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Shared governance in the public university 公立大学的共享治理
IF 2.2 Q1 Social Sciences Pub Date : 2023-06-01 DOI: 10.3167/latiss.2023.160205
J. L. Santos, Matthew F. Filner
Public universities in the United States confront drastic changes as labour relations continue to evolve towards neoliberal managerial practices. Increasingly, faculty feel excluded from decision-making processes influencing their lives. This article provides a case study of Public Midwestern University (PMU, a pseudonym), where a faculty union went from protest to participation with administration to formulate a new model for shared governance. While PMU produced such a model, interviews with participants depict a larger economic context that cultivates mistrust and a great sense of uncertainty. The article discusses conflicting attitudes around unionisation, managerial practices and the future of higher education.
随着劳资关系继续向新自由主义管理实践发展,美国公立大学面临着巨大的变化。越来越多的教师感到被排除在影响他们生活的决策过程之外。本文提供了一个关于公立中西部大学(Public midwest University, PMU,化名)的案例研究,在那里,一个教师工会从抗议到参与管理,制定了一个共享治理的新模式。虽然PMU制作了这样一个模型,但对参与者的采访描绘了一个更大的经济背景,这种背景助长了不信任和极大的不确定性。本文讨论了围绕工会化、管理实践和高等教育未来的矛盾态度。
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引用次数: 0
Less talk, more action 少说空话,多行动
IF 2.2 Q1 Social Sciences Pub Date : 2023-06-01 DOI: 10.3167/latiss.2023.160206
A. Simpson, L. Salter, Rituparna Roy, Luke D. Oldfield, Apriel D. Jolliffe Simpson
Despite the growing size of the academic precariat in the tertiary sector, this exploited group of workers lacks a voice in either their universities or their national union. In this article we draw on our experiences of transitioning from a small activist group to a broader research collective with influence and voice, while forging networks of solidarity. Through reflecting on developing the Precarious Academic Work Survey (PAWS), we explore how action research is a viable way of structurally and politically (re)organising academic work. We argue that partnering with changemakers such as unions as co-researchers disrupts their embedded processes so that they may be (re)politicised towards pressing issues such as precarity. Further, we highlight how research can be used as a call to action and a tool to recruit powerful allies to collaborate on transforming universities into educational utopias.
尽管第三产业的学术不稳定阶层的规模越来越大,但这群被剥削的工人在他们的大学或国家工会中都缺乏发言权。在这篇文章中,我们借鉴了我们的经验,从一个小的活动家团体过渡到一个更广泛的研究集体,具有影响力和发言权,同时建立团结的网络。通过对发展不稳定学术工作调查(PAWS)的反思,我们探讨了行动研究如何成为一种结构上和政治上(重新)组织学术工作的可行方式。我们认为,与工会等变革者合作,作为共同研究人员,破坏了他们的内在流程,使他们可能(重新)政治化,以解决诸如不稳定等紧迫问题。此外,我们强调如何利用研究作为行动呼吁和招募强大盟友的工具,合作将大学转变为教育乌托邦。
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引用次数: 0
Humanisation of higher education 高等教育的人性化
IF 2.2 Q1 Social Sciences Pub Date : 2023-06-01 DOI: 10.3167/latiss.2023.160204
Patric Wallin
Transaction, competition and opposition have become imperative in higher education. In this article, I will explore where to go from here building on critical pedagogy and ideas from students-as-partners and undergraduate research. Using the course ‘Environments for learning in higher education’ as an empirical starting point and approaching students’ work through qualitative document analysis, I will explore: (1) what students focus on when given the opportunity to design their own research questions around learning environments; and (2) how they re-imagine and frame future learning environments in the higher education. With this as a backdrop, I will discuss how a critical dialogic teaching praxis can help to think about the university as a place for collaboration between students and academics with the common purpose to co-create knowledge and meaning.
交易、竞争和对立已成为高等教育的必然趋势。在这篇文章中,我将根据批判性教学法以及学生作为合作伙伴和本科生研究的观点,探讨从这里开始的方向。以“高等教育中的学习环境”课程为经验起点,通过定性文献分析接近学生的工作,我将探讨:(1)当学生有机会围绕学习环境设计他们自己的研究问题时,他们关注的是什么;(2)他们如何重新构想和构建未来高等教育的学习环境。在此背景下,我将讨论关键的对话教学实践如何有助于将大学视为学生和学者之间合作的场所,以共同创造知识和意义。
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引用次数: 0
The university without walls 没有围墙的大学
IF 2.2 Q1 Social Sciences Pub Date : 2023-06-01 DOI: 10.3167/latiss.2023.160202
Martin Parker
My concern in this article is how the university might become more distributed, less concentrated in particular places and times, and more permeable to different sorts of interests. In order to do this, I have written a partly autobiographical reflection on an attempt to practice the work of the university differently. It is the early story of a sort of ‘research institute’ which is attempting to take the problems of its city region seriously and find ways to connect the resources of a large elite university to many other organisations in its locality. In theoretical terms, the article uses the idea of ‘social infrastructure’ as a way of thinking about how an institution operates beyond its imagined temporal and spatial boundaries and co-produces with people who have different identities and capacities.
我在这篇文章中关注的是大学如何变得更加分散,而不是集中在特定的地点和时间,并对不同种类的利益更具渗透性。为了做到这一点,我写了一篇半自传体的反思,试图以不同的方式实践大学的工作。这是一个早期的“研究机构”的故事,它试图认真对待城市地区的问题,并找到将一所大型精英大学的资源与当地许多其他组织联系起来的方法。从理论上讲,本文使用“社会基础设施”的概念来思考一个机构如何超越其想象的时间和空间界限,并与具有不同身份和能力的人共同生产。
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引用次数: 0
Studying and Learning Psychology During the COVID-19 Pandemic: A Mixed-Methods Approach on Students' Perspectives of Psychological Well-being and Adjustment to Studying Online. 在 COVID-19 大流行期间学习心理学:采用混合方法研究学生对心理健康的看法以及对在线学习的适应。
IF 2.2 Q1 Social Sciences Pub Date : 2023-04-27 eCollection Date: 2023-07-01 DOI: 10.1177/14757257231169938
Elida Cena, Paul Toner, Aideen McParland, Stephanie Burns, Katrin Dudgeon

Background: The challenges presented by coronavirus disease 2019 (COVID-19) in higher education pressured learners and instructors to incorporate online emergent learning which presented several well-being and academic challenges to students. Objective: The purpose of this study is to examine the impact of studying online to students' well-being. Methods: A mixed methods approach was followed for this study. Eighty students completed an online survey that measured their stress level of studying online, and 13 semistructured interviews were conducted at Queen's University Belfast. Results: Findings suggest that online learning under such circumstances increased students' level of stress due to a number of perceived factors. Our findings also reveal the journey of student adjustment to online learning, reflecting the flexibility of blended learning as a long-term pedagogical strategy in universities, necessary for University's survival. Conclusion: As demonstrated in this study, after the initial difficulties of moving to online learning which had negative impacts on students learning and well-being, students subsequently adjusted to the online learning environment documenting students' adaptability to a new learning environment and highlighting student resilience.

背景:2019 年冠状病毒病(COVID-19)在高等教育中带来的挑战迫使学习者和教师采用在线应急学习,这给学生的福祉和学业带来了一些挑战。研究目的本研究旨在探讨在线学习对学生幸福感的影响。研究方法本研究采用了混合方法。80 名学生完成了一项在线调查,该调查测量了他们在线学习的压力水平,并在贝尔法斯特女王大学进行了 13 次半结构式访谈。研究结果研究结果表明,在这种情况下进行在线学习会增加学生的压力,这是由许多可感知的因素造成的。我们的研究结果还揭示了学生适应在线学习的历程,反映了混合式学习作为大学长期教学策略的灵活性,是大学生存的必要条件。结论如本研究所示,在经历了转向在线学习的初期困难(这对学生的学习和身心健康产生了负面影响)之后,学生们逐渐适应了在线学习环境,这证明了学生对新学习环境的适应能力,并突出了学生的复原力。
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引用次数: 0
The Effect of Review Questions and Response Cards on Increases in Active, Accurate Responses by Spanish University Students 复习问题和答题卡对西班牙大学生提高主动、准确回答能力的影响
IF 2.2 Q1 Social Sciences Pub Date : 2023-04-25 DOI: 10.1177/14757257231170621
Rosario Ruiz-Olivares, Marién Mesa
The aims of this study were to compare the use of Review Questions (RQs) and RQs + Response Cards (RCs) in a Spanish university context; to observe which procedure most increases Active Student Responses (ASRs), to verify whether the use of these procedures improves the accuracy of students’ exam answers and, to observe whether unscheduled ASR increases under experimental conditions. 67 Spanish university students from a Spanish public university participated in the study. An A–B design of alternating treatments was used to compare the use of RQ and RQ + RC. The results showed that the condition RQ y RQ + RC increased the frequency of ASRs and RQ + RC improved the accuracy of students’ answers in online exams. There was also an upward trend in unscheduled ASRs during both conditions. The conclusion was that more research is needed to improve the daily teaching practice of university teachers by developing strategies to facilitate formative assessment, to improve ASR and, by extension, to improve the effectiveness of students’ final exam answers.
本研究的目的是比较西班牙大学背景下复习问题(RQs)和RQs +答题卡(rc)的使用;观察哪种程序最能增加学生主动反应(ASR),验证这些程序的使用是否提高了学生考试答案的准确性,以及观察实验条件下计划外的ASR是否增加。来自西班牙一所公立大学的67名西班牙大学生参与了这项研究。采用A-B交替处理设计比较RQ和RQ + RC的使用。结果表明,RQ + RC条件增加了asr的频率,RQ + RC提高了学生在线考试答案的准确性。在两种情况下,计划外asr也有上升趋势。结论是,需要更多的研究来改善大学教师的日常教学实践,通过制定策略来促进形成性评估,提高ASR,进而提高学生期末考试答案的有效性。
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引用次数: 0
Combining a Direct and Indirect Training Approach for Cross-Domain Competences: The Case of the Course “Pedagogy for Psychotherapists” 跨领域能力的直接和间接培训相结合——以“心理治疗师教育学”课程为例
IF 2.2 Q1 Social Sciences Pub Date : 2023-03-22 DOI: 10.1177/14757257231163482
Nina Udvardi-Lakos, Marlene Weirich, Kim Lützenburger, Julia Asbrand, A. Renkl
In psychology programs, students should acquire both domain-specific knowledge and cross-domain competences important for later practice (e.g., multiple document literacy). Typically, such competences are trained directly in courses explicitly devoted to them or indirectly in courses on psychological topics that require them without systematically teaching and training them (e.g., when reading multiple texts about a topic). To exploit the advantages of both direct and indirect training approaches, we combined them in a new psychology course in which students were taught domain-specific knowledge on pedagogy and psychotherapy, and they were trained in the competence facets of (a) epistemic beliefs, (b) multiple document literacy, and (c) argumentative thinking. The direct training took a tried-and-tested example-based learning approach. A central element of the indirect training consisted of course assessments requiring the application of these three competences to the contents about pedagogy and psychotherapy. The combined training approach led to significant increases in declarative knowledge, advanced epistemic beliefs, and greater self-efficacy in implementing strategies relating to multiple document literacy and argumentative thinking. This approach can be adapted to accommodate different psychological content areas or different cross-domain competences.
在心理学课程中,学生应该获得特定领域的知识和跨领域的能力,这对以后的实践很重要(例如,多种文件的读写能力)。通常,这些能力是直接在明确地专门针对他们的课程中训练的,或者是间接地在没有系统地教授和训练他们的心理学主题课程中训练的(例如,在阅读关于一个主题的多篇文章时)。为了利用直接和间接培训方法的优势,我们将它们结合在一个新的心理学课程中,在这个课程中,学生们被教授关于教育学和心理治疗的特定领域知识,他们在(a)认知信念,(b)多种文件素养和(c)辩论思维的能力方面进行了培训。直接训练采用了久经考验的基于实例的学习方法。间接培训的核心内容包括课程评估,要求将这三种能力应用于教育学和心理治疗的内容。综合训练方法显著提高了陈述性知识、高级认知信念,以及在实施与多种文件素养和辩论思维相关的策略方面提高了自我效能。这种方法可以适应不同的心理内容领域或不同的跨领域能力。
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引用次数: 0
Belonging in distance learning 远程学习中的归属感
IF 2.2 Q1 Social Sciences Pub Date : 2023-03-01 DOI: 10.3167/latiss.2023.160104
G. I. Bok
The purpose of this article is to describe adult learners’ sense of belonging when studying remotely in Malaysia. The methodology of the research involved carrying out in-depth interviews with twelve adult learners studying in a distance education institution to uncover their sense of belonging. The collected data was then analysed with Nvivo Version Twelve. The results showed that the annual campus meeting, the e-Learning platform and peer support all contributed significantly to the learners’ feeling of belonging in their distance-learning programmes. Nevertheless, these findings do not imply absolute belongingness, because their sense of belonging was observed alongside their sense of isolation amongst their peers in distance-education programmes.
本文的目的是描述成人学习者在马来西亚远程学习时的归属感。研究方法包括对12名在远程教育机构学习的成人学习者进行深度访谈,以揭示他们的归属感。然后用Nvivo Version 12分析收集的数据。结果表明,年度校园会议、电子学习平台和同伴支持都对学习者在远程学习项目中的归属感有显著贡献。然而,这些发现并不意味着绝对的归属感,因为他们的归属感与他们在远程教育方案中与同龄人的孤立感同时存在。
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引用次数: 0
Dismantling the father's house? 拆掉父亲的房子?
IF 2.2 Q1 Social Sciences Pub Date : 2023-03-01 DOI: 10.3167/latiss.2023.160102
B. Grant
The traditional master–apprentice architecture of doctoral supervision is undoubtedly undergoing change. In the anglophone world, the father's house of supervision with its almost exclusively male occupants was first established in the late nineteenth and early twentieth centuries. It persisted, largely undisputed, until the final decades of the twentieth century, when doctoral numbers bloomed throughout the West and more and more women (and others) took occupancy of the house as students and supervisors (advisors). In this article, I sketch the gendered origins of doctoral supervision in the West and then review the extant (anglophone) literature on women doctoral supervisors. In examining that small body of work, I ask two questions: What are women doing to supervision? And is the woman supervisor really ‘just a man’? My conclusions underscore the complexity of ongoing efforts to dismantle the father's house of supervision.
传统的师徒制博士生指导模式无疑正在发生变化。在说英语的国家,父亲的监管之家几乎完全由男性占据,最早是在19世纪末和20世纪初建立起来的。直到20世纪最后几十年,当博士数量在整个西方激增,越来越多的女性(和其他人)作为学生和导师(顾问)住进这个房子时,这种情况基本上没有争议。在这篇文章中,我概述了西方博士生导师的性别起源,然后回顾了现有的(英语国家的)关于女性博士生导师的文献。在研究这一小部分工作时,我提出了两个问题:女性在监督方面做了什么?女主管真的“只是一个男人”吗?我的结论强调了正在进行的拆除父亲监管之家的努力的复杂性。
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引用次数: 0
Self-Regulated Learning, Learner Characteristics and Relations to Webtool Usage in Higher Education 自主学习、学习者特征及其与高等教育Webtool使用的关系
IF 2.2 Q1 Social Sciences Pub Date : 2023-03-01 DOI: 10.1177/14757257221122267
Maximilian Pfost, Peter Kuntner, Simone A. Goppert, Vanessa Hübner
Studying at university places high demands on the control and regulation of one's own learning behavior. In order to support students’ learning, we developed and used a webtool containing elements such as regular performance testing as well as feedback on test performance and self-evaluations. In this report, we first introduce core elements of the applied webtool. Then, we present findings on student's use of this tool. Results show substantial variability in willingness and frequency of tool usage between students. Students with better final school exam grades and students who intended to engage regularly in course postprocessing were more willing to use such a tool. The findings are discussed against the background of regulation requirements in open learning environments and implications on better implementation are derived.
在大学学习对控制和规范自己的学习行为提出了很高的要求。为了支持学生的学习,我们开发并使用了一个包含常规性能测试、测试性能反馈和自我评估等元素的网络工具。在本报告中,我们首先介绍应用webtool的核心元素。然后,我们提出了学生使用该工具的调查结果。结果显示学生之间在使用工具的意愿和频率上有很大的差异。期末考试成绩较好的学生和打算定期参与课程后处理的学生更愿意使用这种工具。研究结果在开放学习环境中的监管要求的背景下进行了讨论,并推导了对更好实施的影响。
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引用次数: 1
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Psychology Learning and Teaching-PLAT
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