Service-Learning Programs and the Knowledge Economy: Exploring the Tensions

Community service-learning (CSL) programs are proliferating in Canadian higher education. University programs promote students’ experiential learning in community as part of a course; students most often engage in unpaid work in not-for-profit organizations and reflect on that experience in relation to their classroom learning. However, programs tend to occupy an ambivalent position in higher education—they are seen as important, but at the same time are often under-resourced and treated as marginal to universities’ core activities. This paper argues that the contradictory position of service-learning is partly related to the bifurcated view of theoretical and practical knowledge perpetuated in knowledge economy discourse. Drawing on interviews with service-learning program leaders, it explores their responses to knowledge economy discourse. Findings suggest varying levels of resistance; some leaders comply with university pressures to engage in transactional approaches to service-learning, while others seek to integrate theoretical and practical knowledge through the creation of hybrid learning networks. This paper outlines the reasons for and implications of different responses and suggests that socio-cultural learning theories can inform pedagogical approaches within programs.     

Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’?

Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find that when schools are encouraged to allocate students and move them between groups according to equitable principles by participation in a ‘best practice’ intervention, there is some increased equity of practice (i.e. a reduction in non-attainment factors used in allocation). However, the majority of schools continue to use subjective and potentially biased information to group students. Furthermore, some schools that claim to be using attainment setting appear to be using the inequitable practice of streaming. Our findings show that improvements in equity are constrained by operational and strategic factors, including timetabling, finance, and teachers’ values and beliefs relating to student ability and progression. We suggest strategies for encouraging schools to change their grouping practices, drawing on approaches for working with complex organisations.     

Is the self-paced instructional program,via microcomputer-based instruction,the most effective method of addressing individual learning differences?

One of the canons that guides the design of microcomputer-based instructional programs is to use a self-paced instructional method. However, there has been some indication that moderate levels of external pacing may prove to be more effective for overall learning, in terms of amount of content acquired and level of competency achieved with that content. Hypotheses derived from this idea were tested using three types of pacing. Learning was evaluated using five achievement tests ranging in difficulty from memorizing facts to problem solving. Experimental results supported the hypothesis favoring moderate levels of external pacing and found that the common principle of using self-paced instructional methods as the best style for all types of microcomputer instruction is an incorrect assumption.     

Searching Using ‘Microsoft® Encarta™’

This paper reports on a study of the effects that cognitive style may exercise on information retrieval strategies. The background to the research project, the nature of cognitive style and the ways in which it may influence the learning process are discussed. Analysis of research data revealed that students' lack of information retrieval skills disallowed wide differences to emerge in terms of searching strategies. Some interesting tendencies and consistent preferences were identified with respect to the Wholist–Analytic style. The paper concludes by considering the possible existence of a searching style and discussing its interpretation.     

Relative efficiency among South African universities: A data envelopment analysis

Based on a sample of ten of the country's 21public universities, this article examines therelative efficiency of South Africanuniversities between 1994 and 1997 using DataEnvelopment Analysis. After outlining thenature and limitations of the technique, aseries of seven models were tested. Each used aconsolidation of the annual output of graduatesand research as the output variable and testedthis against various input variables. A highdegree of consistency and stability was found.Differences in efficiency during the four yearperiod were studied and the article concludeswith a discussion of four factors which appearcentral in explaining differences in efficiencybetween universities.     

Influence of footwear designed to boost energy return on running economy in comparison to a conventional running shoe

Running economy is a reflection of the amount of inspired oxygen required to maintain a given velocity and is considered a determining factor for running performance. Athletic footwear has been advocated as a mechanism by which running economy can be enhanced. New commercially available footwear has been developed in order to increase energy return, although their efficacy has not been investigated. This study aimed to examine the effects of energy return footwear on running economy in relation to conventional running shoes. Twelve male runners completed 6-min steady-state runs in conventional and energy return footwear. Overall, oxygen consumption (VO₂), heart rate, respiratory exchange ratio, shoe comfort and rating of perceived exertion were assessed. Moreover, participants subjectively indicated which shoe condition they preferred for running. Differences in shoe comfort and physiological parameters were examined using Wilcoxon signed-rank tests, whilst shoe preferences were tested using a chi-square analysis. The results showed that VO₂ and respiratory exchange ratio were significantly lower, and shoe comfort was significantly greater, in the energy return footwear. Given the relationship between running economy and running performance, these observations indicate that the energy return footwear may be associated with enhanced running performance in comparison to conventional shoes.