What characterizes a productive research department?

The correlates of average departmental annual research journal publication rates of faculty were examined in three disciplines: chemistry, history, and psychology. Variables studied included factual information about each department, faculty perceptions and ratings, and graduate students' perceptions and ratings. Content included academic programs, specific policies and practices, characteristics of students, faculty, facilities, etc., as well as the quality of teaching and human relations in the departments. Although the common results indicated the importance of able faculty and students, a strong emphasis on research and the provision of time and funds for faculty to pursue research, there were discipline-specific patterns of results. In chemistry the pattern of productive departments suggested large research laboratories, in history a scholarly apprenticeship approach, and in psychology an emphasis on research over practice. Discipline specific studies may be the best approach to understanding research productivity.     

Ethnicity and engagement in first-year New Zealand law programmes

This paper investigated the extent to which the engagement levels of a self-selected cohort of students enrolled in first-year law programmes at three New Zealand universities varied according to ethnicity. When viewed in the light of factors identified within the international literature as having a bearing on student engagement and, in consequence, academic success and retention, no significant differences were identified in the ways students of Pākehā (European), Māori, Pasifika, Chinese and Indian descent interacted with the law school at which they were enrolled. This was despite some identified differences in students’ backgrounds and motivations for study and in the external factors having an impact on their study. Nevertheless, the identified differences between the ethnicities in relation to personal and external factors can be utilised to enhance and/or improve the engagement of particular groups of students. Overall, the findings indicate a need for law schools to focus on student engagement in first-year programmes with a view to improving the engagement levels of students across all ethnicities.     

Promoting self-control of learning

The process of learning with understanding was investigated by case study of three male students learning genetics at a tertiary college. Five conclusions regarding the process arise from the study. These conclusions are: (1) Learning outcome is determined by decisions made by the learner. These decisions are influenced by learner perceptions and interpretations. (2) Inadequate learning is due to ineffective decision-making. This ineffective decision-making is associated with specific, recurring learning deficiencies. The main types of deficiency, deficient processing tendencies and misconceptions, cause inadequate performance and preclude learning with understanding. A total of seven tendencies was observed. Each learner applied tendencies idiosyncratically. Tendencies also generated particular misconceptions which further inhibited learning. (3) It takes energy to learn with understanding, or to unlearn a misconception. (4) Learners often are unaware of their deficiencies. This lack of awareness generates inappropriate attitudes. (5) Increased learner awareness of the nature and process of learning changes attitudes and procedures. The major implication of this study relates to promoting self-control of learning. It is proposed that improved learning will result from increasing learner awareness of the nature and process of learning, and by training learners in procedures for enhancing self-evaluation and decision-making.     

工学结合人才培养模式下高职思政教育刍议

工学结合人才培养模式下的高职思想政治教育工作既有许多有利因素,又充满挑战。有利因素是：理论与实践相融,有利于增强教育效果;校企文化对接,有利于提高学生的职业素养;工学结合,有利于增强学生的社会适应能力。面临的挑战有：教育者、受教育者、教育环境、教育内容和方法等发生了变化。因此,要转变观念、更新内容、采取适当方法,以适应这种新型人才培养模式下的思想政治教育工作。