基于学习型组织的大学组织变革

文章分析了当前我国大学组织的现状和学习性组织的特性,提出了构建学习型大学的思路和具体措施。     

公共图书馆与学习型社会的建立

公共图书馆是学习型社会的重要的组成部分,这是由学习型社会的特征与公共图书馆服务的宗旨以及公共图书馆在建立学习型社会中的优势所决定的。所以,公共图书馆必须努力提升其服务职能,充分发挥馆藏资源优势,拓展服务领域,强化宣传意识,在建立学习型社会中发挥特殊作用。     

Advocacy coalitions,beliefs, and learning: An analysis of stability,change, and reinforcement

Policy processes are ongoing phenomena without beginning or end. Accordingly, a major focus of research has been on questions of stability and change. This paper continues in this tradition by examining advocacy coalition stability, belief change, and learning. This paper draws on three waves of policy actor surveys that compare panel and non-panel samples. The data were collected in 2013, 2015, and 2017 in the context of oil and gas development in Colorado, USA. The findings mostly confirm that coalitions and beliefs tend to be stable and that learning leans toward reinforcement rather than change in beliefs. However, although rare, some instances of belief change, change in coalition membership, and changing policy positions occur. This paper makes theoretical and empirical contributions to the study of stability, change, and reinforcement of advocacy coalitions and their beliefs and charges policy scholars to look more at the exceptions to the evidence rather than the confirmations.     

Engaging students and maintaining quality in the era of massification: strategies and approaches for teaching large first-year courses

This article examines the nature of first-year international relations (IR) teaching in Australia. Cost pressures in the university sector have been met by economies of scale with foundational classes becoming very large, often with hundreds of students. The article critically reflects on current strategies for teaching these courses to meet the challenge of providing an engaging and high quality learning environment in large classes with widely fluctuating student entry scores, university preparedness, and educational capital and language competence. The article argues that a successful approach to improving the quality of first-year IR teaching and to accommodating the diverse learning needs of all students is to run these courses in multiple streams, with one dedicated to providing a richer, more active IR learning experience. In the era of ‘massification’, allowing students a level of guided autonomy in aligning their learning preferences with teaching methods is likely to increase engagement and motivation, thereby improving retention and degree progression.     

Incorporating “virtual” and “real world” field trips into introductory geography modules

The “field trip” is a key pedagogical tool within geographical education to encourage deep learning, though they are increasingly difficult to implement due to reduced budgets, safety concerns and increasing class sizes. We incorporated three field-learning activities into a large introductory module. A traditional staff-led trip was the most effective activity in terms of enjoyment, knowledge, and deep thinking and awareness. Self-paced field activities and video podcasts had less pedagogical value, though can still support lectures and the staff-led field trip. An integrated approach will best maximize deep learning opportunities.     

Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment

This article reports the efficacy of a research-based learning (RBL) exercise on hydropedology of arid zones, with guided and open research projects (OPR) carried out by teams of undergraduate students in Oman. A range of activities and assessments was used to support student learning during the three-month course. Assessment included monitoring of field trip and lab activities, attendance recording, scrutiny by a panel of written reports and open oral presentations. Students’ feedback through teaching evaluation is compared with other courses in the Department-College, illustrating high level of students’ satisfaction. OPR best fit the scaffold of RBL.     

Multicultural group work on field excursions to promote student teachers’ intercultural competence

As a response to the intercultural challenges of Geography Education, this study seeks to determine factors fostering intercultural competence of student teachers. Based on a one-week multicultural field excursion of eight German and eight Turkish students in Kayseri (Turkey) on Education for Sustainable Development, we used qualitative interviews to evaluate changes in the 16 student teachers’ intercultural competence. Findings strongly indicate that multicultural fieldwork fosters intercultural learning on a personal level.     

Participative critical enquiry in graduate field-based learning

This paper outlines a critical pedagogic approach to field-based learning (FBL) at graduate level. Drawing on student experience stemming from a FBL module and as part of an MA programme in Environment, Society and Development, the paper addresses the complexities associated with student-led, participative critical enquiry during fieldwork in Sarajevo, Bosnia-Herzegovina. The paper examines emerging student discourses through a group assessment and a series of individual reflective journals. Both are contextualised in relation to FBL module learning outcomes. Finally, aspects of fieldwork influencing the feasibility and effectiveness of participative critical enquiry as a field-based pedagogic endeavour are considered.