Changing the Theory of Theory Change: Towards a Computational Approach     

Tennant  Neil 《The British journal for the philosophy of science》1994,45(3):865-897

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Scoping the Duals: Structural Challenges of Combining Further and Higher Education in Post-Secondary Institutions     

Neil Garrod  Bruce Macfarlane 《Higher Education Quarterly》2007,61(4):578-596

Dual sector universities (or duals) are a growing international phenomenon that cut across the divide that typically exists in post‐secondary education. Duals combine ‘further’ and ‘higher’ education within a single institution providing enhanced opportunities for student transition between post‐secondary sectors. This paper reports the results of an international survey of duals in Australia, Canada, New Zealand, South Africa and the UK. The results indicate that duals operate divergent operational models in managing the structural challenges of cross‐sector education characterised as unitary and binary. Many duals contend that state and provincial government regulation militates against the integration of structures, processes and human resources within a dual sector context.  相似文献   

Universal museums, museum objects and repatriation: The tangled stories of things     

Neil G.W. Curtis ^{Author Vitae} 《Museum Management and Curatorship》2006,21(2):117-127

This paper discusses the contribution of the 2003 ‘Declaration on the Importance and Value of Universal Museums’ to the debate on repatriation. The ‘Universalist’ approach taken by the Declaration is first considered, noting the implications of its emphasis on art, the heritage of museums and objects, along with its focus on the sculpture of ancient Greece and the enlightenment origin of museums such as the British Museum. It is argued that it reveals an essentialist approach that derives from a particular Western perspective, rather than being truly ‘universal’, and then considers whether a similar problem underlies many of the arguments advocating repatriation. The second part of the paper explores the opportunities offered by an approach which emphasises the ‘biography of objects’. This demonstrates how the tangled histories of objects and their many meanings can be considered. Repatriation is shown to be able to result in an increase in knowledge and understanding, rather than its destruction, and so meets the declared aim of the Declaration to ‘foster knowledge by a continuous process of reinterpretation’.  相似文献   

The Digital Curation Centre     

Neil Beagrie 《Learned Publishing》2004,17(1):7-9

The JISC and the EPSRCe‐science core programme will shortly establish a Digital Curation Centre to develop key research, services and generic tools needed by institutions and archiving bodies to manage digital collections over the long term. This article sets out its implications for ALPSP members and its relationship to other initiatives in e‐science and digital preservation.  相似文献   

Sailing physiology     

Spurway N  Legg S  Hale T 《Journal of sports sciences》2007,25(10):1073-1075

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An Interview with Anne Schreiber     

Neil Butcher  Merridy Wilson-Strydom 《TechTrends》2007,51(6):6-8

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Once Upon Today: Teaching for Social Justice with Postmodern Picturebooks     

Kathleen O’Neil 《Children‘s Literature in Education》2010,41(1):40-51

Children’s literature has long been used by parents and teachers to impart social values and expectations as well as to entertain children. Postmodern picturebooks jar this tradition by stimulating readers to question and rethink societal norms. However, these books also feature many cultural attributes that hold fast: loving families are still a safe harbor after adventures, while hard work and perseverance remain keys to success. Thus postmodern picturebooks provide a safe realm for exploration of values and traditional mores. This article examines the use of postmodern picturebooks in classroom settings to spark discussions that can lead to greater awareness of the world and the possibilities of students’ roles in it. The article also suggests activities to encourage children to reflect on new ways of being and thinking on a level appropriate to their sensibilities.  相似文献   

Infusing an inter‐professional and inter‐university perspective into healthcare education     

Lynette R. Goldberg  Jennifer Scott Koontz  David Downs  Paul Uhlig  Neil G. Kumar  Sapna Shah 《高等教育研究与发展》2010,29(4):421-431

A national (USA) student‐led, case‐based CLinician/Administrator Relationship Improvement OrganizatioN (CLARION) competition focuses students in medical and related healthcare programs on the provision of healthcare that is safe, timely, equitable, patient‐centred, effective and efficient. Students work in four‐person, inter‐professional teams to research and analyse a designated case. They then present their findings and recommendations to a panel of independent judges. Students, with support from their faculty advisors, approach the case as they see fit. Following initial participation in this CLARION competition, an inter‐professional team of students from two universities and their advisory faculty developed a two‐semester, pre‐competition course as a model to facilitate transformation in healthcare education. The course is theoretical, empirical and practical. It has multiple levels of learning and is designed to mentor students, develop faculty, measure learning outcomes and stimulate administrators in higher education to think creatively about curriculum development across disciplines. This integrated and inter‐professional approach is pivotal in healthcare education to ensure students learn safe and evidence‐based clinical practice that meets the highest standards for quality care.  相似文献   

We blame the parents! A response to ‘Cultural capital as an explanation of variation in participation in higher education’ by John Noble and Peter Davies (British Journal of Sociology of Education 30, no. 5)     

Neil Harrison  Richard Waller 《British Journal of Sociology of Education》2010,31(4):471-482

This paper offers a response to a recent article where the authors argue cultural capital is the only determinant of the propensity of young people to seek to enter higher education, dismissing other indicators such as social class. This response questions the support the original authors draw from other literature and offers criticism of the sample used in their study, the survey tool employed, the analysis undertaken and their conclusions relating to the agenda of ‘widening participation’. In reality, the wider literature suggests that social class, as represented by parental occupation, continues to have a role in explaining educational trajectories, even once other factors are controlled for.  相似文献   

Administrating transnational education: a cross‐cultural application of Hodgkinson’s values paradigm     

Kaye Eldridge  Neil Cranston 《Journal of educational administration and history》2009,41(2):97-113

This article reports on an exploratory study which employed Hodgkinson’s values paradigm as an analytical tool for explaining how administrators of transnational education programmes understand national cultural values to affect their work and working environment. In particular, interviews with managers responsible for Australia’s provision of transnational higher education in Thailand were examined against Hodgkinson’s values paradigm in an attempt to identify whether any of his particular value types might appear more prominently in decision‐making undertaken in either the Australian or the Thai educational administrative setting. The findings suggest that rational consequential decision‐making might be more significant in Australia, while decision‐making using rational consensual, transrational and subrational values might be more prominent in Thailand.  相似文献