A review of the role of national policy and institutional mission in European distance teaching universities with respect to widening participation in higher education study through open educational resources

The open educational resources (OER) movement is relatively new with few higher education institutions (HEIs) publishing or using them, and even fewer using them to widen engagement or participation in HE study. Although distance teaching universities have been in the vanguard of widening opportunities for HE study, they vary in how far they are doing so. Some use this informal learning through studying OER as a bridge to formal learning; others see it as an end in itself, often as part of a wider set of lifelong learning activities. Initial experiences of some European distance teaching universities indicate that OER are fine for confident and experienced learners but most people will require other support mechanisms to achieve participation. More effort may be needed to design and present OER in ways that are suited to the learners to support their learning, including developing new ways to recognize achievements through open study.     

DEA方法在研究型大学建设绩效评价中的应用

在综述DEA方法的基础上,通过选取“985工程”重点建设的9所研究型大学指标数据进行分析,结果表明,这些研究型大学建设的投入产出已经基本达到了最优,也从另一个角度检验了我国研究型大学在基础建设阶段取得的建设成果.     

列宁的“四月转向”及其限度——从季诺维也夫对“不断革命论”批判说起

围绕列宁的"四月转向"及其限度问题,讨论季诺维也夫对托洛茨基"不断革命论"的批判。文章从是否存在列宁的"四月转向"(俄国革命是二阶段抑或一阶段)、"四月转向"中的农民问题、列宁"四月转向"的限度(托洛茨基在列宁身后对"不断革命论"的完成)三个方面加以论述,从而澄清了列宁在二月革命后的理论变化及其与"不断革命论"的关系。     

中国加入WTO对高校德育的影响及对策

中国加入WTO使我国高等教育面临新的情况 ,尤其给高校德育带来了前所未有的挑战。全面、科学地分析中国加入WTO对高校德育的影响 ,及时制定正确的对策 ,调整学校德育的目标、内容和方法 ,帮助学生在主体参与中建立牢固的、符合我国社会期望的价值观念体系。     

The impact of size and specialisation on universities’ department performance: A DEA analysis applied to Austrian universities

This paper explores the performance efficiency of natural and technical science departments at Austrian universities using Data Envelopment Analysis (DEA). We present DEA as an alternative tool for benchmarking and ranking the assignment of decision-making units (organisations and organisational units). The method applies a multiple input and output variables approach, which is a clear advantage to other approaches using simple performance ratios. To deliver reasonable results, suitable input and output variables have been determined in a previous step using correlation analyses and OLS regression. The results validate the methods applied, and reveal performance differences and scale effects. The use of multiple output variables enables the revealing of detailed improvement or reduction amounts of each input and output of the evaluated units and furthermore for identifying the specialisation of teaching, research, and industrial cooperation. We find significant evidence that the size of a department influences its overall and specialisation performance; both small and large departments perform above average, which proves that simple linear scale effects do not exist.     

京房易学卦纳干次序略论

卦纳干的理论是京房重要的易学思想,在八卦与十干的具体搭配上,京房赋予了八卦全新的阴阳二气上的意义。并充分考虑十干在阴阳五行学说上的代表意义,将卦象、月相、十干完美地结合在一起,从而构建了全新的易学体系。     

Impact of a pre-college outreach programme on the academic achievements of higher education students: a case study of Chile

ABSTRACT

This research evaluated the impact on students’ academic achievements of a pre-college outreach programme implemented by a Chilean higher education institution. This programme benefits students in their last year of secondary education so they can better adapt to post-secondary education. Specifically, we assessed whether freshmen enrolled in 2017 in the institution that implemented this initiative and who attended this programme during 2016 as secondary school students performed better than students at this same institution but who did not take part in this scheme. A quasi-experimental design was applied using the method propensity score matching. The results showed that students who participated in this outreach programme had better average grades and attendance levels than those who did not take part in this initiative. In addition, it was found that this programme does not have a significant impact on student retention rates.     

评文艺反映论与审美反映论——就《感应美学》答客难

哲学反映论、艺反映论、审美反映论是在不同时期产生的内涵不同的三个概念，不能混淆。艺反映论导致认识论艺学，造成许多局限性。审美感应论和审美反映论是为纠正其弊病而产生的两种不同的理论。审美反映论不能包容审美感应论，二的哲学基础不同，各有其自身的价值。但“审美反映论”运用的范围较小，一进入艺术和美学领域，不免步履艰难。     

Evaluating the effects of faculty development: theoretical framework and empirical implementation

ABSTRACT

This article implements a systemic framework to evaluate the long-term effects of a program characterized by a SoTL approach and a hybrid learning environment. The importance of the difference between the perception of long-term effects on individual professional development on the one hand and the development of collective practices on the other, is interpreted with reference to certain shortcomings of the faculty development program’s learning design and its non-alignment with institutional practices. Based on this in-depth research, concrete ways to take account of the complexity of faculty development programs are proposed, both for research into and development of such programs and their impact at individual and institutional levels.     

Evaluating the impact of an academic teacher development program: practical realities of an evidence-based study

This study aimed to assess the impact of an entire academic teacher development programme at a Midwestern masters comprehensive university in the United States over a period of five years by examining changes in teaching and student outcomes of nine randomly selected programme participants. Researchers analysed syllabi, course evaluations, grade distributions, programme activity reports, interviews and vita, and concluded that the centre’s impact was greatest on tenure-track faculty who struggled with their teaching. Far more useful to future improvement, however, were the insights gained from reflection on study methods, the researchers’ emotional responses to their findings, their struggle to make sense of the data and grappling with the definition of ‘impact’. In this paper, the researchers share useful lessons learned and illustrate the difficulties inherent in evaluating academic development programmes, with a view to qualifying recommendations currently prevailing in the literature.     

高校课程思政综合评价指标体系构建——基于CIPP评价模式的理论框架

本研究基于CIPP评价模式的理论框架,以教育部《高等学校课程思政建设指导纲要》等政策文本和质性访谈结果为依据,在初选课程思政教育活动评价指标的基础上,通过测量工具(量表)收集研究样本,在对样本数据进行项目分析、因子分析和信度检验后,形成了稳定的“背景评价、输入评价、过程评价和结果评价”四维结构,并分离出政治环境、课程资源、教学方案、教学效果等11个二级指标(公共因子),同时以因子分析过程中所产生的因子得分系数对各级指标进行权重赋值,从而完成指标体系的构建。本研究所构建的指标体系既关注了课程思政教育活动的过程性与覆盖面,也注意引导评价者坚持形成性评价与结果性评价相结合,具有一定的实用价值。     

“三个代表”思想是高校干部队伍建设的行动指南

湛江师范学院党委按照“三个代表”的要求,通过一系列富有成效的措施,努力提高干部队伍的理论和业务素质,形成了干部队伍建设的良好机制,为湛江师院的改革与发展提供了坚强的政治保障,思想保障和组织保障。     

多元智力理论应用于多媒体外语教学的探讨

文章主要介绍了美国哈佛大学心理学教授加德纳博士(Gardner)在对人类潜能研究的基础上提出的多元智力理论,该理论为我们更好地理解外语学习者的个体差异,认识外语教学,特别是为多媒体外语教学提供了一个崭新的视角。多媒体外语教学能更好地满足不同智力特点的学习者的发展需要。同时,文章还针对多媒体网络教学存在的一些问题提出了相应的解决措施。     

进化论对中国近现代历史哲学的巨大影响

十九世纪中期开始传入中国的进化论思想,直接导致中国思想界发生翻天覆地的变化。从严复“取便发挥”的译述到改良派的“变法维新”,从鲁迅对进化论的宣传到孙中山主张的“改革”、“猛进”,从“五四”初期新文化运动代表者们对中国前途的探索,到他们用社会主义代替资本主义的历史进化立场。进化论对中国近现代历史哲学产生了重大影响,成为从变易史观发展到历史唯物主义的重要环节。     

Middle-level Academic Management: A case study on the roles of the Heads of Department at a Vietnamese university

Although information technology is increasingly used to deliver distance and conventional courses, there have been few studies of the effect of technology‐enhanced education on the organization and purposes of academics’ instructional work. I explore this issue in undergraduate and masters level education through the vehicle of case analyses of technology‐rich classes taught in a public research university in the United States. What the cases illustrate is an emergent pattern of what I am calling ‘Mode III’ instructional production, in which the production of a course involves a matrix of non‐faculty support personnel, and may be oriented to commercial purposes reflective of an increasingly embedded academic capitalism in the new economy.     

“阶级论”：现代文学史编写的探寻与反思

＂阶级论＂对中国现代文学史的编写曾产生较大影响。王瑶《中国新文学史稿》是建国后以＂新民主主义论＂为指导思想较早编写出版的教材,是体现＂阶级论＂同时又保留个人思考的著作。丁易和刘绶松在王瑶的基础上将中国现代文学史的编写推向了唯＂阶级论＂是从境况。＂阶级论＂将阶级性从人性中剥离出来并取代人性,只关注政治革命作用的高低忽略了中国现代文学启蒙理性和人文价值的存在,其背后的支撑点是二元对立的思维模式。这种绝对并片面化的认知方式导致当前中国现代文学史的编写未能反映现代中国时期文学的创作实绩。     

西方大学教育功能的拓展:从单一到多元

20世纪以来,西方大学教育已不再仅仅体现某一种功能,而趋于多元功能。对于大学教育来说,其教学功能、科研功能、社会服务功能是彼此紧密关联的;这既是西方大学教育发展趋于成熟的一种表现,也是西方大学教育对当今多元社会的一种积极的回应。     

“回归生活”的现实意义——马克思的异化理论与存在主义的同质性

当代人生活在一个科学与技术统治的时代之中,在全球化的影响之下,走着知识论的路线。这是一条崇尚理性主义的路线,它要求理性超越感性去切中那完美的实在。它既给我们带来了很多益处,同样也让我们痛苦。马克思在《巴黎手稿》中就以睿智的目光发现了现实中的弊端,那便是异化。异化是资本本身的基础,同时资本又巩固着异化。异化表明着知识论路线给我们带来的悲哀。这种悲哀又表现为当代西方人的"无家可归的状态"。正是时代面临了这种困境,所以"坐而论道"的哲学家们挺身而出。他们深入时代深处,重新思考那隐藏在生活之中的"道",以图拯救芸芸众生。     

仅有产出的多目标DEA在高校排名中的应用

“中国大学评价”存在两个方面的不足：权重刚性、未能给出排名相对落后的高校的改进建议。针对此，文章运用仅有产出的多目标DEA模型提出测度高校产出水平的评价方法，并根据产出水平高低，对高校进行重新排名。该方法解决了权重刚性的问题，并在评价结果的基础之上，给出了对评价对象的改进建议。     

Foundation degree to honours degree: the transition experiences of students on an early years programme

This article focuses on an exploratory study, undertaken in 2009–2012, which explored student transitions from a foundation degree (level 5) into the third year of a BA honours degree (level 6). Direct entry students and staff from an early years programme at a post-1992 British university and second-year foundation degree students and staff from the corresponding foundation degree at nine dual-sector further education colleges took part and completed online questionnaires about their experiences (N = 156). A sample of students and staff (N = 20) was subsequently interviewed about themes that arose from the questionnaires. Three themes emerged: (1) the difference between studying at foundation degree and at honours degree level; (2) student emotions about progression and issues around personal identity (students spoke about ‘not being good enough’, ‘feeling guilty’ ‘not fitting in’ and ‘trying to balance it all’); and (3) ways in which the transition process could be improved upon, including building prior relationships between university staff and students and more information being made available. Our findings on the emotional nature of progression as well as the challenges that face personal identity offer significant contributions to the research literature. Furthermore, we suggest that improving the progression experiences of students is not only important in terms of retention and student experience but also in light of recent changes to student fee structures which may make foundation degrees more attractive to students. This could potentially increase the numbers of students progressing to university for the final year of their degree.