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المؤلفون: Antonowicz, Dominik, Kohoutek, Jan, Pinheiro, Rómulo, Hladchenko, Myroslava

المصدر: European Educational Research Journal; Sep2017, Vol. 16 Issue 5, p547-567, 21p

مصطلحات موضوعية: EDUCATION policy, POLICY sciences, EXCELLENCE, UNIVERSITIES & colleges

مصطلحات جغرافية: EUROPEAN Union countries

مستخلص: The aim of the article is to explore the impact of excellence as a powerful policy idea in the context of recent and contemporary developments in three selected Central and Eastern European countries, namely, the Czech Republic, Poland and Ukraine. More specifically, we explore how excellence as a ‘global script’ was translated by policy makers into local contexts with institutionalized practices. It shows that the translation of the idea of excellence involved the rise of a series of novel policy measures such as long-term strategic funding and the establishment of various pertinent schemes (e.g. flagship universities, centres of excellence). By doing so, the analysis – which is comparative by nature – focuses on exploring major differences and similarities in the conceptualization and implementation of the idea of excellence in the three local contexts of science. [ABSTRACT FROM AUTHOR]

: Copyright of European Educational Research Journal is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: O'SULLIVAN, SARA

المصدر: Irish Journal of Sociology; Apr2016, Vol. 24 Issue 1, p34-53, 20p

مصطلحات موضوعية: SOCIOLOGY education, EXCELLENCE, HIGHER education, GLOBAL Financial Crisis, 2008-2009, SOCIOLOGY, ECONOMICS

مصطلحات جغرافية: IRELAND

مستخلص: In 2004 Wright et al. issued a challenge to sociologists, to examine 'the effect of the structure of the academy on teaching and learning outcomes' (2004: 155). In this paper I take up this challenge, beginning with a short overview of the changing Irish higher education context, highlighting three macro level changes that currently impact on teaching sociology in Ireland. I argue that such a structural lens is essential to our understanding of the meso (institutional and disciplinary) levels of teaching sociology. I argue a nascent 'teaching and learning movement' in Irish sociology may be emerging. A number of factors that have facilitated this are identified. However even a quick glance at Irish higher education also reveals contradictions and conflicts which threaten this movement before it is even established, including worsening staff-student ratios, increased casualisation of teaching and the neo-liberal turn. The paper concludes with a call for more sociologically informed work both on teaching and learning in Irish higher education, and on teaching sociology. This would enable more informed involvement in critical debates around teaching excellence at the national and institutional levels. It would also make public pedagogies currently in use for teaching sociology in Ireland. [ABSTRACT FROM AUTHOR]

: Copyright of Irish Journal of Sociology is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Griffith, W. I., Neugarten, Dail A.

المصدر: Teaching Sociology; Oct84, Vol. 12 Issue 1, p71-81, 11p

مصطلحات موضوعية: EXCELLENCE, TEACHERS, HIGHER education, PERFORMANCE standards, MOTIVATION (Psychology), EDUCATION

مستخلص: This article explores two issues relevant to the success of "pay for performances' in institutions of higher education. One centers on our need to know more about faculty motivation and the role of money as an incentive. The second is the structural compatibility of universities with merit systems of pay. The general conclusion of the article is that, as presently structured, universities seem unlikely candidates for successful merit-based pay plans. [ABSTRACT FROM AUTHOR]

: Copyright of Teaching Sociology is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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تسجيل الدخول للوصول الكامل.