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11.
ABSTRACT This paper examines the Regent University Library's effort to reach online students by incorporating online library workshops using the Live Classroom software from Horizon Wimba. The paper explains the need for synchronous online library instruction which arose from the university's changing clientele and curriculum. It also analyzes participant feedback regarding strengths and weaknesses of the online workshops. The paper concludes by considering the future for this type of instruction in light of Regent University's increasing emphasis on online education. 相似文献
12.
Higher education institutions in the UK are required, by law, to make anticipatory reasonable adjustments for students with disabilities. Inclusive teaching practice, if adopted across the sector, would ensure that the needs of students with disabilities are considered and provided for, before they even arrive on campus. This paper sets out the background and key findings from an institutional research project at a UK university that aimed to discover if academic staff's attitudes would be problematic or conducive to the implementation of inclusive teaching practice. The paper concludes that there is little evidence of widespread “resistance” but rather, the research discovered a prevailing belief in the rights of students with disabilities to education, albeit a belief which is limited in its practical application in the classroom. The paper also reports on a number of recommendations made to the case study university as a result of this research. 相似文献
13.
The modernisation of research evaluation: The case of the UK 总被引：10，自引：1，他引：9
Mary Henkel 《Higher Education》1999,38(1):105-122
The Research Assessment Exercise (RAE), first established by the UK University Grants Committee in 1985 has been an important instrument in the modernisation of higher education in the UK. It is a means of rationalising the stratification of universities and the concentration of research resources, and of maximising research output. At the same time, while its operation remains substantially under professional control, it has had profound implications for the academic profession. The article explores these through analysing the workings of the RAE and its consequences for higher education institutions, departments and individuals. It suggests that the RAE has triggered substantial changes in the management of the research function in universities and in the culture of university departments. It has disturbed the web of relationship between the individual academic, the discipline, the department and the institution. It has impacted on individual professional identities and concepts of research responsibilities. 相似文献
14.
Open innovation is often facilitated by strong intellectual property rights (IPRs), but it may also function, and even be boosted, when firms deliberately waive some of their IPRs. Extant literature has pointed out the potential benefits of such behavior, but falls short of explaining what triggers firms to practice it in the first place and to maintain or extend it. Since the waiving of IPRs runs counter to common views on strategy and competition and to engrained practices, this is a non-trivial question. To address it, we conduct an empirical study in a segment of the computer component industry which traditionally has taken a rather proprietary stance. With the advent of the open source operating system Linux, firms increasingly waived their IPRs on software drivers. We trace and analyze this process using both qualitative and quantitative methods. Our results indicate that component makers went through a learning process, which led some to realize how selectively waiving IPRs may be beneficial for their business. We uncover customer demand pull as the initial trigger and observe how a positive feedback loop sets in subsequently, leading to a further increase in the use of selective revealing. Overall, we find that openness develops into a new dimension of competition. We discuss the implication of our findings for research on open innovation and highlight how they impact managers in practice. 相似文献
15.
Linda A. Henkel 《Educational gerontology》2013,39(7):505-516
The involvement of undergraduates in research on aging has benefits for the students and for the faculty mentors, as well as for their departments, their universities, and the field of gerontology at large. This article reports on the application of a 3-year Academic Research Enhancement Award (AREA) by the National Institute on Aging awarded to Fairfield University—a selective, midsize private Jesuit institution—to increase undergraduate involvement in cognitive aging research. The series of studies examines age-related differences in veridical and false memories arising from repeated attempts to remember information. The grant has greatly expanded the research opportunities available for undergraduates, and has provided research training to a greater number and broader range of students than was previously possible (over the 3-year period, over 30 students gained hands-on, in depth research training). Specific student research activities on the Fairfield Cognitive Aging Project are discussed, and the development of a course on supervised research, its place in the curriculum, and the immediate and long-term benefits to students are described. 相似文献
16.
E. Thomas Henkel 《科学教学研究杂志》1967,5(1):89-94
Do PSSC materials used with undergraduates lead to better scores on a critical thinking appraisal test? Is the increment greater than conventional instruction yields? 相似文献
17.
The UK: the home of the lifelong learning university? 总被引：1，自引：0，他引：1
Mary Henkel 《European Journal of Education》2001,36(3):277-289
18.
When trying to attain the benefits of open source software (OSS), proprietary closed source software (PCSS) firms are struggling to adopt this radically different practice of software development. We approach these adoption challenges as a problem of gaining support for organizational innovation. Through a mixed-method research design consisting of qualitative interviews and a survey of employees of a large telecommunications firm, we find that the organizational innovation to commercially engage in OSS has different impacts on technical and administrative dimensions of different job roles. Accordingly, individuals enacting different job roles are—on average—more or less well aligned with the OSS practice and OSS processes per se. We find that individual-level attributes can counterbalance the job role changes that weaken support for adopting OSS, while perceived organizational commitment has no effect. Suggestions for PCSS firms are presented and implications for innovation literature are discussed. 相似文献
19.
Profiting from voluntary information spillovers: how users benefit by freely revealing their innovations 总被引：3，自引：0，他引：3
Empirical studies of innovation have found that end users frequently develop important product and process innovations. Defying conventional wisdom on the negative effects of uncompensated spillovers, innovative users also often openly reveal their innovations to competing users and to manufacturers. Rival users are thus in a position to reproduce the innovation in-house and benefit from using it, and manufacturers are in a position to refine the innovation and sell it to all users, including competitors of the user revealing its innovation. In this paper, we explore the incentives that users might have to freely reveal their proprietary innovations. We then develop a game-theoretic model to explore the effect of these incentives on users’ decisions to reveal or hide their proprietary information. We find that, under realistic parameter constellations, free revealing pays. We conclude by discussing some implications of our findings. 相似文献
20.
Peer group contextual effects of aggressive behavior among middle school students (6th-8th graders) were examined using a short-term longitudinal design. More specifically, the homophily hypothesis that peer group membership influences individual-level bullying and fighting was evaluated with multilevel sex-specific models of individual- and peer-level aggression scores. Peer groups were identified via social network analysis. Intraclass correlation coefficients yielded through hierarchical linear modeling demonstrated substantial within-group similarity on self-reported bullying and fighting, suggesting that students affiliate with individuals who bully and fight at the same frequency. Peer group bullying and fighting was associated with individual-level behavior, even after controlling individual baseline levels for males and females. However, peer contextual effects explained more variance in individual bullying than individual fighting. This differential impact of peer group membership suggests that future studies consider peer relations across subtypes of aggression. 相似文献