The British response of higher education to changing educational perspectives

The primary purpose of this paper is to examine the objectives of higher education provision in Britain. The perspective of ‘educationists’ are compared with those of ‘economists’. In particular, the paper argues that the Department of Education and Science (DES) has moved substantially in the direction of the economists' approach to educational resource allocation. The paper also argues that the partticular characteristics of higher education (HE), where it is state-provided and free at the point of consumption, imbue it with the properties of a Niskanen-type bureau. This paper suggests that the current DES policy with its considerable implications for HE resource allocation can be rationalised in terms of the human capital approach and the problems of managing a bureau.“A professor was supposed to be a venerable kind of person, with snow-white whiskers reaching to his stomach. He was expected to moon around the campus oblivious of the world around him. If you nodded to him he failed to see you. Of money he knew nothing; of business far less. He was, as his trustees were proud to say of him, ‘a child’.On the other hand, he contained within him a reservoir of learning of such depth as to be practically bottomless. None of this learning was supposed to be of any material or commercial benefit to anybody. Its use was in saving the soul and enlarging the mind” (Leacock, 1922).     

An examination of institutional policy on copyright and access to research resources in Uganda

Education and research are the cornerstones of Africa's socioeconomic and political development. Yet several barriers stand in the way of Africa's education and research institutions in realizing their full potential. This paper examines copyright as a barrier in the access and use of electronic resources in Africa's education and research contexts. This paper addresses this policy question by examining the extent to which the draft policy on research and intellectual property rights management of Makerere University advances access to resources and the open sharing of knowledge. Based on the critical analysis of Makerere's policy, this paper notes that openness should trump other institutional interests in the copyright system. The position taken in the paper is that institutional policies should advance open sharing of information and knowledge (internal or external to the institution). Short-term legal remedies are proposed based on various Creative Commons' licenses that are designed to advance openness within existing national copyright statutes. Long-term remedies suggested involve reforming national and international laws and instruments to advance openness including protecting existing provisions for education and research. Protection of education and research activities can be attained by not simply availing the existing exceptions and limitations but also precluding statutory exceptions and limitations from being overridden by contractual licenses. The proposed short and long-term remedies are expected to be addressed by institutional policies to facilitate in the access and use of e-resources (and other research and educational resources).     

Investigating Differences in Cheating Behaviours of IT Undergraduate and Graduate Students: The maturity and motivation factors

Within the School of Computer Science and Software Engineering of Monash University concerns have been raised about the prevalence of cheating amongst the IT students. Many isolated reports from staff of different cheating incidents collectively present a view of a problem that is widespread and multifaceted. Although indications are that these practices exist across all year levels in both undergraduate and graduate programmes, the actual extent of the problem, and whether any particular groups of students are more inclined to cheating behaviours, is difficult to gauge. Many studies have investigated undergraduate cheating; however, there have been very few studies of graduate students. Furthermore, there is a scarcity of studies of the cheating behaviour of information technology students. In some reporting of student cheating there is a tendency to take a general view of the problem, and preventative or educative measures to address this problem do not differentiate between undergraduate and graduate students. It is of concern that strategies that do not focus on attitudes or behaviours that are exhibited by a particular group are not as effective as they could be. The results of the study reported here show that there are differences between the undergraduate and graduate IT students in regard to their attitudes towards cheating and practice of cheating. The study hypothesises a relationship between maturity and motivation, and cheating behaviour. The possible reasons for this are explored and implications for the design of future education programmes are presented.     

A LONGITUDINAL INVESTIGATION OF SELF‐ AND PEER REPORTS OF BULLYING VICTIMIZATION ACROSS MIDDLE SCHOOL

Cross‐sectional studies indicate how many students are victims of bullying at a single time, but do not tell us whether the same students continue to be bullied or whether there is a cumulative impact of bullying over time. This study examined the longitudinal stability and the cumulative impact of victimization in a sample of 382 students assessed in the fall and the spring of Grades 6, 7, and 8. Victimization assessed by both self‐ and peer reports indicated substantial variability in who was bullied, with nearly 51% of students reporting bullying victimization during at least one of the six assessments. The cumulative impact of victimization over 3 years was demonstrated on Grade‐8 outcome measures of absences, disciplinary infractions, suspensions, grade point averages, standardized test scores, reports of youth risk behavior, and perceptions of school climate. This study provides new information about the cumulative impact of peer‐ and self‐reported bullying across middle school.     

The role of negative priming in preschoolers' flexible rule use on the dimensional change card sort task

Four experiments examined the development of negative priming (NP) in 3-5-year-old children using as a measure of children's executive function (EF) the dimensional change card sort (DCCS) task. In the NP version of the DCCS, the values of the sorting dimension that is relevant during the preswitch phase are removed during the postswitch phase. The experiments showed that the NP effect observed in the DCCS decreased during the preschool years, and they clarified the circumstances in which NP occurs. Taken together, the findings suggest that the development of EF in early childhood consists in part in disinhibiting attention to information that has previously been suppressed.     

Preparing Performance Technologists: The Role of Universities Originally published in 1995, PIQ 8.4

It has been several years since the concept of performance technology was introduced in the literature. This article describes how the Instructional Systems program at Florida State University has responded to the changes that are required to expand its orientation from instructional technology to performance technology. Gradual changes in several existing courses and the implementation of two new courses in performance systems analysis and electronic performance support systems are described. In the new courses, students interact with clients to determine needs, examine processes, design solutions, and determine returns on investments. Consideration is also given in the article to ways other universities might respond to the changes in the direction of the field.     

Quality in Training Organizations

This article examines the implications of applying quality principles to the systematic design of training, considering 1) the definition and characteristics of a quality training system, 2) the requirements for establishing such a system, 3) how TQM might impact present procedures and, 4) some anticipated reactions of experienced designers to the idea of a quality training system.