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101.
Henry Leffmann 《Journal of The Franklin Institute》1923,195(1):140-141
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Henry Bradford María–Andrea Trujillo 《Journal of Higher Education Policy & Management》2017,39(4):435-452
We analyse the internationalisation process in business schools as a response to the globalisation phenomena and argue that environmental pressures, isomorphic forces, the pool of internal resources and the alignment of the process with the institution’s general strategic plan are the main determinants of a successful internationalisation process. These determinants, two external and two internal, find support in different theoretical frameworks such as contingency, isomorphism, resource-based view and strategic management theories. We use these theoretical approaches to discuss four propositions that explain the implementation of an appropriate internationalisation process for a business school. This paper contributes to the literature concerned with the internationalisation processes in higher education institutions highlighting the main factors that should be taken into account by school deans, university provosts, university boards and educational policymakers in guiding internationalisation process at institutional and national/sector levels. 相似文献
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Windsor J Benigno JP Wing CA Carroll PJ Koga SF Nelson CA Fox NA Zeanah CH 《Child development》2011,82(4):1040-1046
This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill. 相似文献
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Charles A. Nelson III Karen Bos Megan R. Gunnar Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146
Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume. 相似文献
110.
Thomas F. Nelson Laird 《Research in higher education》2011,52(6):572-588
Most studies of curricular diversity have focused on the effects of participation in diversity courses on student outcomes.
Though the results have been positive, these studies have used limited measures of curricular diversity and there is a great
need for a complimentary body of research demonstrating what faculty and what types of courses are more likely to include
diversity. This study relies on 12 diversity inclusivity items derived from a comprehensive model of how diversity is included
into a course to investigate how much diversity is being included in collegiate courses and what predicts diversity inclusivity,
as measured by two scales: diverse grounding and inclusive learning. The results, based on 7,101 responses from faculty participating
in the 2007 Faculty Survey of Student Engagement, suggest that most faculty are including diversity in their courses in some
way, but that women and faculty of color tend to include diversity to a greater extent than their colleagues. Also, courses
taught in the soft fields are more likely to be inclusive of diversity. 相似文献