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Keith M. Clayton 《Higher Education Quarterly》1987,42(1):20-37
The UGC norm-based allocation of 1986, the current proposals for the rationalisation of departments, and the proposals of the Advisory Board for the Research Councils (ABRC) for R, X and T class universities are assessed against the actual operations of productive science departments and their patterns of expenditure on research as revealed born a recent sample survey. It is concluded that the UGC's norm-based allocation did not in any systematic way secure increases related to current research activity except for those cases where this came from the student number-based teaching element. Only the creation of larger departments seems likely to increase research output, and often that will best be achieved by increases in student numbers and their associated funding. Institutions similar to T class universities can be achieved by encouraging the recruitment of students at the expense of the public sector, but the distribution between R and X class universities is unsustainable. 相似文献
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Keith 《Endeavour》2001,25(4)
In 1971, on the death of Louis Pasteur's grandson, Pasteur Vallery-Radot, the collection of Pasteur's personal papers and notebooks, which had mostly been donated to the Bibliothèque nationale in Paris, became more accessible to scholars. Louis Pasteur (Fig. 1) was one of the world's greatest scientists, but since his death in 1895 his memory has been revered to an extent that almost borders on idolism. One consequence of the improved access to Pasteur's notebooks and correspondence was the publication in 1995 of Gerald Geison's book The Private Science of Louis Pasteur[1], in which Geison compares what he believes to have been the more realistic sequence of steps by which Pasteur reached his unquestionably famous discoveries with the widely publicized Pasteurian legends that often read more like film scenarios. This article attempts to trace the stages by which Pasteur came to some of his celebrated conclusions in the earlier years of his career.
Fig. 1. Pasteur in 1857, aged 34, when Dean of the Faculty of Sciences in Lille (reproduced, with permission, from [1]). 相似文献
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Alan Paisey Head of Administrative Studies Keith Alan‐Smith Pro‐Rector 《School Leadership & Management》2013,33(4):333-340
Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership. 相似文献