Advancement in higher education: the role of marketing in building philanthropic giving

This paper empirically explores ways in which marketers of higher education can contribute to the important task of cultivating alumni philanthropy. Advancement professionals understand that philanthropy is influenced by wealth and affinity. As marketers, we anticipate that our contribution resides with investments in building affinity. Using survey data that measure the affinity of alumni of a large US university who have been commercially screened to reveal individual wealth, this paper provides empirical evidence of the relative contributions of affinity and wealth to giving. Logistic regression analysis reveals that affinity has a greater impact on predicting the likelihood of giving than other variables, including prior giving and wealth. Important to marketers, this study emphasizes the importance of building affinity and also uncovers obstacles to affinity formation. This information can be used to bridge and repair alumni relationships with their alma mater and inform segmented marketing communications to foster alumni enthusiasm for giving.     

The emotional design of everyday things: The 2006 Benjamin Franklin Medal in Computer and Cognitive Science presented to Donald A. Norman

Donald Norman changed and continues to change the way in which we live our technology-infused and technology-based lives. Norman was one of the founders of the field of cognitive science and based on that work, he went on to create the field of user-centered design. It is the latter work for which he was awarded the 2006 Benjamin Franklin award in Computer and Cognitive Science. When one works within the paradigm of user-centered design, technology is created so that it is based on human cognitive capabilities, and is therefore, usable.¹ When technology is not designed in this way, it is often experienced as unusable.In creating the field of user-centered design, Donald Norman works at a conceptual level; his influence is therefore both widespread and profound.     

‘Is he allowed to have a crush on you?’ interrupting adultism in fieldwork with youth*

ABSTRACT

Scholars have called for ethnographers to reveal the emotional and controversial aspects of fieldwork. Through analysis of our fieldwork with teens in the United States and Japan, this article documents how we, two adult researchers, attempted to address adultism—a pervasive system of oppression that deems young people inferior. We discuss three types of encounters which we believe reflect how adultism operated in our fieldwork and the challenges related to de-stabilising it. The encounters revealed specific patterns and manifestations of adultism including 1) how adults regulated young people’s identities, 2) our assumptions about what rapport and reciprocity with youth meant, and 3) the dilemmas of whether or not to deploy adult power to intervene in youth dynamics we found to be troublesome. This article suggests that adult researchers reflexively examine and document challenging and unsettling moments with youth in fieldwork in order to interrupt and unlearn adultist behaviours and beliefs.     

Learning to Lead: Challenges and Resources for The New Public Library Director

Library directors are part of the infrastructure of information management, but how well do they manage their institutional knowledge for succession planning? Our study looked at strategies to ease managerial transitions between libraries, focusing on knowledge management, communities of practice, and mentorship. Our survey found that succession planning was dictated by local practice and size of library. The results of this paper inform knowledge of succession planning and reveal existing gaps between informal transfer of knowledge and structured knowledge management (KM), as well as librarians' resourcefulness. Library directors use KM strategies, mentoring, and involvement with communities of practice to foster innovation.     

Mathematical education and Aboriginal children

This paper is concerned with the issues surrounding the mathematical education of traditionally oriented Aboriginal children. A wide-ranging review of the relevant literature is presented and discussed with a view to developing more effective educational procedures. The discussion will be found to be relevant to other culture-conflict educational situations.     

The intensive multisupervisory internship in school psychology

An alternative model of the school psychology internship is presented. Specific features of such an internship experience are reviewed, including full-time placement, training vs. service functions, supervision, research time, and stipend.     

The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.