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71.
Higher education institutions are ever more interested in the development of tools that enable them to evaluate and manage the expectations of their students with the purpose of attracting and keeping them satisfied. This research compares what the faculty believes the students expect from a higher education institution with the expectations of students entering higher education. A quantitative study was performed with students from a higher education institution through the application of a questionnaire covering 32 different expectations. The perceptions of the faculty were also collected through the same questionnaire, suitably adapted. The results of the investigation demonstrated differences in thinking between students and professors, with 19 variables representing student expectations that showed statistically significant mean differences. In 13 variables the students had greater expectations than the faculty believed, while for six variables the faculty indicated higher expectations than the students declared. Identifying the existence of this gap in knowledge will allow the higher education institution to adjust its services to the expectations of students, leading them to greater satisfaction. 相似文献
72.
73.
JOSÉ-L. JUAN-ARACIL 《European Journal of Engineering Education》1989,14(3):231-235
This is the history of four years of common work between two of the oldest educational institutions in civil engineering in Europe. This collaboration has concluded in the first Double Diploma in Engineering created in Europe which will be attained by some French and Spanish students in the near future. Ecole des Fonts et Ckausees of Paris and the Escuela de Ingenieros de Caminos of Madrid have a long history of cooperation which has assisted conclusion of this agreement. The text traces some details about the agreement and finishes with some considerations about the way to allow the free movement of engineers in Europe, and the general attempts to get a Directive for Engineers. 相似文献
74.
Éva Katalin Vámos 《Higher Education in Europe》1992,17(2):100-106
The article examines the question of female employment in the domain of research in Hungary during the inter‐war period. Generalizations about the situation of women are interspersed with case examples of successful women researchers. In technical and scientific fields, women ran into more opposition to their being employed than in the more literary fields, but there were notable exceptions to this rule. Women who were trained in the various areas of chemistry had a variety of opportunities. Women who came from families in which other family members were involved in scientific and academic careers fared better than women who did not come from this type of background. 相似文献
75.
76.
FRANCISCO SOLÉ PARELLADA XAVIER LLINÁS AUDET M. CLARA TORRENS 《European Journal of Engineering Education》1992,17(1):37-50
The topic of Training Requirements in Industry is relatively new. This article identifies the needs of training and the possible problems that can otherwise occur, with the primary objective being to provide guidelines for the planning of postgraduate courses. 相似文献
77.
Le Bourg E 《Learning & behavior》2005,33(3):265-276
The learned suppression of photopositive tendencies was studied at the individual level in young flies of both sexes. In a
T-maze, flies had to choose between an arm leading to a lighted vial associated with an aversive stimulus (i.e., a solution
of quinine chlorhydrate deposited on a filter paper in the vial) and another arm leading to a darkened vial free of quinine.
The present experiments were carried out to determine the roles of quinine and relative humidity in the maze. The flies avoided
the lighted vial containing quinine even if they had no tarsal contact with quinine, and this result was not due to any odor
of quinine. Subsequent experiments showed that relative humidity in the lighted vial, and probably in the arm leading to it,
was an aversive stimulus, which partly explains why the flies avoided the lighted vial. However, in conditions in which the
flies had tarsal contact with water or quinine it was confirmed that flies trained with quinine have higher avoidance scores
than those trained with water only. Moreover, individual aversion to humidity was not correlated with the individual avoidance
score: At similar levels of motivation (i.e., similar levels of aversion to humidity), some flies learn to avoid the lighted
vial containing quinine whereas others do not. All these results show that, in addition to quinine, humidity is an unconditioned
aversive stimulus in our paradigm and thus needs to be tightly controlled in experiments of conditioned avoidance. 相似文献
78.
FERNANDO DOMÉNECH BETORET ADELA DESCALS TOMÁS 《Assessment & Evaluation in Higher Education》2003,28(2):165-178
This paper presents a proposal for the evaluation of the university teaching/ learning process, using indicators which are appropriate for activities developed in this process and aimed at its improvement and optimization. This analysis is carried out using the Instructional Model of the Educational Situation (MISE) developed by Rivas (1993, 1997). The data obtained from the application of questionnaires (MISE-teacher and MISE-student) in a specific instructional university process enables a contrast to be made between teacher and students' perception of the process being followed, as well as to capture the various students' perceptions and motivations throughout the course. The teacher can also obtain information on the strong and weak points of the process being developed and therefore propose improvements for future teaching/learning processes. In this way, the MISE becomes a useful tool for the formative evaluation of university teachers. 相似文献
79.
Frédéric Guay Catherine F. Ratelle Stéphane Duchesne Pascale Dubois 《Parenting, science and practice》2018,18(1):45-65
Objective. The goal of this study was to examine how mothers and fathers contribute to each other’s autonomy supportive and controlling behaviors toward their child. Design. The participants were heterosexual parental dyads from two prospective studies (Study 1, n = 289; Study 2, n = 202). Mothers and fathers completed questionnaires assessing their autonomy supportive and controlling behaviors toward their adolescent child. Results. In both studies, results from structural equation modeling revealed reciprocal partner effects where mothers’ autonomy support at Time 1 predicted fathers’ autonomy support at Time 2, and fathers’ autonomy support at Time 1 predicted mothers’ autonomy support at Time 2. Reciprocal partner effects were also observed for controlling behaviors. These reciprocal relations were not statistically different across mothers and fathers. Conclusions. These results provide support for interparental contributions regarding autonomy supportive and controlling parenting behaviors. Mothers and fathers should thus be aware that their parenting behaviors can be influenced by each other, including both positive and negative parenting behaviors. 相似文献
80.
MARCIN SKLAD RENÉ DIEKSTRA MONIQUE DE RITTER JEHONATHAN BEN CAROLIEN GRAVESTEIJN 《Psychology in the schools》2012,49(9):892-909
To answer the question of whether teaching social and emotional skills to foster social–emotional development can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta‐analytical review of 75 recently published studies that reported the effects of universal, school‐based social, emotional, and/or behavioral (SEB) programs. The analyzed interventions had a variety of intended outcomes, but the increase in social skills and decrease in antisocial behavior were most often reported. Although considerable differences in efficacy exist, the analysis demonstrated that overall beneficial effects on all seven major categories of outcomes occurred: social skills, antisocial behavior, substance abuse, positive self‐image, academic achievement, mental health, and prosocial behavior. Generally, immediate effects were stronger than delayed effects, with the exception of substance abuse, which showed a sleeper effect. Limitations of the analysis and moderators of the effectiveness of SEB programs in schools are discussed in the final section of the article. 相似文献