What keeps science spiralling? Unravelling the critical success factors of knowledge creation in university research     

A. Markus Travaille  Paul H. J. Hendriks 《Higher Education》2010,59(4):423-439

Based on Nonaka’s knowledge spiral, this paper examines how processes of knowledge creation contribute to success in academia. It presents the outcomes of an in-depth exploration of the workings of the knowledge spiral in a university research institute. The research shows the outstanding but undervalued importance of socialization processes. It also shows that, while research success is typically defined at the interplay of the individual, group and institutional levels, in the institute that was examined none of the four knowledge creation processes (socialization, externalization, combination and internalization) appears to run smoothly at the institutional level.  相似文献   

Developing generic skills through university study: a study of arts, science and engineering in Australia     

Paul B. T. Badcock  Philippa E. Pattison  Kerri-Lee Harris 《Higher Education》2010,60(4):441-458

This study examined relationships between important aspects of a university education and the assessment and development of generic skills. A sample of 323 students enrolled in single or double arts, engineering and/or science degrees from a research-intensive university in Australia were administered the Graduate Skills Assessment to measure four generic skills—critical thinking, interpersonal understandings, problem solving and written communication. As expected, students’ grade point average was generally found to be significantly related to scores for all four skill scales both within each discipline area and across the total sample. Reporting of academic achievement through the GPA therefore provides some measure of students’ generic skill levels. However, since relationships were modest, GPA should be considered an imperfect indicator of levels of generic skills attainment. In addition, we found only limited evidence that students’ skill levels increased with progression through their studies, with study length being consistently related only to Problem Solving. Finally, our analyses revealed significant, interdisciplinary variations in students’ skill scores. Results are discussed with respect to theoretical, practical and methodological implications.  相似文献   

Who matters to universities? A stakeholder perspective on humanities, arts and social sciences valorisation   总被引：1，自引：0，他引：1  

Paul Benneworth  Ben W. Jongbloed 《Higher Education》2010,59(5):567-588

Valorisation is at the centre of many debates on the future of academic research. But valorisation has largely become narrowly understood in terms of universities’ economic contributions through patenting, licensing, spin-off formation and technology transfer. This emergent restrictive definition of universities’ societal impacts is a worrying development, overlooking the potential of universities’ knowledge in the Humanities, Arts and Social Sciences (HASS). Our hypothesis is that HASS disciplines’ disadvantage compared to the hard sciences (lesser policy attention and funding for commercialisation) arises because HASS stakeholders are not sufficiently salient as stakeholders to universities. Using case studies of three policy experiments, we argue that universities’ responsiveness to stakeholders does not evolve simply and functionally but in response to the networks of relationships in which they are situated. This has important implications for how stakeholder research is used in higher education research, and for the design and implementation of policies to improve universities’ societal contributions.  相似文献   

Expertise reversal effect in using explanatory notes for readers of Shakespearean text     

Annishka Oksa  Slava Kalyuga  Paul Chandler 《Instructional Science》2010,38(3):217-236

The reported study compared the instructional effectiveness of Modern English explanatory interpretations of Shakespearean play extracts integrated line by line into original Elizabethan English text, with a conventional unguided original text condition. Experiment 1 demonstrated that the explanatory notes group reported a lower cognitive load and performed better in a comprehension test than the control group when students had no prior knowledge of the text. In Experiment 2, a reverse effect occurred when the same material was presented to a group of Shakespearean experts. Experiment 3 replicated the results of Experiment 1 using a different Shakespearean play. The study demonstrated that the relative effectiveness of instructional conditions depended on learner levels of expertise. In accordance with the expertise reversal effect, the benefits of guided instruction reversed and became detrimental for learners with high prior knowledge levels. Retrospective verbal protocols indicated that the explanations were redundant for expert readers.  相似文献   

Interactions between the isolated–interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class     

Paul Blayney  Slava Kalyuga  John Sweller 《Instructional Science》2010,38(3):277-287

This study investigated interactions between the isolated–interactive elements effect and levels of learner expertise with first year undergraduate university accounting students. The isolated–interactive elements effect occurs when learning is facilitated by initially presenting elements of information sequentially in an isolated form rather than in a fully interactive form. The expertise reversal effect occurs when the relevant advantage of one instructional technique over another reverses depending on the learner’s level of expertise. The results provided support for the predicted interaction with lower expertise students benefitting from the isolated elements instructional method, while students with more expertise learned more from the interacting elements format.  相似文献   

The Effects of Selection Strategies for Bivariate Loglinear Smoothing Models on NEAT Equating Functions     

Tim Moses  Paul W. Holland 《Journal of Educational Measurement》2010,47(1):76-91

In this study, eight statistical strategies were evaluated for selecting the parameterizations of loglinear models for smoothing the bivariate test score distributions used in nonequivalent groups with anchor test (NEAT) equating. Four of the strategies were based on significance tests of chi-square statistics (Likelihood Ratio, Pearson, Freeman-Tukey, and Cressie-Read) and four additional strategies were based on different evaluations of the Likelihood Ratio Chi-Square statistic (Akaike Information Criterion, Bayesian Information Criterion, Consistent Akaike Information Criterion, and an index traced to Goodman). The focus was the implications of the selection strategies' selection tendencies for the accuracy of chained and poststratification equating functions. The results differentiated the strategies in terms of their tendencies to select models with particular bivariate parameterizations and the implications of these tendencies for equating bias and variability .  相似文献   

The relative effects of group size on reading progress of older students with reading difficulties   总被引：1，自引：0，他引：1  

Vaughn S  Wanzek J  Wexler J  Barth A  Cirino PT  Fletcher J  Romain M  Denton CA  Roberts G  Francis D 《Reading and writing》2010,23(8):931-956

This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group, and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh- and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis based on specific students’ needs (e.g., increased focus on comprehension or word study).  相似文献   

Validity in teachers’ summative assessments     

Paul Black  Christine Harrison  Jeremy Hodgen  Bethan Marshall  Natasha Serret 《Assessment in Education: Principles, Policy & Practice》2010,17(2):215-232

This paper describes some of the findings of a project which set out to explore and develop teachers’ understanding and practices in their summative assessments. The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability. The project combined both intervention and research elements. The intervention aimed both to explore how teachers might improve those practices in the light of their re‐examination of their validity, and to engage them in moderation exercises within and between schools to audit examples of students’ work and to discuss their appraisals of these examples. This paper reports findings, arising from this work, of the research that aimed to study how teachers understand validity, and how they formulate their classroom assessment practices in the light of that understanding. The paper also considers how that understanding might be challenged and developed. It was found that teachers’ attention to validity issues had been undermined by the external test regimes, but that teachers could re‐address these issues by reflection on their values and by engagement in a shared development of portfolio assessments.  相似文献   

Els terratrèmols dels segles XIV i XV a Catalunya     

Paul Freedman 《Al-Masaq: Islam & the Medieval Mediterranean》2009,21(3):335-336

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Wave-lengths of the stronger lines in the helium spectrum     

Paul W. Merrill 《Journal of The Franklin Institute》1917,183(6):771-772

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