Introduction to the Issue     

Glen A. Jones 《Higher Education in Europe》2006,31(3):229-230

  相似文献   

Where do ethical responsibilities in editing and publishing lie?     

John W. Glen 《Learned Publishing》1996,9(1):3-5

There are many ethical responsibilities in preparing and publishing a scientific paper. The various responsibilities of authors, referees, editors and publishers are considered. While editors and publishers have a responsibility to seek to identify unethical or fraudulent papers, this is not always possible and primary responsibility for the accuracy of papers must lie with the authors. Editors however have a greater responsibility to try to ensure ethical behaviour in the refereeing process and to draw referees’ attention to the privileged nature of the paper under review. The requirements for the ethical handling of papers by the editors and publishers are also discussed, as are recent developments in public interest in the question of ethics in publishing papers.  相似文献   

The electronic campus: Getting smart with smart cards on campus     

Glen McCandless 《About Campus》1996,1(5):21-23

Imagine a time when students will carry one small card that they can use to access reference materials, buy football tickets, and receive financial aid through an ATM. Fantasy? No, says Glen McCandless, this reality is just around the corner.  相似文献   

The Parent-Child Toy Library Programme     

Glen P. Nimnicht  Edna Brown 《British journal of educational technology : journal of the Council for Educational Technology》1972,3(1):75-81

  相似文献   

Response to Ennis     

Glen Harvey 《Educational theory》1978,28(2):147-151

  相似文献   

The American Dream and the Romance Tradition in American Fiction: A Literary Study of Society and Success in America     

Robert Glen Deamer 《Journal of American culture (Malden, Mass. : 2003)》1979,2(1):5-16

  相似文献   

Contribution of the doctoral education environment to PhD candidates’ mental health problems: a scoping review     

Sylvia Anne Mackie  Glen William Bates 《高等教育研究与发展》2019,38(3):565-578

ABSTRACT

Recent research into the mental health of PhD candidates suggests that their high levels of stress could be caused in part or exacerbated by aspects of the doctoral education environment. However, the particulars of this environment have not been explored in consistent enough ways to provide a clear way forward for universities to respond to this issue. This article presents a systematic scoping review of the recent literature on this topic with the aims of collecting and consolidating the heterogeneous range of findings therein and providing a framework to coordinate further research and inform intervention design. Factors shown by the literature to contribute to stress in doctoral settings are presented, including problems in the supervisory relationship, lack of transparency of university processes, workload, role conflict, financial insecurity and uncertain career prospects. Analysis of the review sample indicates four main themes in this body of literature: shifting ideas about the range of environmental stressors and the relationships between them, a paucity of trialled interventions that target the range of known stressors, a lack of standardisation in instruments used for capturing the effects of stressors and evaluating interventions and finally, a need for comprehensive, agreed upon typologies – to integrate what is known about the issue and prioritise interventions. This article proposes guidelines to address these deficiencies, based on an ecological understanding of the doctoral research setting.  相似文献   

Adolescent twins and emotional distress: the interrelated influence of nonshared environment and social structure     

Crosnoe R  Elder GH 《Child development》2002,73(6):1761-1774

This study examined the power of nonshared environment to differentiate the development of adolescent monozygotic twins, and the extent to which this power varied across social structural contexts (e.g., ethnicity, socioeconomic status). Estimation of difference score models on 289 same-sex monozygotic twin pairs from the National Longitudinal Study of Adolescent Health revealed that differences in maternal closeness, teacher bonding, and religious participation differentiated monozygotic twins on emotional distress, with the more distressed twin typically lower on all three. Family income was the strongest structural moderator of these relations, with parental autonomy granting more important in higher income families and religious participation more important in lower income families. Finally, in some groups, one monozygotic twin's emotional distress was also associated with the other twin's familial and extrafamilial relationships. The results of this study demonstrate that interpersonal contexts can shape monozygotic twins' individual experiences within the structure of the larger society.  相似文献   

The efficacy of directed studies courses as a form of undergraduate research experience: a comparison of instructor and student perspectives on course dynamics     

Sean E. Moore  Glen T. Hvenegaard  Janet C. Wesselius 《Higher Education》2018,76(5):771-788

Directed studies (DS) courses are widely touted for their ability to enhance research skills in undergraduate students—yet little is known about the dynamics, motivations, and perceived outcomes connected to these specific types of undergraduate research experiences. Building on earlier qualitative research, in this paper we report the results of a self-report survey designed to directly compare instructor and student perspectives on DS course dynamics at a small, liberal arts university. Samples of students who completed DS courses and instructors who supervised them completed a survey assessing their motives, perceived outcomes, and barriers encountered in their course work. Parallel wording of items in instructor and student surveys permitted comparison of perceptions of DS course dynamics. Results indicated that there were many similarities in how both groups approached DS courses but that there were also several important differences in motives and perceived outcomes pointing to the need for greater communication between instructors and students about their expectations for the course.  相似文献   

The Restructuring of Academic Work: Themes and Observations     

Glen A. Jones 《Higher Education in Europe》2006,31(3):317-325

The objective in this paper is to provide an overview of the key themes that can be identified by looking across the contributions to this special issue, and highlight a number of the important observations that emerged during the seminar in which these papers were originally presented. The seminar, which took place in Berlin in October of 2005, was organized by UNESCO‐CEPES in collaboration with the Observatory of the Magna Charta Universitatum and the German Commission for UNESCO.  相似文献