services. 相似文献
8.
9.
Mackey AL Donnelly AE Swanton A Murray F Turpeenniemi-Hujanen T 《Journal of sports sciences》2006,24(8):843-848
Exercise has been shown to influence collagen synthesis and degradation. The aim of this study was to determine whether the stimulus for these changes is metabolic or mechanical. Eight healthy adults aged 22 +/- 4 years (mean +/- s) completed two exercise bouts-a 10 km road run and a deep water running session. Blood samples were collected before exercise and on days 1, 2, 3, 6 and 10 after exercise for measurement of creatine kinase activity, type IV collagen antigenicity, and concentrations of matrix metalloproteinase (MMP)- 9, tissue inhibitors of metalloproteinase (TIMP)- 1 and -2, and the MMP-2/TIMP-2 complex. Serum creatine kinase was elevated 24 h after the road run, but unchanged after the deep water running session. Serum collagen IV antigenicity decreased after both the road run and the deep water running session, suggesting suppressed type IV collagen synthesis in response to exercise, although serum MMPs and TIMPs remained unchanged after exercise. These results suggest that collagen IV synthesis is temporarily suppressed after exercise, irrespective of exercise type. 相似文献
10.
This article examines accreditation as a component of the Bologna Process quality policy. The focus is on an analysis of the concept of accreditation in policy documents from four countries (Finland, the Netherlands, France and Sweden). The article focuses on the following questions: (i) how does accreditation appear, as a concept and as action, in national reports, produced for the purposes of the Ministerial meetings?; and (ii) how is accreditation presented, as a concept and as action, in the national context and for national actors? 相似文献