scholarly journals Beyond Humboldt? The relationship between teaching and research in European university systems

2000 ◽  
Vol 27 (6) ◽  
pp. 397-408 ◽  
Author(s):  
Uwe Schimank ◽  
Markus Winnes
Keyword(s):  
Teaching And Research ◽  
University Systems ◽  
The Relationship ◽  
European University

C. N. Yang on Teaching and Research in Physics

2016 ◽  
Vol 31 (12) ◽  
pp. 1630016
Author(s):  
Yu Shi ◽  
David Waxman
Keyword(s):  
Young People ◽  
The State ◽  
Teaching And Research ◽  
Yang Mills ◽  
The Creation ◽  
The Relationship

This document is based on five conversations between Prof. C. N. Yang and others in Beijing in 1986. In the conversations, Yang gave his views on the state and development of physics at that time, and the relationship between physics and philosophy. The conversations also contain Yang’s reminiscences on the creation of Yang–Mills theory and his advice to young people, especially those in China.

University Governance for the Longer-Term

2015 ◽  
Vol 4 (1) ◽  
pp. 105-127
Author(s):  
Jeanette Baird
Keyword(s):  
Corporate Governance ◽  
University Governance ◽  
University System ◽  
Chinese Universities ◽  
Academic Governance ◽  
University Systems ◽  
Governance Practices ◽  
Governance Models ◽  
The Relationship ◽  
Blind Spots

Corporate governance models are becoming more prevalent in many universities, despite concerns over the effects of corporate practices on the identity of universities as a unique institutional field. In Westminster university systems, governance practices have become highly professionalized along corporate lines, not least to ensure a good fit with the necessary regulatory regimes for a marketized university system. Examples of Australian practices are provided to illustrate the governance dynamics, as both Western and Chinese corporate governance practices will affect the culture of Chinese universities, despite the continuance of deeply-inscribed State influence. Professionalization of governance in Australia has brought benefits but also generated some ‘blind spots’ to sustaining the longer-term features of successful universities. Stronger academic governance could provide a counterweight, yet the relationship between corporate governance and academic governance is not yet as well-defined as it needs to become.

scholarly journals Exploring the synergistic relationship between research and teaching

2021 ◽  
Author(s):  
Suzanne Fredericks
Keyword(s):  
Classroom Environment ◽  
Academic Setting ◽  
Teaching And Research ◽  
The Past ◽  
Single Entity ◽  
Research Relationship ◽  
Research And Teaching ◽  
Alternative Approach ◽  
The Relationship ◽  
Synergistic Relationship

Even though the relationship between teaching and research has been examined extensively over the past decade, and a number of published articles and seminar based workshops exist (Hattie and Marsh, 1996) ; there continues to be a disconnect in the application and integration of these two concepts in the academic setting. This difficulty may be due to the perception that teaching and research are two separate entities that need to be fitted together (Boyer 1990). An alternative approach to understanding these two concepts is to envision them as one entity consisting of two components that feed off of each other. That is, as academics, our goal is to engage in a single entity identified as scholarly activities. These activities should present themselves as an amalgamation of teaching and research. To have a scholarly presence, an academic must not only be competent in both areas, but must consistently demonstrate the relationship between their teaching and research throughout their tenure. The purpose of this paper is to present an overview of strategies academics can consider as they continue to refine and develop their program of scholarship. A summary of the relationship between teaching and research will be provided, followed by a presentation of various methods that can enhance the teaching and research relationship both within and outside of the classroom environment.

The socially responsible European university: a challenging project

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ronald Barnett ◽  
Carolina Guzmán-Valenzuela
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Sociology Of Knowledge ◽  
Culture War ◽  
Socially Responsible ◽  
Content Type ◽  
Comparative Higher Education ◽  
The University ◽  
The Relationship ◽  
European University

Purpose This paper aims to propose a thesis about the historical evolution of the relationship of the European University in relation to the idea of social responsibility. Design/methodology/approach This paper is philosophical, conceptual and theoretical and in proffering a bold thesis, has an argumentative character appropriate to that style. Findings Three stages can be identified over the past 200 years in the relationship between the university and the matter of social responsibility, being successively tacit, weak and now hybrid. In the present stage, new spaces are opening for the university to transcend social responsibility, moving to a worldly and earthly responsibility. However, this new stage is having to contend against the university in an age of cognitive capitalism. As such, a large but hitherto unnoticed culture war is present, the outcome of which is unclear. Research limitations/implications The scholarship informing this paper is wide-ranging and multi-disciplinary (history, social theory, philosophy, critical higher education studies, literature on the idea of the university, comparative higher education, ethics and sociology of knowledge), as it has to be in sustaining the large thesis being contended for, and it has broad hinterlands, which can only lightly be intimated. Practical implications The key implication is that the idea of social responsibility is currently being construed too narrowly and that, therefore, universities – in developing their corporate strategies and missions – should be more ambitious and set their responsibility goals against horizons that go well beyond the social realm. Originality/value The thesis developed here is original in offering a three-stage theory of a 200-year evolution of the socially responsible European university. A new stage of an Earthly responsibility is glimpsed but it is having to contend with a continuing performative university, so leading to a hidden culture war and such that the future of university social responsibility is in doubt.

7. Amphibians and humans

2021 ◽  
pp. 104-116
Author(s):  
T. S. Kemp
Keyword(s):  
Pet Trade ◽  
Teaching And Research ◽  
Biology Teaching ◽  
Folk Remedies ◽  
The Relationship ◽  
Good Number

‘Amphibians and humans’ looks at the relationship between amphibians and humans. As well as creating myths and folklore about amphibians, humans have always made use of them, as they have so many other organisms with which they share their world. Between three and four billion frogs a year are eaten worldwide. Amphibians also contribute a good number of folk remedies for treatment of disease and injury. In addition, amphibians are harvested from the wild for the pet trade. Humans have also used amphibians in biology teaching and research.

scholarly journals Evaluation of Orthorexia Nervosa and Symptomatology Associated with Eating Disorders among European University Students: A Multicentre Cross-Sectional Study

Nutrients ◽  
2020 ◽  
Vol 12 (12) ◽  
pp. 3716 ◽  
Author(s):  
Anna Brytek-Matera ◽  
María Dolores Onieva-Zafra ◽  
María Laura Parra-Fernández ◽  
Anna Staniszewska ◽  
Justyna Modrzejewska ◽  
...  
Keyword(s):  
Eating Disorder ◽  
University Students ◽  
Body Dissatisfaction ◽  
Cross Sectional Study ◽  
Orthorexia Nervosa ◽  
Drive For Thinness ◽  
Eating Disorder Inventory ◽  
Cross Sectional ◽  
The Relationship ◽  
European University

The objectives of the present study were to (1) evaluate prevalence of orthorexia nervosa (ON) in university students in Spain and Poland, (2) assess differences in ON and eating disorder (ED) pathology in both samples and (3) examine the relationship between ON and ED symptoms among Spanish and Polish university students. Eight hundred and sixty university students participated in the present study (Mage = 21.17 ± 3.38; MBMI = 22.57 ± 3.76). The Spanish and Polish samples comprised 485 and 375 students, respectively. The Düsseldorf Orthorexia Scale and the Eating Disorder Inventory were used in the present study. ON prevalence rates of 2.3% and 2.9%, respectively, are found in the Spanish and Polish samples. Compared to Polish students, Spanish university students reported increased drive for thinness and lower body dissatisfaction, lower level of ineffectiveness and lower level of interpersonal distrust. ON was positively related to drive for thinness, bulimia, body dissatisfaction, perfectionism interoceptive awareness (in both Spanish and Polish students) and ineffectiveness (in Spanish students). Our findings suggest that ON significantly overlaps with ED symptoms, which is in line with recent studies. Longitudinal studies are needed to assess how ON develops in a sample of young adults and whether it develops in isolation of or in parallel with ED pathology.

scholarly journals New Riffs on the Old Mind-Body Blues: “Black Rhythm,” “White Logic,” and Music Theory in the Twenty-First Century

2015 ◽  
Vol 9 (3) ◽  
pp. 321-348
Author(s):  
TOM PERCHARD
Keyword(s):  
Contemporary Music ◽  
Art Music ◽  
First Century ◽  
University Departments ◽  
The Enlightenment ◽  
Light Skin ◽  
Twenty First Century ◽  
Whiteness Theory ◽  
The Relationship ◽  
European University

AbstractContemporary music historians have shown how taxonomic divisions of humanity—constructed in earnest within European anthropologies and philosophies from the Enlightenment on—were reflected in eighteenth- and nineteenth-century theories of musical-cultural evolution, with complex and intellectualized art music forms always shown as transcending base and bodily rhythm, just as light skin supposedly transcended dark. The errors of old and now disreputable scholarly approaches have been given much attention. Yet scientifically oriented twenty-first-century studies of putatively Afro-diasporic and, especially, African American rhythmic practices seem often to stumble over similarly racialized fault lines, the relationship between “sensory” music, its “intelligent” comprehension, and its analysis still procedurally and politically fraught. Individual musical sympathies are undermined by methods and assumptions common to the field in which theorists operate. They operate, too, in North American and European university departments overwhelmingly populated by white scholars. And so this article draws upon and tests concepts from critical race and whiteness theory and asks whether, in taking “black rhythm” as its subject, some contemporary music studies reinscribe what the sociologists Tukufu Zuberi and Eduardo Bonilla-Silva have called “white logic”: a set of intellectual attitudes, prerogatives, and methods that, whatever the intentions of the musicologists concerned, might in some way restage those division practices now widely recognized as central to early musicology.

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