Learning the `New, New Thing': On the role of path dependency in university structures

In current debates over thefuture of core institutions in a `knowledgesociety', universities figure most prominently. It seemsclear that they are crucial nodes in theoverall knowledge producing system, which, however,need to be repositioned and reformed.Therefore, the learning capacities ofuniversities are of central relevance. But howdo universities adapt to new challenges? Thecentral claim of the paper is that the rapidchange of pace at the level of higher educationdiscourse is hardly met at the level ofuniversities. Here, one has to take the path-dependentcharacter of their structures, practices andidentity concepts into account. Therefore, learning the`new, new thing' is a more cumbersomeprocess than might be expected at first sight.Empirical evidence for this claim is drawn fromthe institutionalization of technology transferoffices at German universities. Based on thesefindings, further general policy and researchperspectives on the role of path dependency inuniversity structures are discussed at the endof this paper.     

Liver transplantation reverses hypergammaglobulinemia in patients with chronic hepatic failure

Introduction

Sparse data are available about the effect of therapy methods on antibody levels in patients with liver failure. The aim of this study was to determine serum immunoglobulin concentrations in patients with chronic hepatic failure (CHF), acute- (ALF), or acute-on-chronic liver failure (ACLF) and to evaluate the impact of MARS treatment or liver transplantation (LT) on antibody levels.

Materials and methods

We followed ten patients with ALF, twelve with ACLF and 18 with CHF. Eight patients with ALF and seven with ACLF underwent MARS therapy, whereas the rest received LT. 13 healthy volunteers served as controls. Serum antibody concentrations were measured using ELISA-technique.

Results

Median serum levels of IgA, IgG and IgM were significantly increased in patients with CHF compared to ALF or controls (P < 0.02, P < 0.01, and P < 0.01). IgM and IgG concentrations were also significantly elevated in patients with CHF compared to ACLF (IgM, 3.7 vs. 1 g/L, P < 0.001; IgG, 8.7 vs. 3.1 g/L, P = 0.004). Immediately after LT a significant decrease of IgA (6.9 vs. 3.1 g/L, P = 0.004), IgG (8.7 vs. 5.1 g/L, P = 0.02) and IgM (3.7 vs. 1.8 g/L, P = 0.001) was detected in patients with CHF and antibody levels further decreased the days after LT reaching levels comparable to healthy individuals. MARS treatment had no apparent effect on the immunoglobulin profile in patients with ALF or ACLF.

Conclusion

We provide evidence that LT reverses hypergammaglobulinemia in patients suffering from CHF within one day, which could be explained to a reconstituted hepatic antibody clearance, whereas MARS treatment has no immediate effect on immunoglobulin levels.Key words: antibodies, immunoglobulins, liver failure, liver transplantation, artificial liver support system, molecular adsorbent recirculating system     

Evaluation of a Theory of Instructional Sequences for Physics Instruction

The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem‐solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory‐oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre‐treatment‐post design with non‐equivalent control group. Findings of repeated‐measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.     

Social influence or selection? Peer effects on the development of adolescents’ educational expectations in Germany

Abstract

Educational expectations are a key predictor of educational attainment. Throughout adolescence, friends increasingly function as ‘significant others’ and, thus, can affect the development of these expectations. Although scholars often interpret the clustering of students with similar expectations within friendship networks as the outcome of peer influence, a similarity of friends can also be a result of friendship selection processes and preselection due to ability tracking. We apply multilevel social network models to panel data of adolescents from Germany (1,992 ninth-grade students in 91 classes) to disentangle these mechanisms. Beyond selecting similar friends (homophily), we find that adolescents adapt their expectations towards the average expectations of their friends (social influence) but only in secondary-school tracks that support diverse educational paths. We conclude that peer socialization is important for the development of students’ educational expectations in contexts that are sufficiently heterogeneous to allow for the emergence of distinct peer milieus.