La gestión mecanicista de las Instituciones de Educación Superior: un estudio desde la modelación sistémica

The bureaucratic tendencies to organize work in Higher Education Institutions (HEIs) of which facilitates personnel control and the mechanical ways to measure educational content are the ones that shatter education in pieces, under the hierarchy criterion, also shattering the professor's labor. This organizational method results in an incompetent education, leaving very negative consequences for teaching development. We address this problem by using systemic modeling and Structural Equations Systems (SEM) to confirm hypotheses from scientific observation. It was proven that there was a negative impact of mechanistic management which affected teacher's development. This was proven in context in two HEIs located in Villahermosa (Tabasco, Mexico).     

Developing globally responsible leaders: What role for business schools in the future?

This paper reports on a collaborative research process to explore the future role of business schools in the development of globally responsible leaders. Swinburne University of Technology held a collaboratory workshop of academics across disciplines and a range of business leaders to explore firstly what a globally responsible leader would look like and secondly how these capabilities would be developed. In taking forwards actions from the workshop, the Business School was noticeably absent which raised the specific question regarding the on-going role for business schools in the future development of leaders, and how they would need to change in order to maintain a future role in this sphere. The paper reflects on the transformative process necessary within business schools if they are to meet this future agenda.     

Ethical dilemmas: Teaching futures in schools

Educational policy is implicitly futures oriented, yet in most instances fails to engage learners with explicit futures tools and concepts at a school level. Futures studies in education, or futures education has the potential to reposition learning as purposeful and mobilizes the lives of participants by connecting the curriculum of schools with the multifaceted futures of learners. This is a complex task within the tensions often existing between: the cultural role of a school, the expectations of a society, the expertise of teachers, and the increasingly diverse needs of learners (Bateman, 2012). It is between the tensions of these things that the ‘ethical’ issues of what is taught, or omitted as content in a classroom and the consequences of these choices are evident.This paper highlights ethical and moral dilemmas, as they were apparent in two futures education projects. In the first study, the teachers discuss the inherent limitations of offering a broader and more futures oriented curriculum. In the second study, teachers reflect upon their students’ anxiety with regards to futures images as they are interrogated within a curriculum study. Each of these studies highlights the ethical challenges that arise, when possible, preferable and probable futures are developed as part of learning in school settings, which are culturally and demographically diverse.Tirri and Husu (2002) highlight the ethical dilemmas, which emerge in classrooms around the world, based on conflicts in values and competing intentions between key stakeholders. In the studies which contribute to this discussion, there is evidence to suggest that futures thinking causes conflict within an individual's perception of how the world should be, or their worldview as a result of futures imagining which goes beyond what is taken for granted, or is an assumed future eventuality. In the same way, Carrington, Deppeler, and Moss (2010) argue that all curriculum choices about what is taught (or not taught) in a classroom reflect an ethical decision made by a teacher, with regards to what is foregrounded for learning and what is omitted.It is crucial to re-examine the role of a school in educating students for their futures, as opposed to educating students with an aim of furthering governmental agendas. More significantly, however, as this paper highlights, it is exploring the boundaries of what is acceptable or unacceptable, appropriate or inappropriate to teach in a classroom, given the changing diversities of schools and education systems throughout the world.     

青海省普惠金融发展对经济增长影响研究

为研究青海省普惠金融发展对经济的影响,本研究结合青海省2015-2020年的统计资料来分析普惠金融的发展对经济增长的影响,分别从国内生产总值、三次工业增加值所占的比重来衡量青海省普惠金融在经济中的发展现状;用金融机构的存款余额及其贷款余额、财政厅专项资金的投入情况来衡量青海省普惠金融的发展现状。得出结论为:普惠金融的发展对经济增速具有正向作用。     

边疆民族地区成人大学生思想教育特点及对策

成人大学生作为高校学生队伍中的一个特殊群体,其思想状况如何直接关系到高校思想政治工作的成效,分析他们的思想教育特点及原因,掌握其思想现状并探讨教育对策是高校教育工作者的重要职责.     

论大学生思想道德教育的根本途径

由于社会转型、学校教育的缺陷及家庭影响,当代大学生在思想政治、道德素质、心理素质方面出现一些问题.大学生思想道德教育的根本途径在于回归现实生活,即注重联系现实生活教育、培养道德情感、引导思想道德能力的提高.     

基于就业导向的高职院校人才培养模式改革

培养适合经济社会炭展需要的应用型的各种技术人才是中国高等职业教育的根本目的。现阶段中国高职院校人才培养模式存在定位不清、专业结构不合理、缺乏特色,与市场需求脱节的问题。中国高职院校人才培养模式需进一步强化就业导向,深化体制改革,完善就业体系与师资结构,提升办学特色与质量,紧密结合经济社会发展实际设计专业培养市场需要人才。     

审美教育与大学生创新能力的培养

从美与创新的关系看,美具有创新的特征;从内涵的角度来看,美育与创新能力的培养具有一致性;从功能的角度来看,美育与创新能力的培养具有统一性;美育在人才培养的过程中,对大学生创新能力的培养具有重要作用。     

论新形势下党加强理想信念教育的战略举措

加强理想信念教育,历来是中国共产党的优良传统。但在新形势下,社会活力增强,社会的结构、组织形式、利益格局也都发生了深刻变化,人们思想活动的独立性、选择性、多变性、差异性明显增强。由此理想信念教育的重要性增强,其教育的难度增加。对此,中国共产党必须给予高度重视,并要深入思考和回答事关社会主义兴衰成败的重大理论和实践问题,重视加强对青少年和大学生的理想信念教育,特别注重对党员领导干部的理想信念教育,用中国特色社会主义共同理想凝聚全社会的力量。