Grand Innovation Prizes: A theoretical,normative, and empirical evaluation     

Fiona Murray  Scott Stern  Georgina Campbell  Alan MacCormack 《Research Policy》2012,41(10):1779-1792

This paper provides a systematic examination of the use of a Grand Innovation Prize (GIP) in action – the Progressive Automotive Insurance X PRIZE – a $10 million prize for a highly efficient vehicle. Following a mechanism design approach we define three key dimensions for GIP evaluation: objectives, design, and performance, where prize design includes ex ante specifications, ex ante incentives, qualification rules, and award governance. Within this framework we compare observations of GIPs from three domains – empirical reality, theory, and policy – to better understand their function as an incentive mechanism for encouraging new solutions to large-scale social challenges. Combining data from direct observation, personal interviews, and surveys, together with analysis of extant theory and policy documents on GIPs, our results highlight three points of divergence: first, over the complexity of defining prize specifications; secondly, over the nature and role of incentives, particularly patents; thirdly, the overlooked challenges associated with prize governance. Our approach identifies a clear roadmap for future theory and policy around GIPs.  相似文献   

‘Peaks and troughs’ or ‘pigs in troughs‘?     

Alan SINGLETON 《Learned Publishing》2010,23(1):3-3

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Revisiting the association between reading achievement and antisocial behavior: new evidence of an environmental explanation from a twin study     

Trzesniewski KH  Moffitt TE  Caspi A  Taylor A  Maughan B 《Child development》2006,77(1):72-88

Previous studies have reported, but not explained, the reason for a robust association between reading achievement and antisocial behavior. This association was investigated using the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative 1994-1995 birth cohort of 5- and 7-year-olds. Results showed that the association resulted primarily from environmental factors common to both reading and antisocial behavior and was stronger in boys. Environmental factors also explained the relation between reading disability and conduct disorder. Leading candidate environmental risk factors weakly mediated the association. For boys the best explanation was a reciprocal causation model: poor reading led to antisocial behavior, and vice versa. In contrast, the relation between reading achievement and attention deficit hyperactivity disorder was best explained by common genetic influences.  相似文献   

Implementing the information prescription protocol in a family medicine practice: a case study     

Marianne Burke  Peggy Carey  Laura Haines  Alan P Lampson  Fred Pond 《Journal of the Medical Library Association》2010,98(3):228-234

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Audited key performance indicators: The western Australian university experience     

Dennis C. Ham  Alan C. Marshall 《Tertiary Education and Management》2013,19(4):255-262

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Student-centred learning: the role and responsibility of the lecturer     

Alan McCabe 《Teaching in Higher Education》2013,18(4):350-359

A student-centred approach to learning encourages students to have more responsibility for their learning and is a process that relies heavily on professional confidence to ‘let-go’ of traditional teaching responsibilities. This paper describes the introduction of a student-centred approach within one further education college in Ireland, explores the facilitation role of the lecturer and identifies strategies that have enabled effective transition from traditional pedagogical practice. The research incorporated semi-structured interviews with five lecturers who adopted student-centred learning in their teaching, focus group sessions with 36 students who engaged in a student-centred module and two classroom observations. The research identified some common understanding of a student-centred approach, although the emphasis differed slightly between lecturers and students, highlighting some implications for on-going practice.  相似文献   

Transformation at the University of Fort Hare,Eastern Cape Province,South Africa     

Alan Shaw 《Perspectives: Policy and Practice in Higher Education》2013,17(4):114-117

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Developmental Reporting for Professional Practice     

Alan Pritchard 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):21-27

A mentorship scheme based on supplemental instruction was established in a degree programme at the University of Sunderland. The aim of the scheme was to help with the integration of level two students (proteges) from franchise colleges onto the degree programme. Each mentor was responsible for three to four proteges. The mentors (level three students) kept diaries which have been analysed using qualitative principles. Four stages in the mentors career have been identified. The analysis has helped inform the progress of future developments in mentoring.  相似文献   

A Comparative Study of Two Models of Initial Teacher     

Ian Abbott  Linda Evans  Rosalind Goodyear  Alan Pritchard 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):37-39

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The Role of the Year Leader: an Analysis of the Perceptions of Year Leaders and Deputy Heads in 8‐12 Middle Schools     

Alan Paisey Head of Administrative Studies  Keith Alan‐Smith Pro‐Rector 《School Leadership & Management》2013,33(4):333-340

Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership.  相似文献