Androgyny and the Mentoring Role: an empirical study to examine for prominent mentor expectations     

Andy Roberts 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):145-162

abstract

As part of an ongoing research design, we wished to examine how mentors behave whilst in the mentoring role. The starting point for this was a study to examine how mentors felt they were expected to behave in context; that is, an organised educational mentoring situation, as we recognised the importance of situation‐specificity. Prior to empirical study, we theorised that the mentor may be androgynous; or more precisely are able to display high levels of expressive and instrumental behaviour. Seven suppositions were examined. Our findings were that whilst in the role, mentors do indeed feel expected to blend and display high levels of both instrumentality and expressiveness. Further, the levels of expressive behaviour they perceived they were expected to display were significantly higher. The higher levels of expected expressive behaviour is not congruent with the androgyny literature: our samples proved an exception to the ‘masculine supremacy effect’. Also, that mentoring may require high levels of stereotypically feminine behaviour is something that the mass of mentoring literature has not discussed and may warrant further attention. We concluded that the diverse, complex and complicated nature of mentoring is met with expectations to display flexibility and versatility across situations — to take a proactive approach to coping with mentoring situational demands — such is not mitigated by gender. Their reported high expected levels of both expressive and instrumental behaviour are congruent with our theory of the androgynous mentor.  相似文献   

Taking a step back: learning without the facilitator on solo activities     

Andy Williams 《Journal of Adventure Education & Outdoor Learning》2013,13(2):137-155

The purpose of this study is to report on the nature of student learning resulting from an open facilitation approach to solo activities. Three key moments of facilitator intervention were identified at which the facilitator was encouraged to take a step back from directing the experience. They are the pre-activity brief, the mid-activity visit and the post-activity review. Findings suggest that participants' learning focused on their raised self-awareness and social relationships. Raised spiritual awareness was also identified and this was closely linked to a connection with the landscape and eco-system. Evidence was also identified for emergent learning to have occurred that is not normally identified in the solo discourse. The findings suggest that participants on solo activities do not require a facilitator to tell them what they should be learning and that they will identify for themselves outcomes that are personally meaningful and important.  相似文献   

Critical junctures in the development of university high-tech spinout companies   总被引：3，自引：0，他引：3  

Ajay Vohora  Andy Lockett 《Research Policy》2004,33(1):147-175

This paper investigates the development of university spinout companies (USOs). Employing a case-based research method, our study found that there are two important elements in their development. First, USOs go through a number of distinct phases of activity in their development. Each venture must pass through the previous phase in order to progress to the next one but each phase involves an iterative, non-linear process of development in which there may be a need to revisit some of the earlier decisions and activities. Second, at the interstices between the different phases of development we found that ventures face “critical junctures” in terms of the resources and capabilities they need to acquire to progress to the next phase. The different phases are critical as these ventures cannot develop into the next phase without overcoming each of the junctures. We identify four different critical junctures that spinout companies need to overcome if they are to succeed: opportunity recognition, entrepreneurial commitment, credibility and sustainability.  相似文献   

Conceptualising the heterogeneity of research-based spin-offs: A multi-dimensional taxonomy   总被引：1，自引：0，他引：1  

Philippe Mustar  Marie Renault  Evila Piva  Andy Lockett  Bart Clarysse  Nathalie Moray 《Research Policy》2006,35(2):289-308

Research-based spin-offs (RBSOs) have become an important aspect of the technology transfer process. Emanating from what is conventionally a non-commercial environment, RBSOs pose major challenges if they are to realise their potential to meet the objectives of their founders and the parent research organisations (PROs) from which they emerge. An important issue is to understand the heterogeneity of RBSOs. This paper reviews the literature on RBSO typologies to develop a taxonomy of RBSOs. We identify common themes in relation to these typologies in relation to (1) spin-off creation and (2) spin-off development. The dimensions that differentiate between firms are the type of resources, the business model and the institutional link. We identify gaps in current typologies in order to propose avenues for future conceptual and empirical research.  相似文献   

Questionable approach to moral education     

Andy Godfrey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(3-4):297-299

  相似文献   

Time to reopen the germ-line file?     

Coghlan A 《New scientist (1971)》1993,140(1901):4-5

  相似文献   

Conditional cooperators: student prosocial dispositions and their perceptions of the classroom social environment     

Joshua Premo  Richard Lamb  Andy Cavagnetto 《Learning Environments Research》2018,21(2):229-244

A common problem in education is getting students to cooperate effectively in groups during learning. Because interdisciplinary research has established that cooperation is sensitive to specific contextual factors such as reciprocity, friendship and benefit, similar factors could be shaping student interactions in contemporary classroom environments. The present article reports an initial investigation of this idea by examining how student perceptions of their classroom environment relate to their willingness to expend energy and resources on classmates (through helping). This was accomplished through the structural equation modeling of survey data collected from 845 undergraduate life sciences students from 41 laboratory classrooms at a research-intensive university. Characteristics of the classroom social environment previously associated with benefits in other contexts also predicted (reciprocity β = 0.576; friendship β = 0.156) the educational benefit that students perceive as coming from their classmates. This perceived benefit in turn was highly associated (β = 0.605) with student willingness to expend resources on classmates (i.e. their prosocial disposition). Also both reciprocity (β = 0.298) and perceived benefit (β = 0.403) concurrently predict a student’s support for enforcing cooperation in the classroom. Potential insights into the contribution of classroom social environment to student dispositions towards cooperation are discussed.  相似文献   

A sequential analysis of responses in online debates to postings of students exhibiting high versus low grammar and spelling errors     

Allan Jeong  Haiying Li  Andy Jiaren Pan 《Educational technology research and development : ETR & D》2017,65(5):1175-1194

Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student’s grammar and spelling errors affect how other students respond to the student’s postings in four online debates hosted in asynchronous threaded discussions. Message-response exchanges were sequentially analyzed to identify patterns in students’ replies to arguments and challenges with counter-challenges, explanations, and evidentiary support posted by students that exhibited low versus high number of grammatical and spelling errors. Although no causal inferences can be drawn from this study, the findings nevertheless suggests that: (a) arguments posted by high-error students are more likely to be challenged than arguments posted by low-error students; (b) exchanges between high-error students can amplify the effects of grammar/spelling errors; and (c) higher levels of argumentation can be achieved by placing students into groups that are heterogeneous in writing skills in general. The findings and methods used in this study lay the groundwork for further research on strategies for managing individual differences in students’ grammar and spelling (and other student behaviors in general) and increasing the level of critical discourse in online discussions.  相似文献   

It's business as usual: legal loopholes could undermine Britain's attempts to keep cloning research on hold     

Coghlan A 《New scientist (1971)》1999,162(2193):4

  相似文献   

Gene test rules 'lack teeth     

Coghlan A 《New scientist (1971)》1996,152(2059):6

  相似文献