Teacher,Researcher and … Policy Actor? Social Work Academics’ Involvement in Social Policy

This cross‐sectional quantitative study expands the knowledge on the level of involvement of social work academics (SWAs) in social policy formulation processes, and the factors associated with this. SWAs are an interesting case for exploring the academia–policy nexus because they are affiliated with a profession in which the discourse regards social policy as a target of intervention. The study took place in Israel, where social work is strongly embedded in academia and enjoys relatively high professional status. The study drew upon a sample, which consisted of 57 per cent of all SWAs in Israel, and employed questionnaires developed specifically for the study. The findings show that the highest levels of involvement were in activities characterized by more active, public sphere routes of influence within the policy arena that were undertaken in conjunction with traditional social work partners. Social work scholars engaged in these activities more during the initial stages of the policy process. These forms of policy involvement reflect the dual impact of academia and the social work profession upon SWAs. Associated with level of involvement were individual factors, which included academic rank, perception of the social role of academia, perceived individual policy role, and perceived policy competencies. By contrast, factors linked to institutional support for policy engagement were not found to be associated with policy involvement.     

Is implementation fidelity associated with improved access to care in a School-based Child and Family Team model?

Effective child and family centered service planning is crucial to addressing vulnerable children's needs. However, there is limited evidence about what facets of these processes improve service use and outcomes. The current study used a Poisson random effects hazard model to test correlations between fidelity to NC's Child and Family Support Team model and time to service receipt, using case management data for 3396 children served by that program during the 2008–2009 school year. Students were more likely to receive recommended services more quickly when caregivers and the students attended planning meetings, when their plans included services for caregivers, and when child and family team leaders followed up after meetings to verify service receipt. Contrary to the Child and Family Support Team theory of change, match between student needs and the lead agency of the meeting was not associated with the odds of quicker service receipt, nor was attendance by natural supports. Findings from this study demonstrate the potential effectiveness of using case management systems to measure service planning process fidelity, as well as how results thereof can both inform process improvement and potential refinements to models’ theories of change.     

The importance of context specificity in work stress research: A test of the Demand-Control-Support model in academics

The Demand-Control (D-C) (Karasek, 1979) and the Demand-Control-Support (D-C-S) (Johnson & Hall, 1988; Johnson, Hall, & Theorell, 1989; Karasek & Theorell, 1990) models of work stress suggest that jobs with high demands and low control (and low support) are stressful. In line with the support in the literature for context-specificity in occupational stress research (Sparks & Cooper, 1999) and the limited and even contradictory support for interaction effects, the main aim of the present study was to examine how the D-C-S model applied in a well-defined occupational group. Using hierarchical regression analyses, and controlling for negative affect, the D-C-S model accounted for 26%, 6%, and 8% of the variance in job satisfaction, psychological distress and burnout, respectively, among 166 academics in a UK university. No two-way or three-way interactive effects were evident, but additive effects of job demands and control on psychological well-being and of job demands and support on both burnout and job satisfaction were shown, corroborating research showing that high job strain is linked to ill health and job dissatisfaction in this homogenous occupational sample. It is recommended that, in future, research includes more variables that are specific to a particular occupation.     

以学术为本：教师聘任制制度建设的根基

学术是大学的立身之本,高校教师聘任制改革必须确保以学术为本这一大学的核心价值。论题分别对学术自由与终身教授制、学术公正与教师学术评价制度、学术道德与学术管理的规范进行了分析。     

刘盼遂先生学术年谱简编

刘盼遂先生自幼攻读古籍,成年先后考入山西大学、清华国学院,受教于黄侃、王国维、梁启超、陈寅恪等名师,致力于经学、小学之学习和研究。毕业后曾执教于河南大学、北京师范大学等数所名校,长于考据,擅作古诗,为当世公认一代学术名家。     

学术与政治之间：比较教育学的双重变奏

比较教育学从诞生之日起就面临着学术与政治的双重变奏。19世纪上半叶，由于政治的需要与比较教育界的共同努力使比较教育学得到了迅速发展；19世纪后半期，比较教育学面临外忧内困的局面，既受到了政府和公众的质疑又遭遇学科身份危机；如今在全球化的背景下，比较教育学必须给自己合理地定位，从而既能在服务于国家教育发展中获得前进的动力和存在的理由，又能在学科发展中获得新的生长点。     

黄淮流域和中古学术文化

在中古学术文化史上,大多数重要人物的籍贯在黄淮流域一带。三国到东晋南朝时期重要的学术、政治人物多出于这个地区。东晋一代,南迁的黄淮流域的士家大族把持着政坛和学术文化界。南朝以后,这一区域人士在政坛、文化艺术界的影响逐渐下降。黄淮流域在中古学术文化史上的兴盛,有其传统和经济上的原因。春秋战国以来,这一区域的文化就处于领先地位,即使两汉的政治文化中心在长安,但活跃于政界、文化界的重要人物,仍多出于这一地区。当时黄淮一带经济繁荣,人才辈出,门阀制度也维护着黄淮流域高门的文化地位。     

文学·国学·旧学:民国时期的南方学术与学派建构——以东南大学、中央大学中文系为中心

新文化运动以后,中国的文史学术界大致分为南北两大系统,以"新"、"旧"为重要分野。从南高师一直到东南大学和中央大学时期,该校中文系独树一帜,形成独特的治学和教学风格,在当时被视为一个坚守"旧学"的"学派"。一方面,东南大学和中央大学中文系内部标榜"国学",体现出较强的旧学认同;而另一方面,现代的"学派"建构不仅出于学术认同之别,现实权力之争也是一个重要的影响因素。     

HRD research and practice: Strengths,weaknesses, opportunities and threats

Since academics in business schools teach others about management it might be expected that these schools and their parent universities would make considerable use of this in-house expertise in managing their own activities. There is little evidence that this takes place. This paper examines why this might be so - putting forward nine hypotheses. While some of the hypotheses seem to have limited explanatory power, others, principally those concerned with the motivational structures within universities, seem to provide more plausible explanations.