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This paper argues that technologies can never be transferred from one culture to another. The implementation by Costa Rica of the Open University system of technologies developed in England is used as a case in point. The paper focuses on the non-applicability of using the term “transfer” with its attendant connotations, to signify the implementation of similar technologies in different cultures; differentiates between system specific and culture specific problems in the process of this implementation: and discusses the interaction of three cultures in the process of “transferring” a system of technologies from one of these cultures to another. The Open University system of technologies is described as it exists in England and the system specific problems of these technologies are delimited. The system of technologies is then “transferred” to Costa Rica and the culture specific problems discussed as seen by two evaluators from yet a third culture (the United States). The expectations of individuals from all three cultures (English, Costa Rican and U.S.) are raised in tight of these culture specific problems. 相似文献
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Tertiary Education and Management - With the unprecedented expansion of access to higher education internationally, today’s students enter university with a broader range of expectations,... 相似文献
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Greville Rumble George A. Borden 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):427-448
In 1977 the government of Costa Rica established a new university, the Universidad Estatal a Distancia (UNED), and charged it with using distance teaching methods to meet the needs of new target groups as well as to alleviate some of the pressure of student demand on the existing three state-funded campus-based universities. This paper examines UNED's impact in relation to three categories of need: (1) student demand for university places; (2) demand from persons who had been previously disadvantaged in one way or another and hence unable to enter a university; and (3) demands generated by the needs of society for trained manpower. The paper evaluates UNED's success or failure in meeting these needs, in so far as it can be measured, and considers evidence based on the views of UNED's students regarding the success of the University in meeting their individual requirements. Throughout, the paper relates UNED's role within the higher education system in Costa Rica to those of the campus-based universities. In spite of the problems of teaching part-time students in a society in which leisure time is at a premium, the authors believe that UNED is to a large degree achieving its objectives by meeting previously unfulfilled needs at the higher education level in Costa Rica. 相似文献
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Victor M. H. Borden Genevieve G. Shaker Brittany L. Kienker 《Research in higher education》2014,55(2):196-217
This study explores the association between propensity toward giving and personal and positional characteristics of faculty and staff across 3 years within a large, public, multi-campus higher education institution. Informed by the literatures on organizational identity and commitment, faculty and staff giving, and the higher education workforce, the study employs a hurdle analysis to estimate the predictors of likelihood of donating (the hurdle) and the amount given among those who donate. Following up on earlier research by the authors that demonstrated that academic employees and employees who are institutional alumni are more likely to give, the present study explores the interaction between these roles and offers a more powerful model for predicting the amount given. The results of this study have implications for understanding how organizational commitment and identification may be relevant in addressing giving, for institutional fundraising, and for building institutional loyalties. 相似文献
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Tertiary Education and Management - Although they have been developed for a variety of purposes, classification systems for tertiary or postsecondary education institutions offer a foundation for... 相似文献
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Richard J. Borden 《The Journal of environmental education》2013,44(2):14-19
ABSTRACT:The attitudes of individuals who engage in environmentally responsible activities (e.g., recycling, energy conservation, community projects, consumer boycotting, etc.) with either low, moderate, or high frequency were compared using semantic differential techniques. Results showed that evaluative dimension scores for “pollution,” “technology,” and “nature” yielded a multiple-R of .63 with the behavioral criterion. Attitude toward pollution was a strong predictor of involvement in anti-pollution activities. Also, strong beliefs in technology may diffuse environmental responsibility in a way analogous to the presence of other bystanders in interpersonal altruistic situations. Taken together, the results indicate that personal commitment to environmentally corrective behaviors is importantly determined by the person's evaluative response to widely publicized environmental topics. Further theoretical and educational implications are also discussed. 相似文献
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Sandra L. Borden 《Mass Communication and Society》2013,16(3):275-297
The purpose of this exploratory study was to investigate the potential of a cognitive mapping variant called argument mapping for representing the process of ethical reasoning in journalism. The assumption is that some ethical reasoning journalists do on the job may be observable in the ethical argumentation that takes place among peers in newsroom discussions about ethically problematic situations. After some background on cognitive mapping and the novel aspects of its application in this study, an extended example is presented to illustrate the usefulness and limitations of the argument mapping technique in this context. 相似文献
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Rebecca S. Borden 《Multicultural Perspectives》2014,16(4):229-233
Between national and state budget cuts in education and an ever increasing push toward the English Only movement, a rise in dropout rates for Hispanic students is imminent. National data show the percentage of Hispanic students who drop out of high school to be nearly 60% in some states including Michigan, South Dakota, West Virginia, Alabama, Connecticut, South Carolina, Nevada, and Ohio. While numerous studies have been conducted to find out why this is happening, the research findings indicate a complexity of issues surrounding Hispanic student achievement, ranging from a lack of linguistic ability in English to issues of self-esteem. While nearly 4.7 million students are being served in programs of language assistance, this article focuses on Hispanic students as an illustrative example of a larger phenomenon: Reproductive acculturation disguised as benevolence, carried out by linguistic hegemony. 相似文献
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PHAST (for Phonological and Strategy Training) is a research-based remedial reading program that attempts to capitalize upon current research on reading disabilities and their remediation. The focus of the program is on the primary obstacles to word identification learning and independent decoding that most disabled readers face and the steps necessary to help these children achieve independent reading skills. A framework of phonologically based remediation was used as a foundation upon which a set of flexible and effective word identification strategies were scaffolded in an integrated developmental sequence. The program uses a combination of direct instruction and dialogue-based metacognitive training, with the pedagogical emphasis shifting from an initial direct instruction, remedial focus to increasingly metacognitive-strategy-based methods. A continuum of intervention over 70 hours provides both (a) remediation of the basic phonological awareness and letter-sound-learning deficits of disabled readers and (b) specific training of five word identification strategies that offer different approaches to the decoding of unfamiliar words and exposure to different levels of subsyllabic segmentation. Explicit instruction in the application and monitoring of multiple word identification strategies and their application to text-reading activities continues throughout the PHAST Program. PHAST training provides the disabled reader with the opportunity to become a flexible reader who approaches new words in or out of context with multiple strategies and has the ability to evaluate the success of their application. The PHAST Program was developed following the controlled evaluation of its components in laboratory classroom settings and recent positive results from their sequential combination. PHAST represents a new integrated approach to programming in this area using instructional components that have already demonstrated their efficacy with children with severe reading disabilities. 相似文献
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