Showing papers on "Higher education published in 1997"

Academic Capitalism: Politics, Policies, and the Entrepreneurial University

Abstract: The globalization of the political economy at the end of the twentieth century is destabilizing the patterns of university professional work developed over the past hundred years. One of the major changes that has taken place as a result of globalization is that faculty, who were previously situated between capital and labor, are now positioned squarely in the marketplace. To grasp the extent of changes taking place and to understand the forces of change, Academic Capitalism examines the current state of academic careers and institutions, with a particular focus on public research universities in the United States, Canada, the United Kingdom, and Australia. In this wide-ranging analysis, Slaughter and Leslie leave no aspect of academic work unexplored: undergraduate and graduate education, teaching and research, student aid policies, and federal research policies. All are part of the equation. The authors pay particular attention to how faculty spend their time, what forces drive their choices of activities, and what this means for higher education.

Cultivating Humanity: A Classical Defense of Reform in Liberal Education

Abstract: * Preface * Introduction: The Old Education and the Think-Academy *1. Socratic Self-Examination *2. Citizens of the World *3. The Narrative Imagination *4. The Study of Non-Western Cultures *5. African-American Studies *6. Women's Studies *7. The Study of Human Sexuality *8. Socrates in the Religious University * Conclusion: The New Liberal Education * Notes * Index

Doing what matters most : investing in quality teaching

Abstract: provides a neutral forum for state-level education policy makers and educators to gain in-depth knowledge about emerging policy issues. The seminars have contributed to the development, modification and enhancement of education reform initiatives in California. is a university-based policy center focusing on elementary and secondary school issues. Located on

Assessing student learning in higher education

Abstract: There is no doubt about the importance of assessment: it defines what students regard as important, how they spend their time and how they come to see themselves - it is a necessary part of helping them to learn.This text provides background research on different aspects of assessment. Its purpose is to help lecturers to refresh their approach to the assessment of student learning.It explores the nature of conventional assessment such as essays and projects, and also considers less widely used approaches such as self- and peer-assessment. There are also chapters devoted to the use of IT, the role of external examiners and the introduction of different forms of assessment.With guidelines, suggestions, examples of practice and activities, this book will become a springboard for action, discussion and even more active learning.

Key Characteristics of Effective Schools: a Review of School Effectiveness Research

Abstract: MF01/PCO2 Plus Postage. *Academic Achievement; Cognitive Processes; *Educational Environment; Effective Schools Research; Elementary Secondary Education; Foreign Countries; *Institutional Characteristics; Instructional Leadership; Outcomes of Education; *Partnerships in Education; *School Effectiveness; Teaching Methods This review provides an analysis of the key determinants of school effectiveness in elementary and secondary schools. A literature review identified the following key correlates of effectiveness: (1) professional leadership; (2) shared vision and goals; (3) a learning environment; (4) concentration on teaching and learning; (5) purposeful teaching; (6) high expectations; (7) positive reinforcement; (8) monitoring progress; (9) pupil rights and responsibilities; (10) home-school partnership; and (11) a learning organization. The majority of effectiveness studies have focused exclusively on students' cognitive outcomes, but there is less evidence about school and classroom processes that are important in determining schools' success in promoting social or affective outcomes. Because of this focus, the review tells more about the correlates of academic effectiveness. Results of the review did not support the view that any one particular teaching style is more effective than others, but did indicate that flexibility and the ability to adapt teaching approaches are more important than notions of any single style. (Contains 186 references.) (ELD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. * *********************************************************************** OFFICE FOR LTANDARDS IN EDUCATION KEY CHARACTERISTICS OF EFFECTIVE SCHOOLS A review of school effectiveness research U.S. DEPARTMENT OF EDUCATION O 710e of Eduesnonal Rasura. and IMMOVefflarII EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) "IrEme dOcurnenl hae Oxen lepreduce as 'Moved from Me person or posnasoon Onpmehrs .1 C Minor cheers& nave peen roads to improve reproduChol quality Pe.nte of 0,se or olannAs shoed rn MX.mem do no! neeesserny rapremor °Mow OEM popoon a ookcv

Student Price Response in Higher Education: An Update to Leslie and Brinkman.

Abstract: (1997). Student Price Response in Higher Education. The Journal of Higher Education: Vol. 68, No. 6, pp. 624-659.

Rethinking Genre in School and Society: An Activity Theory Analysis.

Abstract: This article attempts to expand and elaborate theories of social "context" and formal schooling, to understand the stakes involved in writing. It first sketches ways Russian activity theory in the tradition of A. N. Leont'ev may expand Bakhtinian dialogism, then elaborates the theory in terms of North American genre research, with examples drawn from research on writing in the disciplines in higher education. By tracing the relations of disciplinary genre systems to educational genre systems, through the boundary of the classroom genre system, the analyst/reformer can construct a model of the interactions of classroom practices with wider social practices. Activity theory analysis of genre systems may offer a theoretical bridge between the sociology of education and Vygotskian social psychology of classroom interaction, and contribute toward resolving the knotty problem of the relation of macro- and microstructure in literacy research based on various social theories of "context." ***** What makes one conversation more meaningful than another? For either an individual, a dyad, a collective, or even a culture? When three African American students who hope to be doctors some day sit down on one particular day to write a laboratory report in a college cell biology course, what are the stakes involved in those marks on a screen? For the students and their families and their neighborhoods and churches? For the instructor and his university and his profession of biology? For the profession of medicine and its patients and its government regulators? How can a student or teacher or researcher understand the meaningfulnessthe stakesof some (act of) writing. Vygotsky and his immediate successors did not use genre as a category of analysis. But in the last decade, a number of Vygotskian theorists have incorporated into their work various theories of genre. I will propose a synthesis of a number of elements from these theories, drawing most heavily on Charles Bazerman's (1994) analysis of genre as systems of speech acts within an overarching framework of Vygotskian activity theory (Leont'ev, 1981; Engestrom, 1987, 1993). The goal is to move toward a theory of writing useful in analyzing how students and teachers within individual classrooms use the discursive tools of classroom genres to interact (and not interact) with social practices beyond individual classroomsthose of schools, families, peers, disciplines, professions, political movements, unions, corporations, and so on. In other words, I am attempting to expand and elaborate theories of social "context" and formal schooling, to understand the stakes involved in writing. Literacy, Brandt (1990) persuasively argues, is "not the narrow ability to deal with texts but the broader ability to deal with other

Linking student satisfaction and service quality perceptions: the case of university education

Abstract: Suggests that, despite hundreds of publications on consumer satisfaction and service quality, little work has been done to clarify the conceptual basis of these constructs; theorists in the area of service quality argue that the popular press does not differentiate between these two constructs. Clarifies the relationship between consumer satisfaction and perceived service quality using a scenario specific to higher education. Also suggests a model of perceived service quality that could be used in higher education institutions. Discusses conceptual and managerial implications of the findings.

Teaching at Its Best: A Research-Based Resource for College Instructors

Abstract: Excerpt: If you are new to the scholarship of teaching and learning and want to get a solid foundation on how to make your courses more effective learning experiences, this book is an excellent choice. Teaching at Its Best is aimed directly at faculty to use for themselves, rather than for faculty developers or administrators. The content is a combination of “how to...” suggestions that will improve general teaching effectiveness as well as “what is...” sections that discuss different learning theories and methods. Active-learning

Education and the Brain: A Bridge Too Far

Abstract: terms of informing classroom practice. There is, however, a science of mind, cognitive science, that can serve as a basic science for the development of an applied science of learning and instruction. Practical, well-founded examples of putting cognitive science into practice already exist in numerous schools and classrooms. Teachers would be better off looking at these examples than at speculative applications of neuroscience.

Development and validation of the Dundee Ready Education Environment Measure (DREEM)

Abstract: The General Medical Council has initiated major innovations in the undergraduate medical curriculum. These requirements are forcing a rapid rate of change in medical schools throughout the UK which parallels many developments in North America. There have also been several international and national mission statements which call for similar reforms in education in the health professions. While the improvement of the learning environment and 'climate' is a major goal of the changes, the very rate of change is itself stressful. The present research reports the development and validation of a universal inventory that equips health professions/medical educators with a diagnostic tool to measure the state of their school's learning and teaching climate.

Women's Education in Developing Countries: Barriers, Benefits and Policies

Abstract: Despite the great expansion of educational opportunities worldwide during the past thirty years, women in most developing countries still receive less schooling than men. Yet there is compelling evidence that the education of girls and women promotes both individual and national well-being. An example is the strong links between a woman's education and her employment and income. Another is that better-educated women bear fewer children, who have better chances of surviving infancy, of being healthy, and of attending school. When women are deprived of an education, individuals, families, and children, as well as the societies in which they live, suffer. When women are adequately educated, everyone benefits. Why, then, do women in much of the developing world continue to lag behind men in measures of educational attainment, including literacy, length of schooling, and educational achievement? This volume begins to address this puzzle by examining how educational decisions are made. This is done by exploring the costs and benefits, both public and private, that determine how much families invest in educating their daughters and their sons. The volume illustrates the importance of economic and cultural differences among developing countires in explaining variations in the manner in which these costs and benefits influence schooling choices. The book brings together information on women's education from a variety of data bases, examines the relationship between women's education and development, reviews research results for each developing region, identifies gaps in current knowledge, and discusses problems of methodology. The contributors assess the strategies that have been used to improve schooling for girls and women and point the way to an agenda for research, policy, and programs. The study concludes with a challenge to researchers, policymakers, and development specialists to ensure that during the next century women in the developing world do not remain educationally disadvantaged.

Multi‐models of quality in education

Abstract: Suggests that there is a strong emphasis on the pursuit of education quality in ongoing educational reforms in both local and international contexts. Policies issued to implement educational changes for education quality often fail because of lack of comprehensive understanding of the complex nature of education quality in schools or higher education institutions. Introduces seven models of quality in education: the goals and specifications model; the resources input model; the process model; the satisfaction model; the legitimacy model; the absence of problems model; and the organizational learning model. Concludes that these models can form a comprehensive framework for understanding and conceptualizing quality in education from different perspectives and facilitating development of management strategies for achieving it. The framework can contribute to ongoing policy discussion, school practice, and research development on issues of quality in education institutions.

Entrepreneurship among Business Graduates: Does a Major in Entrepreneurship Make a Difference?.

Abstract: Entrepreneurship has become a widely taught subject in universities and business schools. However, only a very small number of studies have investigated the effect of entrepreneurship education. The present research compares the behaviour of business graduates with a major in entrepreneurship and graduates with other majors from a Norwegian business school. The results indicate that graduates with an entrepreneurship major are more likely to start new businesses and have stronger entrepreneurial intentions than other graduates.

Markets in education

Abstract: Throughout the industrial world education is being transformed from a public service into a tradeable commodity in the marketplace. In this new book, Marginson looks at the implications of this transformation for the whole education system: primary and secondary schooling; technical and further education; universities and academic research. New insights are offered into such issues as public funding and private institutions, the economics of education, and tertiary fees, while the discussion of 'positional goods' offers a new explanation of social competition, inequality and educational privilege.

The World Wide Web: A Technology to Enhance Teaching and Learning?

Abstract: ing and learning from the physical boundaries of classrooms and the time restraints of class schedules. Traditional lectures and demonstrations can become Web-based multimedia learning experiences for students. The learning resources of a college or university can be augmented by the learning resources of the world, via the Web. Moreover, the Web can help us refocus our institutions from teaching to learning, from teacher to student. Although there is, perhaps, some merit to these claims, they are expecting much from a tool developed only a few years ago at CERN, Geneva's European Laboratory for High Energy Particle Physics, to share research in the high energy physics community. In this article, I would like to come to terms with the hyperbole surrounding the Web by offering an analysis of its present contribution to teaching and learning in K-12 and higher education. The framework that I use for the anal-

‘Improving ratings’: audit in the British University system

Abstract: This paper gives an anthropological comment on what has been called the ‘audit explosion’, the proliferation of procedures for evaluating performance. In higher education the subject of audit (in this sense) is not so much the education of the students as the institutional provision for their education. British universities, as institutions, are increasingly subject to national scrutiny for teaching, research and administrative competence. In the wake of this scrutiny comes a new cultural apparatus of expectations and technologies. While the metaphor of financial auditing points to the important values of accountability, audit does more than monitor—it has a life of its own that jeopardizes the life it audits. The runaway character of assessment practices is analysed in terms of cultural practice. Higher education is intimately bound up with the origins of such practices, and is not just the latter day target of them. © 1997 by John Wiley & Sons, Ltd.

Organizational Socialization in Higher Education

Abstract: A fact is like a sack which won't stand up when it is empty. In order that it may stand up, one has to put into it the reason and sentiment which have caused it to exist. Luigi Pirandello Six Characters in Search of an Author Socialization is a concept that is much discussed but frequently misunderstood. On the one hand, the research literature is replete with taken-for-granted definitions of socialization; on the other, institutional administrators often eschew discussions of socialization as a waste of time in comparison to their attempts to solve the myriad problems currently faced by colleges and universities. In this article I advance an alternative view of socialization and highlight the importance of utilizing this view for restructuring college and university life. More specifically, I take issue with many of the common assumptions we share about organizational socialization. In so doing, I suggest that socialization is of fundamental importance with regard to many of the most pressing issues that confront academic administrators and faculty. The national conversations that have begun, for example, about the nature of faculty roles in academic and public life inevitably relate to socialization and culture. In particular, I focus on socialization processes that involve tenure track faculty in four-year colleges and universities. This article is anchored in a two-year study of promotion and tenure based on interviews of over three hundred individuals - junior faculty, department chairs, tenure review committee chairs, and senior academic administrators. To be sure, the specific tenure processes vary dramatically from institution to institution; nevertheless, these processes are similar enough across institutional types to enable us to propose a schema for how we might think about organizational socialization and how we might develop policies that contribute to the successful socialization of faculty into the academy. As a beginning point, we need to consider the nature of the organizational culture in which individuals are socialized. Obviously, a culture whose values and goals are outdated or inconsistent with the world of the twenty-first century is not necessarily a culture for which we want to socialize new recruits. Accordingly, I first critique previous concepts of socialization as they relate to culture and then offer data that delineate an alternative way we might think about how faculty become socialized. I compare and contrast what I call "modern" and "postmodern" versions of culture and socialization and conclude with suggestions for improving the socialization practices of colleges and universities. Studying Socialization Background "Organizational researchers," writes John Van Maanen, "have over-studied relatively harsh and intensive socialization and understudied socialization of the more benign and supportive sort" (1984, p. 238). Dramatic, celebratory rituals, such as Founder's Day, or graduation, or initiation rites of fraternities, afford us one window of understanding how individuals change from one social status to another or how they become incorporated or invested in an institution or discipline. In this regard the organizational literature is full of examples, from army cadets who arise at dawn and conduct drills and marches that demonstrate loyalty to the academy and their unit to various social groups, such as university marching bands and college honor societies, where the members perform hazing rituals on recruits that bond individuals to the group. Admittedly, such highly visible events surely play some role in organizational socialization, and our concentration on such examples has been helpful in rethinking actual events. Hazing, for example, is no longer officially condoned on college campuses, because whatever bonding might have taken place was outweighed by the physical and emotional trauma that often occurred to recruits. However, when we concentrate on such dramatic actions, we overlook the more implicit and processual activities that circumscribe how individuals become socialized to an organization. …