USE OF DISSOCIATION STRATEGIES WHEN RUNNING BECOMES DIFFICULT: LEVELS OF ABILITY AND GENDER DIFFERENCES

The use of dissociative and associative strategies was investigated in 40 junior athletes competing regularly in distance running events. The sample, 20 males and 20 females, representing athletes of different abilities (international, national, state, and club level competitors) was surveyed concerning cognitive strategies they used “when it was difficult to continue in a race or hard training session”. There was a significant relationship between level of ability and the runner's tendency to use dissociation to cope when running became difficult. The use of totally dissociative strategies was significantly higher for athletes of lesser ability: 8 of the 10 club level runners versus 1 of the 10 international level runners used only dissociation. Although there was no overall effect for gender, an analysis of the responses from subjects below the age of 16 showed that compared to females, males were more likely to be totally dissociative.     

Trends in Funding Arrangements

For some 15 years after the Robbins report, funding was not a major issue in higher education as the system expanded to meet both the wider intake encouraged by Robbins and the growth in school leavers which continued through to the early 1980s. Since the oil Crisis of 1974, government has been seeking reductions in expenditure, and the finding bodies have struggled to find arguments for retaining what they see as adequate funding. This has involved reappraisal of the basis of grant, so far without ambling at an approach which comes weight both with government and the institutions concerned. The historical sequence adopted in this account helps to explain hour we have got where we are and may indicate where we should go in future; certainly the current situation is muddled and unsatisfactory.     

The old age of some eminent psychologists

The late years of some eminent psychologists were examined to secure evidence on their general activities, and their professional competence and productivity. Of greatest note was their devotion to work: after age 70 nearly 90% continued a high level of scientific and professional productivity and involvement, while some developed new careers. The content of late production was generally based on earlier specialty. For many, work seemed the purpose of life, and its own reward.     

Finding Fruit on the Vines: Using Higher Education Research and Institutional Research to Guide Institutional Policies and Strategies

This is the first of two articles that examine the utility of higher education research to help guide campus-based interventions to enhance institutional effectiveness. This first article describes the organizational context and sequence of events, which set the stage for the interventions that were implemented at this public research university. It next delineates the interventions implemented in areas related to enrollment management. Finally, the first article describes the effects of these interventions. The second article, which follows immediately in this issue, outlines programmatic efforts undertaken to enhance the quality of the first-year experience for new students.     

Quality management in Hungarian higher education: organisational responses to governmental policy

This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our theoretical framework is based on organisational theories (resource dependency and neo-institutionalism), Allison’s models on organisational decision-making processes, and also addresses some of the more specific characteristics of higher education institutions. Our empirical investigation shows that organisational characteristics matter in policy implementation of quality management in Hungarian higher education. Certain organisational variables, viz. leaders’ commitment to the implementation process, the involvement of external consultants, institutional reputation, and bureaucratic and political decision-making processes have strong effects on the implementation of quality management. Characteristics particular to higher education institutions were much less influential.