The dimensions of social dynamics in comparative studies on higher education

This article discusses social dynamics of higher education which is one of the most crucial but neglected perspectives in comparative studies of higher education. We pay attention to the importance of time, space and contexts—both geographical and socio-cultural ones—to reveal how they influence on different social dynamics in various systems of higher education. The article focuses on the national higher education system level. Theoretically we approach higher education systems from a relational perspective paying attention to dynamics created by changing relationships between different actors in cultural, geographical and historical contexts.     

Effect of time-of-day-specific strength training on maximum strength and EMG activity of the leg extensors in men

Abstract

In this study, we examined the effects of time-of-day-specific strength training on maximum strength and electromyography (EMG) of the knee extensors in men. After a 10-week preparatory training period (training times 17:00–19:00 h), 27 participants were randomized into a morning (07:00–09:00 h, n = 14) and an evening group (17:00–19.00 h, n = 13). Both groups then underwent 10 weeks of time-of-day-specific training. A matched control group (n = 7) completed all testing but did not train. Unilateral isometric knee extension peak torque (MVC) and one-repetition maximum half-squat were assessed before and after the preparatory training and after the time-of-day-specific training at times that were not training-specific (between 09:00 and 16:00 h). During training-specific hours, peak torque and EMG during MVC and submaximum isometric contraction at 40% MVC were assessed before and after the time-of-day-specific training. The main finding was that a significant diurnal difference (P < 0.01) in peak torque between the 07:00 and 17:00 h tests decreased after time-of-day-specific training in the morning group but not in the evening or control groups. However, the extent of this time-of-day-specific adaptation varied between individuals. Electromyography during MVC did not show any time-of-day-specific adaptation, suggesting that peripheral rather than neural adaptations are the main source of temporal specificity in strength training.     

Fatigue in a simulated cross-country skiing sprint competition

Abstract

The aim of this study was to assess fatigue during a simulated cross-country skiing sprint competition based on skating technique. Sixteen male skiers performed a 30-m maximal skiing speed test and four 850-m heats with roller skies on a tartan track, separated by 20 min recovery between heats. Physiological variables (heart rate, blood lactate concentration, oxygen consumption), skiing velocity, and electromyography (EMG) were recorded at the beginning of the heats and at the end of each 200-m lap during the heats. Maximal skiing velocity and EMG were measured in the speed test before the simulation. No differences were observed in skiing velocity, EMG or metabolic variables between the heats. The end (820–850 m) velocities and sum-iEMG of the triceps brachii and vastus lateralis in the four heats were significantly lower than the skiing velocity and sum-iEMG in the speed test. A significant correlation was observed between mean oxygen consumption and the change in skiing velocity over the four heats. Each single heat induced considerable neuromuscular fatigue, but recovery between the heats was long enough to prevent accumulation of fatigue. The results suggest that the skiers with a high aerobic power were less fatigued throughout the simulation.     

Neuromuscular fatigue induced by an isotonic heavy-resistance loading protocol in knee extensors

Abstract

The main aim of this study was to assess neuromuscular fatigue during a typical high-load, low-repetition loading protocol. Muscle stimulations were used to assess maximum voluntary contraction, resting single- and double-pulse twitch characteristics, and superimposed double-pulse twitch force (used to calculate voluntary activation) before and after an acute knee extension loading protocol. In our participants, who had previous resistance training experience, the mean voluntary activation level was 96.2% in an unfatigued state. Maximum voluntary contraction (?11.8%), resting double-pulse twitch force (?10.6%), and voluntary activation (?2.1%) were markedly decreased as a consequence of loading (P < 0.05). In addition, although potentiated twitch characteristics were observed during the loading protocol, this was short-lived, as fatigue surpassed the potentiation mechanisms. Our results show that both central and peripheral mechanisms contributed to neuromuscular fatigue during the present loading protocol.     

Acute neuromuscular and metabolic responses to combined strength and endurance loadings: the “order effect” in recreationally endurance trained runners

Abstract

The study examined the acute neuromuscular and metabolic responses and recovery (24 and 48 h) to combined strength and endurance sessions (SEs). Recreationally endurance trained men (n = 12) and women (n = 10) performed: endurance running followed immediately by a strength loading (combined endurance and strength session (ES)) and the reverse order (SE). Maximal strength (MVC), countermovement jump height (CMJ), and creatine kinase activity were measured pre-, mid-, post-loading and at 24 and 48 h of recovery. MVC and CMJ were decreased (P < 0.05) at post-ES and SE sessions in men. Only MVC decreased in ES and SE women (P < 0.05). During recovery, no order differences in MVC were observed between sessions in men, but MVC and CMJ remained decreased. During recovery in women, a delayed decrease in CMJ was observed in ES but not in SE (P < 0.01), while MVC returned to baseline at 24 h. Creatine kinase increased (P < 0.05) during both ES and SE and peaked in all groups at 24 h. The present combined ES and SE sessions induced greater neuromuscular fatigue at post in men than in women. The delayed fatigue response in ES women may be an order effect related to muscle damage.     

School neighbourhood socio-economic status and teachers’ work commitment in Finland: longitudinal survey with register linkage

The extent to which school neighbourhood affects teachers’ work commitment is poorly known. In the current study, we investigated whether school neighbourhood socio-economic characteristics predicted teachers’ organizational and professional commitment. Primary school teachers (n?=?1042) responded to surveys in 2000–2001 (baseline) and 2004 (follow-up). Their responses were linked to records of the school neighbourhood income and unemployment levels obtained from nationwide registers. Teachers working in areas with a high income level and low unemployment rate had longer job tenure and higher probability of organizational (school) commitment at follow-up compared to teachers working in areas with a low income level or high unemployment rate. Less consistent associations were found for professional commitment. These findings suggest that school neighbourhood characteristics may affect teachers’ work commitment, especially their organizational commitment. Further research is needed to determine whether this increases inequalities in children’s learning opportunities.     

Is There a Need for a European Institutional Research?

Recent changes in European higher education have accompanied a strong desire and need by national ministries to have comparable data across institutions and a growing recognition from campus leaders that effective planning and decision-making requires reliable institutional data and analyses. This has induced changes and restructuring of duties and roles of administration, administrative staff and academic staff. In North America, internal institutional data analysis is often referred to as institutional research. We examine the roles and functions of institutional research within North America and how the changes within European higher education have created a purpose for institutional research. Specifically, we explore the topical areas of institutional assessment, data management, institutional governance, as well asthe changing identity of academic professionals within European universities. Within our examination, we explore in-depth one European country’s higher education system to demonstrate how history, culture and legislative changes manifest into a need for institutional research.