Showing papers by "Ference Marton published in 1999"

Transforming Universities: Changing Patterns of Governance, Structure and Learning in Swedish Higher Education. Higher Education Policy Series 48.

Abstract: Preface. Part I: A Study of Swedish Higher Education Reform: Setting the Stage. Introduction. 1. Transforming Universities: Issues and Conceptual Framework. 2. Theoretical Perspectives, Design and Methods. 3. Higher Education Policy and System Changes in Retrospect. Part II: The State and Higher Education. Introduction. 4. The 1993 Reform: A Shift in Purpose and Authority with 'Freedom for Quality'. 5. The Policy Network Changes: Elites, Interest Groups and Political Interaction. Conclusions: Part II . Part III: Institutional Governance and Management in a Context of Policy and System Changes. Introduction. 6. A Period of Rapid Expansion and Renewal. 7. Academic Leadership in Transition. 8. Institutional Autonomy in Practice: New Models of Institutional Governance. Conclusions: Part III. Part IV: Academe in a Context of Policy and System Changes. Introduction. 9. Academic Values and Identity. 10. Impact of System and Policy Changes on Academic Work, Values and Professional Roles. Conclusions: Part IV. Part V. The State, Higher Education and Knowledge Formation. 11. Transforming Universities: Interpretations and Conclusions. Appendices. Epilogue. References. Index.

Learning in and out of university : Aboriginal and Torres Strait Islander students’ conceptions and strategies used to learn

Abstract: Research suggests that students’ approaches to learning and learning outcomes are closely related to their conceptions of learning. This paper describes a phenomenographically inspired investigation into conceptions of formal learning held by 22 Aboriginal and Torres Strait Islander students from three Australian universities in Queensland; experiences of informal learning, reasons for studying and strategies used to learn were also investigated. The attrition rate for these students in tertiary education is higher than that of any other group of students. It was hoped that information gained may delineate factors that contribute to high attrition rates and therefore inform courses of action that may lead to improved teaching and learning practices for these students. Additionally, success in tertiary education for Aboriginal and Torres Strait Islander students may increase their involvement in mainstream society. Results showed that they view and approach university learning in much the same way as other university students. It was also apparent that, generally, the strategies these students used did not match the conceptions of learning they held. An interesting result was the difference between the conceptions of formal learning and explanations of informal learning