Doing good while performing well at Flemish universities: benchmarking higher education institutions in terms of social inclusion and market performance     

Elvira Haezendonck  Kim Willems  Jenny Hillemann 《International Journal of Inclusive Education》2017,21(1):31-47

Universities, and higher education institutions in general, are ever more influenced by output-driven performance indicators and models that originally stem from the profit-organisational context. As a result, universities are increasingly considering management tools that support them in the (decision) process for attaining their strategic goals. The growth-share matrix is one of these tools that has proven its value in diverse business and competitive contexts in the past few decades. The present study’s contribution is twofold. First, we apply and interpret the growth-share matrix as part of a strategic positioning analysis in a strategic university context. Second, we extend this tool by incorporating social inclusion as a third dimension in the analysis. In recent years, discussions on the rising social disparity among adolescents in higher education have increased and different types of actors have raised the motivation to create more equal opportunities for prospective students who rank among the group of socially disadvantaged adolescents. The findings of an empirical case of the proposed model for a particular Belgian academic programme show that increased social inclusion and higher performance parameters, such as growth in student enrolments and diplomas, can be reached simultaneously.  相似文献   

Nonnative English-Speaking Professors’ Experiences of English-Medium Instruction and Their Perceived Roles of the Local Language     

Jeongyeon Kim  Bradley Tatar 《Journal of Language, Identity & Education》2017,16(3):157-171

This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ performances and the amount of interaction between local and international students negatively. Their perceived need for the local, Korean language correlated negatively with the interaction between Korean and international students. In the qualitative interviews, the local language in the EMI context, despite the full-fledged EMI policy being implemented top down, was represented as crucial for social and instructional purposes and for their own time management. These perceived roles were found to be associated with their multiple identities, as instructors and researchers, required and practiced in the context. The findings are discussed to provide information on how to support an EMI policy for internationalization of higher education, especially in non-English-speaking societies.  相似文献   

Review of: Clark,T., & Barbour,M.K. (Eds.). (2015). Online,Blended, and Distance Education in Schools: Building Successful Programs. Sterling,VA: Stylus.     

Kim C. Huett 《TechTrends》2017,61(1):87-88

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Elasto-inertial particle focusing under the viscoelastic flow of DNA solution in a square channel     

Bookun Kim  Ju Min Kim 《Biomicrofluidics》2016,10(2)

Particle focusing is an essential step in a wide range of applications such as cell counting and sorting. Recently, viscoelastic particle focusing, which exploits the spatially non-uniform viscoelastic properties of a polymer solution under Poiseuille flow, has attracted much attention because the particles are focused along the channel centerline without any external force. Lateral particle migration in polymer solutions in square channels has been studied due to its practical importance in lab-on-a-chip applications. However, there are still many questions about how the rheological properties of the medium alter the equilibrium particle positions and about the flow rate ranges for particle focusing. In this study, we investigated lateral particle migration in a viscoelastic flow of DNA solution in a square microchannel. The elastic property is relevant due to the long relaxation time of a DNA molecule, even when the DNA concentration is extremely low. Further, the shear viscosity of the solution is essentially constant irrespective of shear rate. Our current results demonstrate that the particles migrate toward the channel centerline and the four corners of a square channel in the dilute DNA solution when the inertia is negligible (elasticity-dominant flow). As the flow rate increases, the multiple equilibrium particle positions are reduced to a single file along the channel centerline, due to the elasto-inertial particle focusing mechanism. The current results support that elasto-inertial particle focusing mechanism is a universal phenomenon in a viscoelastic fluid with constant shear viscosity (Boger fluid). Also, the effective flow rate ranges for three-dimensional particle focusing in the DNA solution were significantly higher and wider than those for the previous synthetic polymer solution case, which facilitates high throughput analysis of particulate systems. In addition, we demonstrated that the DNA solution can be applied to focus a wide range of particle sizes in a single channel and also align red blood cells without any significant deformation.  相似文献   

Internet Governance in Transition: Who Is the Master of This Domain? by Daniel J. Pare. Lanham, MD: Rowman and Littlefield, 2003. 208 pp. $26.95 paper. ISBN 0-74251-846-9     

Junghoon Kim 《The Information Society》2004,20(4):307-308

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Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children     

Puranik CS  Lonigan CJ  Kim YS 《Early childhood research quarterly》2011,26(4):465-474

The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge.  相似文献   

Relations of emergent literacy skill development with conventional literacy skill development in Korean     

Young-Suk Kim  Yaacov Petscher 《Reading and writing》2011,24(6):635-656

The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of 215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light of characteristics of the Korean language and writing system.  相似文献   

The effects of learning authenticity on the learning achievements in the online corporate training programme     

Sun‐Hee Park  Misun Kim  Daeyoul Yu 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):E37-E41

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Students’ experience of synchronous learning in distributed environments     

Anissa R. Stewart  Danielle B. Harlow  Kim DeBacco 《Distance Education》2011,32(3):357-381

This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types explored how the instructor and students were able to interact through videoconferencing technologies. Most of the interaction occurred between the local and distance learners by way of cultural guides, local students assigned to host a distance learner through Google Video chat. The distance learners were able to receive real-time attention from the instructor and were able to share differing perspectives that contributed to increased satisfaction in the course. These interactions allowed for a dynamic collaborative effort among a diverse set of actors in the field of education.  相似文献   

Face-to-face versus computer-mediated discussion of teaching cases: Impacts on preservice teachers’ engagement, critical analyses, and self-efficacy     

Lisa M. PytlikZillig  Christy A. Horn  Roger Bruning  Stephanie Bell  Xiongyi Liu  Kamau O. Siwatu  Mary C. Bodvarsson  Doyoung Kim  Deborah Carlson 《Contemporary educational psychology》2011,36(4):302-312

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed.  相似文献