Export market orientation behavior of universities: the British scenario     

Yousra Asaad  Geraldine Cohen 《Journal of Marketing for HIGHER EDUCATION》2015,25(1):127-154

This study seeks to extend our knowledge of export market orientation (EMO) in the context of British universities with regard to recruitment of international students. Export marketing remains an area of limited focus in the marketization of higher education literature. The study predominantly follows a quantitative research design using survey methods. A sample of British universities was studied and partial least-squares analysis was performed. The findings indicate that four export higher education-specific variables are important drivers of EMO in universities. The paper also confirms EMO's direct effects on university export performance and its indirect effects mediated through university international reputation. In light of these findings, a number of implications are advanced for university management. The study also makes important theoretical contributions: it contributes to a growing body of literature on marketing of higher education; it enriches the export marketing literature by examining EMO in a service setting and it adds to the EMO–export performance relationship by examining the mediating role of international reputation. The findings are limited to British universities. Therefore, they may not be generalizable to other geographical areas. In addition, the results of this study were obtained from a small sample size and generalization of the findings to other higher education institutions should be made with caution.  相似文献   

Art Education and the Visual Arts in Botswana     

Geraldine Brennan 《The International Journal of Art & Design Education》2006,25(3):318-328

The history of art and design education in Botswana has evolved in a unique way and reflects its British colonial history and post‐independence development. It has involved constant exchange and dialogue with other countries through the employment of teachers, teacher trainers and university lecturers from a variety of European, Asian and other African countries. This dialogue has continued as locally trained art teachers pursue their degrees overseas and return with new ideas and influences. At the same time, the development of local crafts for a global market and the inter‐cultural exchange in the visual arts outside the formal education system are thriving with the help of various organisations and the museum and gallery sector. This article will look more closely at the country context, the history and development of art education and the interrelationships that have evolved over the last two decades. It will show how students engage with the challenge of integrating their African heritage and changing traditions with their development as teachers and artists. It will also consider how closer links between the formal and informal art sectors might be mutually beneficial and demonstrate the potential for art and design to play a role in the social, economic and cultural development of the country.  相似文献   

Exploring Relationships Among Belief in Genetic Determinism,Genetics Knowledge,and Social Factors     

Niklas Gericke  Rebecca Carver  Jérémy Castéra  Neima Alice Menezes Evangelista  Claire Coiffard Marre  Charbel N. El-Hani 《Science & Education》2017,26(10):1223-1259

Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism.  相似文献   

Educating the educators: developing those who support learning for students with additional learning needs     

Benita McLachlan  Geraldine Davis 《Support for Learning》2013,28(4):173-180

This article reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP) as a source of professional development for learning support assistants who were supporting students with additional learning needs in a college of further education in England. The purpose of this article is to share findings from the project and to highlight the benefits experienced when learning support assistants can participate in professional development activity. The research project was a mixed methods study with participants drawn from learning support assistants within one college of further education in England. Data were collected throughout the 14‐week intervention. Findings indicate that the programme had a positive effect on participants' confidence, sense of professional identify and of being valued, as well as improving their ability to perform their role.  相似文献   

Rethinking Contexts for Learning and Teaching: Communities,activities and networks     

Geraldine Haynes 《International Journal of Lifelong Education》2013,32(2):278-279

  相似文献   

Red leaf,hunter of the plains     

Geraldine T. Fielding 《Early Childhood Education Journal》1987,14(4):38-39

  相似文献   

The impact of data reduction on the intra-trial reliability of a typical measure of lower limb musculoskeletal stiffness     

Mark P. Moresi  Elizabeth J. Bradshaw  David A. Greene  Geraldine A. Naughton 《Journal of sports sciences》2015,33(2):180-191

Double-leg repeated jumping tasks are commonly used as measures of lower limb stiffness in exercise science research. Within similar stiffness calculations, variation in data-reduction criteria exists. The impact of these varied data-reduction methods on stiffness measures is unknown. Sixteen adolescent female participants from varied physical activity backgrounds performed 15 self-paced, bent-knee continuous jumps (CJb) on two force plates. Leg stiffness was calculated as the ratio of the peak force and the centre of mass displacement for each contact. Using combinations of criteria based on previous literature, 83 data-reduction methods were applied to the raw data. Data reduction suitability was assessed based on intra-trial reliability, the number of participants excluded and the average contacts excluded. Four data-reduction methods were deemed suitable for use with adolescent female populations, with three consecutive contacts within 1 SD of the average jump frequency considered optimal. The average individual stiffness values were not greatly influenced by the data-reduction method; however, for a single participant, a stiffness change of up to 6 kN · m^?1 (30%) was observed. The role and potential impact of data-reduction methods used to evaluate measures of lower limb stiffness during repeated jumping tasks warrants consideration.  相似文献   

Envisioning the Academic Library: A Reflection on Roles,Relevancy and Relationships     

Geraldine Delaney  Jessica Bates 《New Review of Academic Librarianship》2015,21(1):30-51

The focus of this article is to reflect on current and near future issues and trends concerning academic libraries. This includes an overview of the literature on embedded librarianship and a focus on the need for more participatory and collaborative approaches to library services.

The core argument is that academic libraries need to continue to adapt their roles and develop stronger relationships across the university in order to maintain and promote their relevancy to all stakeholders. Embedded roles in research and teaching, and an embedded existence through collaboration and outreach will strengthen the academic library's presence within its parent institution.  相似文献   

The Australian Curriculum: History – the challenges of a thin curriculum?     

Geraldine Ditchburn 《Discourse: Studies in the Cultural Politics of Education》2015,36(1):27-41

  相似文献   

Conceptualising Intergenerational Lived Experience: Integrating Art–Moving–Well-Being across Disciplines,Communities and Cultures     

Megan Adams  Geraldine Burke  Nikki Browne  Karan Kent  Kylie Colemane  Laura Alfrey  Aislinn Lalor  Keith Hill 《The International Journal of Art & Design Education》2023,42(2):216-229

Art and movement are motivating forces in, through, and beyond education. As populations age, there is an increasing need to support physical and social well-being. Yet, since the onset of the COVID-19 pandemic, there has been a reported exponential increase in feelings of loneliness across generations. Complex challenges require trans-disciplinary solutions, and this paper represents a joint effort within and across disciplines, communities and cultures to find ways to ameliorate this silent epidemic. In this paper, we propose a cross-disciplinary conceptual framework where Aboriginal Artists and Knowledge Holders, Teacher Educators, and Physical and Occupational Therapists come together to explore theoretical and pedagogical insights that encompass intergenerational art–moving–well-being practices, reducing feelings of loneliness and improving social connections across generations. There are two main aims of this paper; first, to better understand current studies that report on integrating art–moving–well-being practices, and the effect this has on health and well-being of intergenerational participants (under 10-year-olds, 20+ year olds and 50+ year olds). Second, based on community needs, the long-term aim is to propose a flexible art–moving–well-being conceptual model that is scalable, sustainable and based on social and relational support systems. We propose a model that is flexible and adaptable within and across our local community and beyond. We argue that feelings of loneliness are unique to each individual, and there is a need to connect specific intergenerational programmes with art–moving–well-being practices that readily engage and integrate varied communities and cultures in sustainable ways and thus, contribute to thriving communities.  相似文献