From Transition to Innovation: Policy Issues in a Knowledge-based Economy

This paper contains a general vision of the main issues on innovation policies in East European new member countries and candidate countries. It is based both on the data taken from the main European benchmarking studies on innovation perspectives, and on the direct experience of advisors who worked in East European pilot countries (Slovenia). This paper focuses on the problems arising from the encounter of European innovation policies and local culture and governance structures in these countries. This situation shows that the innovation phase, following transition, generally calls for a further tuning of EU innovation policies in these countries. In order to develop effective market spin-offs from innovation policies, greater attention should be given to triggering bottom-up policies at regional level by reducing decision-making centralism; lowering the risk of imitative and trend-oriented policies; supporting the birth of new enterprises besides backing the existing ones; developing mostly software rather than hardware policy components. All of this should fit in a general framework recognising the central role of individuals – and thus of culture, starting from entrepreneurial culture – within a knowledge-based innovation process. The recent Slovenian action plan for innovation is included as an example of a strategic plan able to spotlight these main issues.     

对发展高等职业教育的几点思考

近年来,我国高等职业技术教育发展很快,办学规模迅速扩大,办学水平也在不断提高,是我国高等教育大众化的主力军。其中有一批高职院校已经形成了自身的办学特色．在社会上建立了很高的认同度,但高等职业技术教育毕竟起步相对较晚,发展过程中还存在着一系列亟待解决的问题。职业教育工作者需认真思考这些问题,勇于创新并寻找有效对策。     

苏州区域高等教育与产业集聚适配性研究

通过对苏州产业集聚现状和发展趋势的考察,预测苏州"十二五"发展期间产业集聚人才需求的规律和特点,分析了高等教育与产业集聚适配性存在的问题,并提出了高等教育改革的具体建议。     

对高职教育现状及发展的思考

针对中国高职教育的现状以及所面临的问题展开讨论,浅述了问题产生的原因,并对高职教育的未来发展趋势进行了探讨,在发展方向及发展侧重点上提出了一些见解。     

解决当前我国高职教育发展中存在问题的举措

分析了当前我国高等职业教育发展中存在的问题,提出了解决问题的举措:加强政府投入及宏观调控;明确办学定位、突出高职特色;大力推进素质教育;走产学研合作道路;加强高职双师型教师队伍建设。     

湖南教育投入对区域经济发展动态影响的研究

选取资本、劳动力、教育经费投入变量,建立湖南区域经济发展的非线性生产函数模型,运用1978—2011年的数据资料进行实证分析,得到结论：时间因素对经济发展影响是显著的,同时高等教育经费投入、资本和劳动力对区域经济发展有促进作用,教育投入每增长1％,将会促进GDP增长0．206％,但其作用不是很明显,需要采取措施促进湖南教育经费投入与区域经济的协调发展。     

Dangerous Work: The Gendered Nature of Bullying in the Context of Higher Education

This article discusses results from a research project which set out to investigate gender differences in the nature and experience of bullying within the higher education sector. Gender differences emerged in the form and perception of bullying as well as in target responses. Results also indicate that, irrespective of gender, bullies can capture and subvert organizational structures and procedures (such as official hierarchies, mentoring systems and probationary reviews) to further their abuse of the target and to conceal their aggressive intent. These outcomes are discussed in relation to gendered assumptions behind management practices and in relation to the masculinist ethic that underpins many higher education management initiatives. Overall, results indicate that bullying cannot be divorced from gender and that such behaviour needs to be seen in a gendered context.     

论高职创业教育课程体系的构建

创业教育是高职院校人才培养的重要内容,它以培养学生创业意识、创业心理品质和创业能力为目的。通过构建包括创业学科课程、创业活动课程和创业实践等课程在内的创业教育课程体系,从创业的基础知识、创业意识、创业知识结构、创业心理品质、创业能力等方面对学生进行系统的教育和培养。     

On the Definition for Personnel Training Aim of Higher Vocational Education

高等职业教育经过三十年的发展。规模越来越大,特色越来越鲜明,但是人才培养目标的定义却越来越不统一。文章从高等职业教育与社会人才的对应关系和与高等教育属种关系等方面进行审视,通过对人才培养目标的语义分析．把高等职业教育人才培养目标的定义表述为“技能型高级专门人才”。     

The Impact of Cultural Orientation and Higher Education on Young Israeli Jewish and Arab Adults’ Notion of the Adaptive Adult

This quantitative study compares young adults’ notions of the adaptive adult prior to becoming parents in Israel together with the moderating effect of academic education and culture on these notions. Participants were drawn from Israel's two largest ethnic groups: Jews and Muslims. The research findings indicate that each group's ideal image of the adaptive adult is constructed prior to parenthood. The findings may also indicate acculturation process among Muslim Arabs in Israel who are exposed to individualistic values (Israeli Jewish society). This process may modify personal values and preference regarding the ideal adaptive adult in order to integrate themselves and their future offspring into that society. This trend was found to be more common among highly educated members of the collectivist society.     

Schools of Social Work Contribution to Community Partnerships: The Renewal of the Social Compact in Higher Education

ABSTRACT

Embracing the concept that the social compact between university and community can provide a cornerstone for true social change. This article details how partnering with outside organizations in collaborative relationships can help fulfill higher education's obligation to educate for the good of a democratic and learned populace. Often the social conscience of a university, schools of social work can serve as leaders in the development or facilitation of university and community partnerships to address or intervene in areas of social need. One research institution of higher education provides successful examples.     

高职文秘专业语文教学中培养学生创新思维能力的途径

为适应社会对创新人才的需要,作为高职文秘专业基础课程之一的语文教学必须注重培养学生的创新思维能力。文章结合作者的教学体会,探索在语文教学中通过教学内容的选择、文本解读、教学手段等途径,培养学生的创新思维能力。     

Generic distinctiveness and the entrepreneurial self: a case study of English Higher Education

Young people are increasingly called upon to invest in educational qualifications, experience opportunities and other character forming activities in order to stand out from the crowd. This fetishising of generic distinctiveness is promoted throughout education in England, and particularly Higher Education. This paper considers the policy and theoretical implications of the quest to enfranchise distinctiveness in English HE. From a policy perspective the universal promotion of distinction reflects how recent neoliberal reforms in HE have been moderated by a commitment to a liberal ethos of equality of opportunity. Theoretically the mantra of standing out from the crowd is emblematic of the entrepreneurial self as a tool of governmentality. The expectation of compulsory distinction encapsulates the duality of individualisation and regulation that is central to the project of governmentality. This duality is also implicit in the activity of enterprise and how it is calibrated by competition. Being entrepreneurial stimulates innovation but the uncertainty of competition may simultaneously stimulate isomorphic behaviours. The paper concludes by reviewing what the promotion of generic distinctiveness infers for young people and how the promotion of distinction is also bound up with the mantra of confidence.     

从“蚁族”视角分析高等教育对社会流动的影响

作为受过高等教育的低收入群体,“蚁族”的出现反映了我国高等教育制度近10年来的变迁。课题组于2010年通过实地调查北京、上海、广州、武汉、西安、重庆、南京7个城市的“蚁族”群体生存现状,对“蚁族”的教育背景和就业状况进行了研究。结果显示：“蚁族”的学历层次在自然升高,专业选择呈现出迎合市场和社会的功利主义倾向,且存在着家庭社会经济地位越高受教育层次越高的趋势。这些变化表明,当前的高等教育作为底层青年改变命运的通道正在变宰,在某种程度上更像是一个加剧社会阶层分化的助推器。     

高职班级“企业化”管理模式下的职业道德教育探索

随着高职教育改革的不断深入,通过工学结合,校企合作促进学生职业素质和能力的培养,已成为高职院校的共识。文章从产学结合、轮岗实训到顶岗实习的角度提出并探讨了高职学院班级企业化管理模式下的职业道德教育的创新,着眼于学生的职业素质培养和对工作岗位的适应能力,培养学生可持续发展能力,创新了高职人才培养模式。     

The University: An Agent of Social Change?

Can universities be agents of progressive social change? How would we know if a university was acting as an agent of social change? Drawing on four case studies, I raise a number of questions to problematize our understanding of the university as an agent of social change. I outline a number of contributing factors that appear to explain successful cases. I conclude by arguing the relevancy of these cases for larger, and more traditional, sociological projects.     

北部湾经济区高职教育人才培养的探索与分析

根据北部湾经济区发展对技能型人才的需求情况,分析了我国高职高专教育现状,探索了目前北部湾高等职业教育在高技能人才培养方面存在的问题,并结合这些问题,提出了解决的方法和措施。     

江苏高职教育可持续发展特色、机遇与策略

随着经济和社会快速发展,江苏高职院校在发展规模、办学条件、专业结构调整等方面取得了一定成绩,形成了布局合理、结构优化、特色鲜明的"江苏风格"。文章分析了江苏高职教育可持续发展的特色,阐述了江苏高职教育可持续发展面临的机遇,提出了促进江苏高职教育可持续发展的策略,这对江苏省高职教育的长远发展有着重要意义。     

Infrastructures of Sociality: How Disadvantaged Students Navigate Inequity at the University1

Through an ethnography of college life in India, I examine the role of social ties in navigating the inequities of university life. I analyze the socialities of sharing knowledge and resources among disadvantaged students, which I call “infrastructures of sociality.” “Infrastructure” designates here two things: first, the role of the university's infrastructure—its physical spaces and organizational routines—in enabling social ties; and second, the fact that these social ties literally function as infrastructure, in that they make university life possible for disadvantaged students, especially in the context of institutional neglect. I therefore advance Bourdieusian scholarship that views social ties among disadvantaged students as merely lacking in social capital, arguing instead that these ties constitute a form of non-dominant social capital that is analytically distinct and powerful in its own right. Yet, I suggest that these social ties are a double-edged sword: while the intensive mutual aid of disadvantaged students makes university participation possible, it nonetheless rests on exclusion from more privileged social groups. Thus, despite mitigating exclusion from the university, infrastructures of sociality also inadvertently participate in the reproduction of inequality, by reinforcing exclusion from the elite cultural and social resources circulating among privileged students.     

Symbolic Interactions and the Development of Women Leaders in Higher Education

The under‐representation of women in higher education (HE) leadership is a persistent global phenomenon. The purpose of this research is to re‐examine this issue through symbolic interactionism (SI). Eight women aspiring to leadership were invited to participate in semi‐structured interviews after attending a leadership programme specifically designed to enhance their leadership prospects. Analysis indicated ambiguities and contradictions that surround notions of leadership, in particular how the participants position themselves and are positioned in their workplace. This was evidenced by the meaning they attributed to: recognizing a leader; interactions with existing leadership; and speculation regarding their leadership capacity. Gendered notions were apparent in their constructed meanings. Similarity attraction was also evident, with men being observed as ‘paying it forward’, therefore facilitating promotion. Formal leadership training was advocated rather than experiential processes.