Rating and rewarding higher education for sustainable development research within the marketised higher education context: experiences from English universities     

Sophie E. F. Bessant  Zoe P. Robinson 《Environmental Education Research》2019,25(4):548-565

This paper explores one key aspect of marketisation in English universities, the quality-related research funding (QR) system, which central government in the United Kingdom uses to allocate funds to Higher Education Institutions (HEIs), based on a system of reviewing and rating the ‘quality’ of research at different HEIs. Specifically, it focuses on the experiences of 30 members of academic staff from eight universities across England who were engaged in research and/or scholarly activity in the broad field of Higher Education for Sustainable Development (HESD), during the time leading up to the 2014 Research Excellence Framework (REF) submission period. Interviewees were asked to talk about their experiences of being a HESD researcher/scholar within the context of the QR system and their perceptions of the relationship between the QR system and interdisciplinary, sustainability, pedagogic and HESD research. Findings from the semi-structured interviews and resulting qualitative analysis, reveal a number of obstacles facing HESD researchers which are outlined and explored in the paper. Strategies and rationale for improving the quality, reputation and ultimately, the ‘REF-ability’ of HESD research are discussed, and highlight the complex interface between marketisation and sustainability in higher education.  相似文献   

A case study of the lasting impacts of employment in a development through sport,recreation and the arts programme for Aboriginal youth     

Sophie Gartner-Manzon 《Sport in Society》2016,19(2):159-173

In this article, we explore if/how working for Alberta’s Future Leaders Program (AFL) in Alberta, Canada, had a lasting impact on former employees. Based on interviews with 15 youth workers and one arts mentor, we found the following: (1) by being involved in AFL, the staff members increased their awareness of racism’s and colonialism’s impacts; (2) they learned to challenge stereotypes; and (3) they gained a strong employment trajectory. As a result, they (4) believed that they reaped more benefits from AFL involvement than the programme’s intended beneficiaries. While these findings are troubling in that relatively privileged people may be the programme’s main beneficiaries, which serves to reaffirm and reinforce their privilege, they also show that domestic sport for development programmes can sensitize both Aboriginal and non-Aboriginal employees to issues pertaining to racism and colonialism, they have the potential to develop ‘allies’ and also to yield outcomes similar to involvement in international sport for development programmes.  相似文献   

Developing a generic tool to routinely measure the impact of health libraries          下载免费PDF全文

Stephen Ayre  Alison Brettle  Dominic Gilroy  Douglas Knock  Rebecca Mitchelmore  Sophie Pattison  Susan Smith  Jenny Turner 《Health information and libraries journal》2018,35(3):227-245

Background

Health libraries contribute to many activities of a health care organisation. Impact assessment needs to capture that range of contributions.

Objectives

To develop and pilot a generic impact questionnaire that: (1) could be used routinely across all English NHS libraries; (2) built on previous impact surveys; and (3) was reliable and robust.

Methods

This collaborative project involved: (1) literature search; (2) analysis of current best practice and baseline survey of use of current tools and requirements; (3) drafting and piloting the questionnaire; and (4) analysis of the results, revision and plans for roll out.

Findings

The framework selected was the International Standard Methods And Procedures For Assessing The Impact Of Libraries (ISO 16439). The baseline survey (n = 136 library managers) showed that existing tools were not used, and impact assessment was variable. The generic questionnaire developed used a Critical Incident Technique. Analysis of the findings (n = 214 health staff and students), plus comparisons with previous impact studies indicated that the questionnaire should capture the impact for all types of health libraries.

Conclusions

The collaborative project successfully piloted a generic impact questionnaire that, subject to further validation, should apply to many types of health library and information services.  相似文献   

Profiling the Audience for Self-Transcendent Media: A National Survey     

Arthur A. Raney  Sophie H. Janicke  Mary Beth Oliver  Katherine R. Dale  Robert P. Jones  Daniel Cox 《Mass Communication and Society》2018,21(3):296-319

This article reports the findings from a national survey of self-transcendent (or inspiring) media audience members in the United States. Exposure to self-transcendent content is socially significant because, theoretically, it can orient users toward matters beyond themselves, ultimately promoting connections with others and altruistic behaviors. However, to date, little is known about the daily audiences for such fare. Four primary questions guided the investigation: (a) What are the media sources and contents identified as “inspiring” by the audience? (b) Who makes up the current U.S. audience for self-transcendent media content? (c) What personality traits and viewer characteristics are associated with self-transcendent media consumption? and (d) What prosocial and altruistic behaviors are associated with self-transcendent media consumption? To address these questions, a nationally representative survey (n = 3,006) was conducted. The findings are discussed in relation to the growing body of scholarship on positive media psychology.  相似文献   

Institutional pedagogy for an autonomous society: Castoriadis & Lapassade     

Sophie Wustefeld 《Educational Philosophy and Theory》2018,50(10):936-946

Abstract

This article explores how George Lapassade’s institutional pedagogy meets the definition of ‘praxis’ formulated by Cornelius Castoriadis, as the activity creating reflective and deliberative subjects. Lapassade applies Castoriadis’s criticism of bureaucracy to transform the teacher-learners’ relationship and emphasises how self-governance group dynamics among learners facilitates learning in general and access to critical thinking in particular. Castoriadis’s concept of democracy as individual and collective autonomy demands an interpretation of equality as a dynamic process instead of as a state of social relations, both in politics and in classrooms. His understanding of politics as a matter of opinions rather than applied knowledge necessitates a questioning of how the relationship between politics and knowledge is presented in classrooms. The argument articulates two main themes: (1) authority and power both between adults and children and within class groups, and (2) the relationship between knowledge and politics, problematised by Castoriadis’s concept of truth.  相似文献   

Why use learning outcomes in higher education? Exploring the grounds for academic resistance and reclaiming the value of unexpected learning     

Anton Havnes  Tine Sophie Prøitz 《Educational Assessment, Evaluation and Accountability》2016,28(3):205-223

Learning outcomes are now mandated in higher education courses across Europe. However, their impact on teaching and student learning is both uncertain and an issue for debate. In this paper, we explore (1) what is meant by learning outcomes in diverse contexts and (2) whether policy and practice governing learning outcomes accord with developments in learning theories, especially regarding sociocultural approaches that have drawn significant interest since the 1990s (Engeström 1987; Lave and Wenger 1991). Shepard’s (Educational Researcher, 29(7), 4–14, 2000) publication is particularly salient to our examination due to her identification of an emerging paradigm to assist in the understanding of the relationships among teaching, learning and assessment. Employing recent work on conceptualisations of learning outcomes and a four-quadrant taxonomy (Prøitz in Educational Assessment, Evaluation and Accountability, 22(2), 119–137, 2010, 2014), we discuss relevant learning theory approaches. This article is a conceptual investigation exploring the grounds for the assumption that learning can be predefined in terms of (expected) outcomes. Specifically, we discuss this assumption from the perspective of recent developments in learning theories. We argue that introducing learning outcomes predominantly for policy and management purposes may actually weaken the learning outcomes’ potential to direct teaching and learning and to improve the quality of both.  相似文献   

From role models to nations in need of advice: Norway and Sweden under the OECD’s magnifying glass     

Daniel Pettersson  Tine Sophie Prøitz  Eva Forsberg 《教育政策杂志》2017,32(6):721-744

By analysing five separate OECD reviews of evaluation and assessment practices with Norway and Sweden as cases, our study illustrates different ways in which a specific international educational reasoning is blended into more context-based national education policies and, as such, works in parallel with internal reforms and agendas. It is evident that an overarching narrative promotes the importance of coherent and integrated systems of evaluation and assessment in order to strengthen social and political endeavours for equity, quality and achievements. The parallel mix of OECD discourses and national discourses creates a combined narrative in which evaluations and assessments appear natural, self-evident and rational as well as highly adaptable to national settings. The study shows that national vertical and/or horizontal developments are intertwined with the OECD policy recommendations, which are quite general in character. In a continuing process of uploading and downloading, within different contexts, policies are elaborated and recontextualised. Evaluations and assessments are part of a contemporary rational paradigm for mapping and promoting performance in national educational systems – what we identify as a comparative curriculum code.  相似文献   

How do young people choose college majors?     

Claude Montmarquette  Kathy Cannings  Sophie Mahseredjian 《Economics of Education Review》2002,21(6):112

Previous studies on the determinants of the choice of college major have assumed a constant probability of success across majors or a constant earnings stream across majors. Our model disregards these two restrictive assumptions in computing an idiosyncratic expected earnings variable to explain the probability that a student will choose a specific major among four choices of concentrations. The construction of an expected earnings variable requires information on the student's perceived probability of success, the predicted earnings of graduates in all majors and the student's expected earnings if he (she) fails to complete a college program. Using data from the National Longitudinal Survey of Youth, we evaluate the chances of success in all majors for all the individuals in the sample. Second, the individuals' predicted earnings of graduates in all majors are obtained using Rumberger and Thomas's [Econ. Educ. Rev. 12 (1993) 1] regression estimates from a 1987 Survey of Recent College Graduates. Third, we obtain idiosyncratic estimates of earnings alternative of not attending college or by dropping out with a condition derived from our college major decision-making model applied to our sample of college students. Finally, with a mixed multinomial logit and probit models and an heteroscedastic extreme value model, we explain the individuals' choice of a major. The results of the paper show that the expected earnings variable is essential in the choice of a college major. There are, however, significant differences in the impact of expected earnings by gender and race.  相似文献   

Australian social work academics’ perceptions of their teaching roles within higher education     

Sophie Goldingay  Greer Lamaro Haintz  Juliana Ryan  Danielle Hitch  Susie Macfarlane 《高等教育研究与发展》2017,36(5):975-988

The marketisation of higher education (HE) has created a number of tensions and ideological dilemmas that may influence how academics see their roles and teaching practices. This paper explores how academics in the discipline of social work (who were also in leadership roles) perceive their roles and identities and manage the tensions and dilemmas that arise for them as teachers in the current HE environment. Unless the tensions and dilemmas are articulated, it is not possible to understand and manage their impact on academics. This may lead to the loss of quality learning experiences for students and lower workplace satisfaction. This paper addresses the research question: were there ideological dilemmas experienced by social work academics in the current environment and if so, what subject positions did they adopt in response to these? A discursive psychology approach was used to answer this question. Data showed a range of ideological dilemmas represented by each of the different subject positions adopted. The paper concludes with questions for readers to consider, generating ideas for transferring understanding of these ideological dilemmas into positive action within the workplace.  相似文献   

Heart rate measures from the Apple Watch,Fitbit Charge HR 2, and electrocardiogram across different exercise intensities     

Elizabeth A. Thomson  Kayla Nuss  Ashley Comstock  Steven Reinwald  Sophie Blake  Richard E. Pimentel 《Journal of sports sciences》2019,37(12):1411-1419

This study compared heart rate (HR) measurements for the Fitbit Charge HR 2 (Fitbit) and the Apple Watch devices with HR measurements for electrocardiogram (ECG). Thirty young adults (15/15 females/males, age 23.5 ± 3.0 years) completed the Bruce Protocol. HR measurements were recorded from the ECG and both devices every minute. Average HR for each participant was calculated for very light, light, moderate, vigorous and very vigorous intensities based on ECG-measured HR. A concordance correlation coefficient (CCC) was calculated to examine the strength of the relationship between ECG measured HR and HR measured by each device. Relative error rates (RER) were also calculated to indicate the difference between each device and ECG. An equivalence test was conducted to examine the equivalence of HRs measured by devices and ECG. The Apple Watch showed lower RER (2.4–5.1%) compared with the Fitbit (3.9–13.5%) for all exercise intensities. For both devices, the strongest relationship with ECG-measured HR was found for very light PA with very high CCC (>.90) and equivalence. The strength of the relationship declined as exercise intensity increased for both devices. These findings indicate that the accuracy of real-time HR monitoring by the Apple Watch and Fitbit Charge HR2 is reduced as exercise intensity increases.  相似文献