“战”、“抠”、“磨”、“黏”——关于社会科学类研究生学术成长的点滴心得

研究生的学术成长离不开一定的研究方法做指导。本文通过揭示社科类研究生在＂如何读书、如何搞研究、如何做学问＂等方面呈现出来的问题,对症下药总结出了＂战、抠、磨、黏＂四字诀窍,深刻领会这种形象化、具体化的研究方法,对研究生学术成长定会有所裨益。     

高职教育人才培养目标分析

高职教育人才培养目标的学术讨论一直在继续,多种观点并存。高职教育区别于其他学校教育的标志是技术,不是人才层次。通过分析国家职业技术标准相关规定和技术工人成长晋升途径,明确了高职教育人才培养目标,即掌握高等技术的应用性专门人才,而不是技术人才群体里的高级人才。     

Examining the Earnings Trajectories of Community College Students Using a Piecewise Growth Curve Modeling Approach

ABSTRACT

Policymakers have become increasingly concerned with measuring—and holding colleges accountable for—students’ labor market outcomes. In this article we introduce a piecewise growth curve approach to analyzing community college students’ labor market outcomes, and we discuss how this approach differs from two popular econometric approaches: Mincerian and individual fixed-effects models. Our results suggest that three assumptions underpinning econometric approaches—that across-student variation is constant across time, that the model specifies a counterfactual that is appropriate for all members of the sample, and that the impacts of a given award are fixed across time—may not be well founded. We then highlight how insights gained from the growth curve approach can be used to strengthen evolving econometric analyses of labor market returns.     

Global virtual teams in education: Do peer assessments motivate student effort?

During the last decade, global virtual teams have become increasingly common in academic and work settings. Considering the recent global pandemic, now they seem to be more the rule than an exception. Drawing on expectancy theory and using a latent growth model approach, this paper investigates the relationship between peer assessments and student individual effort to complete a given task. The analysis of these two variables as parallel processes indicates that the more abrupt the decrease in peer assessments, the steeper the positive rate of change in effort in the context of global virtual teams. This longitudinal study suggests that peer assessments are a useful and effective means to boost global virtual team members’ individual effort. The paper concludes with implications and recommendations for researchers, managers and educators who use global virtual teams in education and practice.     

Defying expectations: Vocabulary growth trajectories of high performing language minority students

We investigated general vocabulary and academic vocabulary growth trajectories of adolescent language minority students using an individual growth modeling approach. Our analytical sample included 3161 sixth- to eighth-grade students from an urban school district in California. The language minority students in our sample were classified as initially fluent English proficient (IFEP), redesignated fluent English proficient (RFEP), or limited English proficient (LEP) students. The analytical sample was not a nationally representative sample and included a great number of Asian students and students who receive gifted and talented education. Students were assessed at four time points on a standardized measure of general vocabulary and a researcher-developed academic vocabulary test. On both vocabulary measures, IFEP students slightly outperformed English-only (EO) students on average, and EO students scored higher than RFEP and LEP students at baseline. RFEP and LEP students showed slower rate of growth than their EO peers in general vocabulary. While both EO and language minority students showed summer setback with general vocabulary knowledge on average, the magnitude of summer setback was not as great for LEP students. In academic vocabulary, all subgroups of language minority students showed more rapid rate of growth than their EO peers. Only the REP students experienced a change in the learning trajectory during the summer months. We discuss the implications of these findings for all language groups.     

The ‘secrets’ of Chinese students’ academic success: academic resilience among students from highly competitive academic environments

Abstract

Given Chinese students often perform well academically despite the challenges of their competitive academic environments, it is important to explore what enables the academic resilience of these students. Moreover, because the extant resilience literature is biased towards Western accounts of resilience, it is crucial that non-Western perspectives be added to this literature. In this study, three factors from family and school settings were examined: namely, parental supervision, school involvement and recognition, and school expectation of behaviour. We did so among 693 11th grade Chinese students from two of the largest provinces participating in the competitive college entrance examination in China. Participants completed a questionnaire comprising a series of individual, family, and school variables that were complemented by academic achievement data drawn from school records. Results showed that Chinese parents’ supervision and school involvement and recognition are significantly and negatively associated with low school commitment and individual conflict attitude, which are important protective factors in reducing adolescents’ risk of problem behaviours and promoting academic resilience. This study highlights the importance of taking a multidimensional approach to building academic resilience among those from highly competitive settings in China.     

关于彰显学术权力的若干问题

学术权力与行政权力的关系是近年来人们在讨论大学管理时涉及较多的一个话题。由于我国大学的学术权力是在严密的行政权力体系下开始生长的,且如何在大学管理中发挥学术权力的作用、如何协调学术权力与行政权力的关系还正在摸索过程中,因此有必要就大学学术权力的内涵、作用内容与范围、学术权力的构成形式以及彰显学术权力的制度保障等问题作进一步深入的分析研究。     

实践精神：学术型人才成长所需品质——基于对厦门大学百名教授、副教授的实证调查

通过对厦门大学百名教授、副教授的问卷调查,探讨实践精神对个体成长为学术型人才的重要性,以期从理论上完善学术型人才的培养策略,并在实践中利于广大有志于投身学术工作的研究生明晰自我发展定位,同时对高校研究生培养机构提出建设性意见。     

Exploring interdisciplinary academic development: the Change Laboratory as an approach to team-based practice

Higher education institutions are under increasing pressure to offer interdisciplinary education programmes; however, their implementation is not uncomplicated. Particularly where parts of a programme are delivered by different departments, academic development activities to change practices and develop a coherent interdisciplinary programme are problematical. This paper describes a team-based academic development activity aimed at improving student experiences of an interdisciplinary programme by seeking to resolve pedagogical, organisational and structural tensions. The activity is in the form of a Change Laboratory, a formative intervention method that builds on the theoretical framework of Cultural–Historical Activity Theory. Using this approach, participants were able to analyse and discuss the programme in a neutral interdisciplinary forum not available in academic development initiatives at the micro level of the individual teacher.     

High self-control predicts more positive emotions, better engagement, and higher achievement in school

The control-value theory of academic emotions has emerged as a useful framework for studying the antecedents and consequences of different emotions in school. This framework focuses on the role of control-related and value-related appraisals as proximal antecedents of emotions. In this study, we take an individual differences approach to examine academic emotions and investigate how trait self-control is related to students’ experience of academic emotions. We posited a model wherein trait self-control predicted academic emotions which in turn predicted engagement and perceived academic achievement. Filipino university students answered relevant questionnaires. Results indicated that self-control positively predicted positive academic emotions (enjoyment, hope, and pride) and negatively predicted negative emotions (anger, anxiety, shame, hopelessness, and boredom). Academic emotions, in turn, had a significant impact on engagement, disaffection, and perceived achievement. Implications for exploring synergies between research on trait self-control and the control-value theory of academic emotions are discussed.     

UNDERSTANDING WHY SCHOLARS CHOOSE TO WORK IN ALTERNATIVE INQUIRY PARADIGMS

With the rise of alternative inquiry paradigmsacross academic fields, faculty within the same academicdepartments choose to ground themselves within different intellectual traditions and distinctacademic cultures, not simply those parallel to thepositivist tradition. One illustration of the emergingparadigmatic pluralism across academe is the actual paradigm choice by individual scholars.Appreciating these paradigm choices is critical if weare to interpret the faculty work and faculty culturethat shape institutional culture and influence resource allocation at universities and colleges. Usingqualitative methods, I focus upon a single discipline inmy exploratory study, law, but extend these concepts andissues in analyzing and interpreting my findings to how they might apply to faculty working inother academic fields.     

世界一流大学建设:标准、选择与评估

通过对《统筹推进世界一流大学和一流学科建设总体方案》进行分析,体现出了世界一流大学建设应该坚持中国特色、学术领先、声誉顶尖三个方面的标准。在世界一流大学建设的策略中,择优选择方式仍然是主要的建设举措。在考核世界一流大学的建设成效的过程中,要继续加强专业评估,同时还要重视顾客评估。     

Approaches to studying and perceptions of academic quality in a short web-based course

Both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI) were administered to students who were taking an introductory web‐based course in computing. The constituent structure of both questionnaires was preserved in this distinctive context, and the students’ scores on the individual scales of the CEQ and the RASI shared over 80% of their variance. Students’ perceptions of academic quality were positively associated with their adoption of desirable approaches to studying and negatively associated with their adoption of undesirable approaches. Students’ academic attainment was positively associated with their perceptions of academic quality and their adoption of a strategic approach to studying and negatively associated with their adoption of a surface approach to studying.     

The global education practicum: perspectives from accompanying academics

The benefits of international education experiences for students are well documented. The effect on the individual of international experiences has been researched and theorised by authors for at least the last 20 years. In this paper the experiences of three academics who accompanied pre-service teachers on a 3 week international practicum are examined through the prism of intercultural confidence and competence. Accompanying academic Juliet reflects on dealing with the added difficulties the pre-service teachers encountered as a result of their inexperience in classroom settings. Accompanying academic Paula reflects on the challenges of “teaching-out-of-field.” Accompanying academic Sue reflects on the social and transitional challenges experienced when supporting pre-service teachers who collectively had issues related to health, safety, and interpersonal relationships. These lived experiences provide a richer understanding of the role of international partnerships in contributing to academic growth and increasing intercultural competency in tandem with their students.     

Final undergraduate project in engineering: Towards more efficient and effective tutorials

The paper presents strategies for improving the quality of student learning in the context of the final undergraduate project in mechanical engineering. Special attention is paid to particular situations where the lecturer is faced with the problem of supervising a number of individual projects at a time. An action research project has been conducted for a period of one academic year, and the outcomes of change in practice have been assessed on a batch of seven student projects. The results obtained show that a deep approach to learning can be fostered in students by a careful selection of project topics, together with a good balance of group and individual tutorials which can stimulate significant peer interaction. One additional positive aspect of the implemented approach is the more efficient way of managing the time of academic staff without interfering with effective learning.     

Speed kills,speed thrills: constraining and enabling accelerations in academic work-life

Intensification, speed of change and faster pace of life have recently emerged as significant issues in studies analysing the current academic climate. This article takes up the ‘social acceleration thesis’ as a conceptual resource for capturing the relationship between the individual experience of time and the changing structure and operations of contemporary academia. Using qualitative data from the UK, it analyses the texture and implications of the accelerating pace of academic work-life. It argues that such pace is both resented, as well as strategically managed by academics. In this way, the analysis opens up more agentic approach to the overall dynamisation in academic work-life and argues that it is possible to conceive acceleration as practical and even thrilling. Against the background of such an approach, the article concludes by stating that acceleration in academic work-life is an ambivalent experience and by questioning recent propositions under the label of slow academia.     

小规模、大规模:哪个更优?——美国学校规模与中小学学业成绩关系的实证研究综述

学校规模与中小学学业成绩的关系是美国学者关于学校规模影响研究的主要视角之一,现已取得丰硕的研究成果。通过对这些成果的梳理和分析,研究者发现学校规模与中小学学业成绩的关系较复杂,社会经济地位、年级水平以及学者对学校规模的不同界定是影响这一关系的重要变量。从现有的文献资料来看,美国学者的研究方法具有教育生产函数的取向,研究结果具有较大的差异性,然而,正是这些差异性的研究结果推动了美国学校改革的进程。     

Empirical model and analysis of mastery and performance‐approach goals: a developmental approach

This study used latent growth modelling (LGM) to explore the developmental course and longitudinal relationships between achievement goals (mastery and performance‐approach) and academic performance over a three‐year period (four time‐points of data collection). Three hundred and fifty‐two university students (152 women, 200 men) who first enrolled in 2006 took part in this study. Likert‐scale inventories were used to elicit relevant data from students. Academic performance was collated from students' course and final exam marks in two different undergraduate courses. LISREL 8.72 and SPSS 17 were used to test and evaluate the conceptual model proposed. Causal modelling analyses indicated the temporally displaced effects of mastery and performance‐approach goals on academic performance. The results indicated that individuals' mastery goals increased over time, whereas there was no increase in growth change with performance‐approach goals. Causal modelling also indicated: (1) performance‐approach goals → academic performance → mastery goals relationship and (2) mastery goals → academic performance → mastery goals relationship. Finally, the use of LGM provided a clearer perspective concerning the developmental trajectories of mastery goals over time.     

Dynamic assessment,tutor mediation and academic writing development

Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach that has been developed within Vygotskian sociocultural theory of learning (Vygotsky, 1978). DA is an assessment approach that blends instruction and assessment. The data, which came from a pilot study of a larger research project, consisted of text-based interaction between a tutor–researcher and two business studies students across various drafts of two assignments in line with the DA approach. This interaction was mediated by computers mainly through emails. The analyses of such interaction suggest that DA can help to identify and respond to the areas that students need the most support in (in this study, managing information flow). Finally, we argue that a learning theory-driven approach such as DA can contribute to undergraduate students’ academic writing development by responding to their individual needs.