Technological change in the Norwegian whaling industry: A case-study in the use of patent-statistics as a technology indicator     

Bjørn L. Basberg 《Research Policy》1982,11(3):163-171

This paper presents an example of the use of patent statistics as a technology indicator in one industry. The first part deals with the problem of interpretation. Through examination of several other partial technology indicators, it is concluded that at least in this industry, patent statistics provide a reliable indicator, not only for the timing of inventions, but for the timing of innovations and diffusion as well. The reason is that the intervals between the stages in the innovation process are very short. This contradicts evidence from many other industries, and it is therefore emphasized that generalizations are unwarranted.The second part of this paper deals with the possible causes of technological change in Norwegian whaling. The methodology is inspired by J. Schmookler's work. Thus, the patents are correlated with other indicators of economic development in the industry. But while Schmookler's view is that the patent activity is determined by social demand and economic growth, the conclusions for the Norwegian whaling industry point in the opposite direction: the technological transformation that took place during the 1920s and early 1930s was forced upon the firms in their efforts to cut costs, which was achieved by rationalizing production and catching methods in line with a downward price trend for whale oil.  相似文献   

Systemic rejection: political pressures seen from the science system     

Mitchell Young  Mads P. Sørensen  Carter Bloch  Lise Degn 《Higher Education》2017,74(3):491-505

The emphasis on competitiveness and the knowledge-based economy in European policymaking has resulted in a heightened focus on monitoring and steering the science system, particularly through metric-based instruments. Policymakers’ general aims of fostering excellent research and breakthroughs are shared by researchers as well; however, below the surface is a paradox that is rarely discussed. The political system and the science system understand and pursue these concepts and objectives differently. Through two case studies on high-performing university-based research environments in Denmark and Sweden, this article uncovers the ways in which highly successful researchers often behave in ways that run counter to policy steering attempts. They do this by shielding themselves and their research group from steering pressures originating in the political system. Using Luhmann’s systems theory, the cases demonstrate why the relationship between the science system and the political system needs to be understood as a horizontal rather than a vertical relationship, and using concepts from organizational theory, provides a model and terminology for identifying and analyzing the types of mechanisms and strategic responses that the science system uses to shield itself from political steering pressures.  相似文献   

A Research Review of Nurse Teachers’ Competencies     

Tatjana Zlatanovic  Anton Havnes  Sølvi Mausethagen 《Vocations and Learning》2017,10(2):201-233

The conceptions of what constitutes nursing competence and how such competence is taught and learned are changing, due to rapid changes in in the health sector. Nurse teachers’ competencies for providing high-quality, up-to-date nursing education, are developing accordingly. This paper reviews the existing research on nurse teachers’ competencies and addresses how this research identifies, describes, and conceptualizes these competencies. A rigorous search, retrieval and appraisal process identified 25 relevant studies for inclusion in the review. A thematic synthesis was applied to the findings of the studies and subsequent themes were synthesized. The thematic synthesis of the empirical evidence resulted in the five broad themes: academic, nursing, and pedagogical competencies; attitudes; management and digital technology. However, these separate elements appeared to be highly integrated. Hence, this paper indicates that nurse teachers’ competencies may be assessed using a holistic approach, which could bring together the disparate attributes required for successful professional performance in specific situations.  相似文献   

Managing mergers — governancing institutional integration     

Frølich  Nicoline  Trondal  Jarle  Caspersen  Joakim  Reymert  Ingvild 《Tertiary Education and Management》2016,22(3):231-248

Despite striking similarities, the adoption and implementation of policy shifts regarding higher education governance vary considerably across the globe, suggesting a mixed picture of diversification and isomorphism both within and across national higher education systems. By unpacking one particular structural reform process, this paper focuses on mergers as both a governance tool and a governance result in higher education. The paper analyzes the strategic decisions taken by Norwegian higher education institutions during 2014 in the light of a proposed national reform to merge institutions in order to enhance quality in higher education. The empirical basis of the paper consists of analyses of the commissioned self-evaluations of the higher education institutions, and the strategic choices and dilemmas they expressed. The process can be seen as organizational engineering in the sense that it emerges from the self-evaluation process, but is also subject to governancing on the part of the ministry.  相似文献   

Facilitating qualitative research interviews for respondents with intellectual disability     

Hanne Marie Høybråten Sigstad  Veerle Garrels 《欧洲特需教育杂志》2018,33(5):692-706

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How Specific are Specific Comprehension Difficulties? An Investigation of Poor Reading Comprehension in Nine-Year-Olds     

Louise Flensted Rønberg  Dorthe Klint Petersen 《Scandinavian Journal of Educational Research》2016,60(1):72-89

This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties.  相似文献   

Patterns in the form of formative feedback and student response     

Marianne Ellegaard  Linn Damsgaard  Jesper Bruun  Bjørn Friis Johannsen 《Assessment & Evaluation in Higher Education》2018,43(5):727-744

Formative feedback currently receives attention as an effective means of increasing student learning. However, how to frame feedback to achieve the best effect is an ongoing debate. In this study we analyse a written data-set of 174 segments of teacher feedback and student response, coded using 10 emergent feedback and 14 response categories. As it is argued that feedback is a dialogue between students and teacher, links between feedback and response segments are viewed as a dialogical framework that we visualise and understand using network analysis. From this network we conclude that some ways of formulating feedback are more productive and likely to lead to types of responses that signify learning than others. We thus identify the reflection group of responses, consisting of the categories reflective response, explanation and students investigate own thinking. The feedback categories that link primarily to the reflection group are open question, wondering question and leading question, which we categorise as the questioning group of feedback. We discuss these patterns against a previously published framework, and by discussing specific examples we further our understanding of what makes feedback formative.  相似文献   

Social Acceptance of Children with Intellectual Disabilities in an Integrated School Setting in Zambia: a pilot study     

Dabie Nabuzoka  John A. Rønning 《International Journal of Disability, Development & Education》1997,44(2):105-115

The social acceptance of a group of Zambian primary school children with intellectual disabilities by two groups of nondisabled children was examined. One group were in direct contact with the children with disabilities over a period of six months while the other was not. Nondisabled boys who had been in contact with children with disabilities had more positive attitudes than boys who had no direct contact, while no exposure effects were observed amongst girls. Gender differences amongst nondisabled children who had contact with peers with disabilities were not significant. Amongst the nondisabled children who had no contact with children with disabilities, girls had more positive attitudes than boys. The findings are preliminary, but offer directions for further research and have some implications for integrating children with disabilities into mainstream schools.  相似文献   

Writing Latina/o Historical Narratives: Narratives at the Intersection of Critical Historical Inquiry and LatCrit     

Cinthia S. Salinas  María E. Fránquiz  Noreen Naseem Rodríguez 《The Urban Review》2016,48(3):419-439

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Essentializing postmodernity     

Thomas Aastrup Rømer 《Educational Philosophy and Theory》2018,50(14):1598-1599

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