ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1947.tb02065.x

出版商:Blackwell Publishing Ltd    

年代:1947

数据来源: WILEY

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1947.tb02066.x

出版商:Blackwell Publishing Ltd    

年代:1947

数据来源: WILEY

摘要:

AbstractIn response to various pressures for change arising from the present situation, the university will have to adopt a new purpose which may be recognized as a means of increasing the capability of society for continuous self‐renewal. With this new purpose in mind, the structure of the university will be determined by the concept of an integral education/innovation system for which four principal levels are considered: empirical, pragmatic, normative and purposive levels. From multi‐, pluri‐, and crossdisciplinary approaches, all pertaining to one systems level only, the university is expected to develop increasingly interdisciplinary approaches, linking two systems levels and coordinating the activities at the lower level from the higher level through common axiomatics. Ultimately, the entire education/innovation system may become coordinated as a multilevel multigoal hierarchical system through a transdisciplinary approach, implying generalized axiomatics and mutual enhancement of disciplinary epistemology. Current university approaches to develop interdisciplinary links between the pragmatic and normative systems levels are discussed. Finally, a transdisciplinary structure for the university is briefly outlined; its main elements are three types of organizational units‐systems design laboratories, function‐oriented departments, and discipline‐oriented departments‐which focus on the interdisciplinary coordination between the three pairs of levels in the education/innovation system, Le., on method and organization rather than on accumulated knowledge. An important role for policy sciences is seen in the linkage between the top pair of s

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1947.tb02067.x

出版商:Blackwell Publishing Ltd    

年代:1947

数据来源: WILEY

摘要:

AbstractIn education it is important for applied research systematically to apply and test current psychological theories. However oversimplification of a theory will generally lead to inappropriate hypotheses and hence to inconclusive or inconsistent results, in research on personality and academic attainment it has been common to derive hypotheses about the effect of neuroticism directly from an early Hullian formulation. Examples in terms of the academic behaviour of students are used to explain recent adaptations of this basic theory. In particular it is necessary to distinguish between “trait” and “state” anxiety and to incorporate allowances for the effect of previous habit systems. Strongly established habits will control the type of behaviour elicited by drive stimuli, such as imminent examinations.Anxiety, even as a trait variable, can be seen as operating in opposite directions, facilitating or debilitating performance according to the nature of the individual and of the drive stimuli. In the progression from primary to higher education there will be a tendency for individuals whose high neuroticism adversely affects their performance to be eliminated; hence a positive correlation between achievement and neuroticism at this level might be anticipated.While there is considerable complexity in the relationship between anxiety and achievement, it is clear that introversion is consistently linked with success in higher education. This high performance is probably due to the introvert's better study habits and his ability to become conditioned easily to the predominant academic mores. In addition the build‐up of reactive inhibition in extraverts during lectures or prolonged periods of study is likely to lead to “avoidance sympto

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1947.tb02068.x

出版商:Blackwell Publishing Ltd    

年代:1947

数据来源: WILEY

摘要:

We seem to be ignorant in our understanding of the determinants of the derived demand for labor with different amounts of schooling.It is clear that, in general, employers offer higher pay to more highly educated workers, but our knowledge of what elements or ingredients of schooling make people more productive is scanty.Is it what they have learned in school, as measured by test scores? Or is schooling valuable for the patterns and modes of thought and behavior it develops in people? Or does schooling merely serve as a screening device that identifies the more able, highly motivated young people in our society? LEEHANSEN (1970)AbstractThis paper examines three alternative explanations of the basic finding that amounts of education and personal earnings are positively correlated in some 30 countries studied. Arbitrarily labelled (1) the “economic”, (2) the “sociological” and (3) the “psychological” explanation, (1) argues that better‐educated people earn more because education imparts vocationally useful skills that are in scarce supply; (2) propounds that they do so either because length of schooling is itself correlated with social class origins or because education disseminates definite social values which are prized by the ruling elite of a society; (3) contends that education merely selects people in accordance with their native abilities and, obviously, abler people earn more than less able ones.The question is asked: Are these really conflicting explanations? It is concluded that a proper appreciation of the economic explanation in fact assimilates the other two. In a perfectly competitive labour market, earnings will necessarily reflect the relative scarcity of “vocationally useful skills,” and the vocational skills must include the possession of values and drives appropriate to an industrial environment. In the absence of competitive pressures, however, earnings may reflect purely conventional hiring practices. In the final analysis, therefore, the question posed by the paper hinges on the strength of competitive forces in the labour markets. The question whether education contributes to economic growth turns out likewise to depend on the presence or absence of competitive labour markets.An analysis is made of the internal logic of the three explanations. Also examined is the small quantity of direct evidence available on the link between education and the productivity of workers. An attempt is made to view familiar questions from a new angle and to relate the education‐causes‐growth debate to contentious issues in the field of

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1947.tb02069.x

出版商:Blackwell Publishing Ltd    

年代:1947

数据来源: WILEY

摘要:

AbstractThe purpose of this article is to explore the nature of the “output” of a university and of the inputs to it, in order to see how far measures of productivity or efficiency can be devised. It is assumed to be desirable to use the resources of the institution, necessarily limited, as efficiently as possible in the pursuit of its objects. But there are logical difficulties about any overall measure of efficiency: a university is not like a coal mine. However, useful results can be obtained from a partial approach, and a number of suggestions are offered. A central difficulty is the lack of a sufficient understanding of the nature of the work‐load which is most likely to make a person of high intellectual ability effective. It is suggested that a variety of tasks is essential: and this has implications for the use of ancillary staff. A number of sub‐sections of university activity can be made more productive provided that minimum standards of performance can be specified. This is occasionally easy, but the specification of performance for (e.g.) central administration is a difficult matter. It is suggested that over‐enthusiasm for the better use of buildings and equipment may not always be wise, but that common‐sense and operational research can nevertheless lead to significant savings in the use of capita

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1947.tb02070.x

出版商:Blackwell Publishing Ltd    

年代:1947

数据来源: WILEY

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1947.tb02071.x

出版商:Blackwell Publishing Ltd    

年代:1947

数据来源: WILEY

摘要:

AbstractDuring a three‐year period of co‐operation between the English Department and the Institute of Educational Research at the University of Gothenburg, studies have been made with a view to clarifying a definition of the objectives of English language courses and improving methods of teaching and testing English language proficiency at university level. Considerable success was achieved in the construction of a test battery by means of which a reliable and comprehensive measure could be arrived at of students' written and oral proficiency. By the aid of these tests one could also define with a reasonable degree of accuracy the requirements for a normal course of study.Since the level of proficiency at entrance emerges as the principal determinant of the level exhibited a year later, the author argues that the specification of objectives (for language proficiency) should take account not only of the terminal level but also of the initial le

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1947.tb02072.x

出版商:Blackwell Publishing Ltd    

年代:1947

数据来源: WILEY

摘要:

AbstractThe Robbins Committee (Committee on Higher Education 1963) is often given as the cause of university expansion in the 1960's. This important report was, however, the result rather than the cause of the expansion. The policies recommended by the Committee were already in being during the 1950's and the Robbins Committee served merely to confirm the trends determined by the University Grants Committee in response to growth in the age cohorts, rising expectations of better qualified school leavers who had stayed at school longer and belief in expenditure upon higher education as a means of procuring national prosperity. New universities were created partly to cope with the expansion in numbers but also with a view to injecting fresh thinking into the university system. The new universities tended to be placed in the south east and in old cathedral and county towns but this was as much because of the enthusiasm and donations of local people as because of any preference for such locations.The next expansion will be less easily achieved and may include preference for polytechnics, worsening staff‐student ratios and lowerper capitacost

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1947.tb02073.x

出版商:Blackwell Publishing Ltd    

年代:1947

数据来源: WILEY

摘要:

AbstractThe British government supports Ave semi‐independent research councils covering agriculture, medicine, science, social science and the environment. These councils do not follow the same procedure but axe an important element in the support of research in universities and in the maintenance of postgraduate students. It is possible that some of these research councils may be brought to an end and this would mean that universities would have to deal directly with the government departments concerned. Their budgets have not expanded at the same rate as the universities; if the same proportion of undergraduates stays on to undertake research and if this increasing number continues to be maintained from council funds, the expenditure on research will declin

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1947.tb02074.x

出版商:Blackwell Publishing Ltd    

年代:1947

数据来源: WILEY