The 1989 Research Selectivity Exercise: A Statistical Analysis of Differences in Research Rating between Universities at the Cost Centre Level

This paper reviews the outcomes of the 1988/9 UFC research selectivity exercise and uses these as a basis for recommendations to those undertaking the 1992/3 exercise. Attention is drawn to disparities between subjects which may result in inefficient allocations at institutional level. Of eight factors incorporated into a statistical model only size of cost centre is consistently associated with research selectively score. The only other variable that influences an individual cost centre's score in the majority of subject areas is that institution's score in other subjects - thus suggesting a 'halo' effect. Surprisingly, research expenditure per member of staff is not strongly associated with reseach selectively rating.     

Two worlds,one site: leading practices and transitions to school

ABSTRACT

This paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities.     

Using rapid application development to improve the usability of a preservice teacher technology course

The aim of this research was to examine the use of a rapid application development (RAD) approach in improving the usability (effectiveness, efficiency, and appeal) of instructional materials for preservice teachers. The RAD approach used was the analysis, synthesis, evaluation and change (ASEC) model (Reigeluth & Nelson, 1997). After examining existing materials, 11 units of instruction were prototyped, tested, modified, and retested with the requisite changes being implemented over the course of three semesters. Qualitative and quantitative data were collected from 570 students, 7 instructional designers, and 4 lab assistants. Results of the study showed significant increases in usability scores between the second and third semester. Both positive and negative experiences in using a rapid development model are discussed.