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81.
Secondary principals serve in important roles that are complex, high-stress, and include demanding job responsibilities. Key stakeholders such as superintendents, school board members, and legislators must understand the challenges facing secondary principals in order to address the current themes of job dissatisfaction. Using new survey data compiled from 176 secondary principals across a state in the Midwest United States, this study shows four themes of job dissatisfaction are plaguing secondary principals: high job demands with unreasonable expectations, managing difficult stakeholders, problematic work/life balance, and lack of support. This study concludes with practical suggestions to address each theme of job dissatisfaction. 相似文献
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83.
Allan Afuah 《Research Policy》2004,33(8):1231-1246
In this paper, I explore the role that the impact of a technological change on a firm's co-opetitors plays in the firm's technology entry timing. I hypothesize that where a co-opetitor dominates in the co-opetitor-firm relationship, a firm's technology entry timing does not depend on the impact of the technology on the firm's capabilities as predicted by previous research. Rather, it depends on the impact of the change on the dominant co-opetitor. If the change is incremental to a dominant customer, for example, the focal incumbent firm will start development of the new technology before new entrants, irrespective of whether it is radical or incremental to focal firms. If the change is radical to the dominant co-opetitor, new entrant focal firms will start development of the new technology before incumbent focal firms. I explore these hypotheses using the case of three major technological changes in supercomputers: vector processors, minisupercomputers, and massively parallel processors. 相似文献
84.
Combining entrepreneurial and scientific performance in academia: towards a compounded and reciprocal Matthew-effect? 总被引:2,自引:0,他引:2
The increase of entrepreneurial activity within academia has raised concerns that the research orientation of universities might become ‘contaminated’ by the application-oriented needs of industry. Empirical evidence on this concern is scarce and ambiguous. We examine whether entrepreneurial and scientific performance in academia can be reconciled. Our empirical findings (KU Leuven, Belgium) suggest that both activities do not hamper each other; engagement in entrepreneurial activities coincides with increased publication outputs, without affecting the nature of the publications involved. As resources increase, this interaction becomes more significant, pointing towards a Matthew-effect. We finally suggest that balancing both activities further depends on the institutional policies deployed. 相似文献
85.
Publication and patent behavior of academic researchers: Conflicting, reinforcing or merely co-existing? 总被引:1,自引:0,他引:1
Increasing entrepreneurial activity within academia has raised concerns that the number of publications added to the scientific commons might be reduced or that academic research would be directed exclusively towards the application-oriented needs of industry. In the case of academic inventions, the potential conflict between public- and private-oriented considerations seems most salient. In this contribution, we examine whether the publication behavior of academic inventors (at K.U. Leuven) differs from their colleagues (non-inventors) working within similar fields of research. Our analysis reveals that inventors publish significantly more. Moreover, no empirical evidence was found for the ‘skewing problem’. These findings not only suggest the co-existence of both activities; they may actually reinforce each other. 相似文献
86.
Catherine Allan 《高等教育研究与发展》2011,30(4):421-433
Honours study is viewed as a transition from undergraduate to postgraduate study and/or to enhanced career prospects. In Australia, Honours is usually an adjunct to the standard undergraduate degree. This paper provides an ethnographic study of 10 Australian Honours students. Seeing their experience through their reflections, in their own voices, reveals that Honours may be more than transitional – these students were transformed personally. Such emotionally charged transformations require academics to reflect on the best forms of support for Honours students. 相似文献
87.
Natalia Alexeev Jonathan Templin Allan S. Cohen 《Journal of Educational Measurement》2011,48(3):313-332
Mixture Rasch models have been used to study a number of psychometric issues such as goodness of fit, response strategy differences, strategy shifts, and multidimensionality. Although these models offer the potential for improving understanding of the latent variables being measured, under some conditions overextraction of latent classes may occur, potentially leading to misinterpretation of results. In this study, a mixture Rasch model was applied to data from a statewide test that was initially calibrated to conform to a 3‐parameter logistic (3PL) model. Results suggested how latent classes could be explained and also suggested that these latent classes might be due to applying a mixture Rasch model to 3PL data. To support this latter conjecture, a simulation study was presented to demonstrate how data generated to fit a one‐class 2‐parameter logistic (2PL) model required more than one class when fit with a mixture Rasch model. 相似文献
88.
This study examined the impact of parental involvement on adolescents' academic achievement in Korean families. The major strengths of the current research are the study of multiple dimensions of parental involvement, the longitudinal design and the consideration of mediating variables. Structural equation modelling was used to examine the direct and indirect effects of parental involvement on students' academic achievement using data from a nationally representative sample of middle school students from the Korea Youth Panel Survey. Results indicated: (1) parental involvement dimensions positively influenced achievement through its effects on student self‐concept and locus of control; and (2) parents' increased participation in involvement practices (monitoring, educational expectation and affection) increases students' self‐concept and locus of control. 相似文献
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