Dispositional Predictors of Problem Solving in the Field of Office Work

It was investigated how domain-specific knowledge, fluid intelligence, vocational interest and work-related self-efficacy predicted domain-specific problem-solving performance in the field of office work. The participants included 100 German VET (vocational education and training) students nearing the end of a 3-year apprenticeship program as an industrial clerk (n?=?63) which usually leads to a position in office work, lower or middle management, or a similar apprenticeship program to become IT-systems management assistants (n?=?37). The participants worked on three computer-based problem scenarios dealing with operative controlling, a relevant domain to both training occupations, and completed further assessments to measure the variables listed above. Theoretical considerations, prior research and domain analyses suggested that industrial clerks would have greater domain-specific problem-solving competence (H1a) and domain-specific knowledge (H1b) than IT-systems management assistants and that domain-specific knowledge would be the strongest predictor of problem-solving competence (H2: “knowledge-is-power” hypothesis); all hypotheses were confirmed. Hypothesis 3, the “Elshout-Raaheim hypothesis,” predicts that fluid intelligence and problem-solving competence are most strongly correlated in the context of intermediate levels of task-related content knowledge, however the highest correlation was found in the group with low domain-specific knowledge. The findings suggest that intelligence plays a minor role in later stages of competence development whereas typical problem situations in later stages particularly require prior knowledge. The relationship of intelligence, knowledge and problem solving as well as limitations of the study, particularly weaknesses in the measurement of non-cognitive dispositions, are discussed.     

Deliberative academic development: the potential and challenge of agency

ABSTRACT

In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts.     

Measurement of cognitive load in multimedia learning: a comparison of different objective measures

Different indicators are interesting for analyzing human learning processes. Recent studies analyze learning performance in combination with cognitive load, as an indicator for learners’ invested mental effort. In order to compare different measures of cognitive load research, the present study uses three different objective methods and one subjective method, reviewing the seductive details effect in a computer-based multimedia learning instruction. An experimental two-group design (N = 50) was used, with exposure to seductive details during learning as the between group factor. Eye movements were analyzed concerning the indicated cognitive activity and cognitive load was measured by the rhythm method (Park 2010; Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), as well as by subjective ratings of mental effort and task difficulty (Paas 1992). Results confirm the seductive details effect for learning success with a decrease in retention and comprehension performance, an increase in total cognitive activity indicated by eye movements and significant higher cognitive load, indicated by rhythm method. The ICA values and the subjective ratings on mental effort and task difficulty show no difference in cognitive load between the groups. The results provide evidence of the suitability of different objective measures for a direct and continuous cognitive load assessment in multimedia learning. Further, the results show the benefit of combining different methods to gain detailed insight into information processing while learning with multimedia as well as a differentiated access to the single cognitive load factors.     

Peritonealdialyse (PD)

Ohne Zusammenfassung     

The impact of foreign policy on educational exchange: the Swedish state scholarship programme 1938–1990

Programmes of international educational exchange are not only carried out for educational purposes, but form an important part of modern-day public diplomacy. Through exchange programmes education and research are linked with foreign policy interests, which then in turn should affect the international contacts of universities and research facilities. The present article applies a long-term perspective on the scholarship programme of the Swedish state in order to show how the shifts in Swedish foreign policy during the period 1938–1990 have affected the number and composition of scholars incoming to Sweden over time.     

Archiving for self-ascertainment, identity-building and permanent self-questioning: archives between scepticism and certitude

Archives are facing many challenges as information overload and increasing societal diversity. These two trends ask for decided measures, one in terms of selection and the other in terms of expanded information preservation to document all societal groups appropriately. These opposing trends force archivists to rethink permanently their appraisal politics and their functional orientation. Basic archival functions have to be aligned on one hand with services for an organisation related to democratic standards as accountability and transparency and on the other hand with a memory politics aiming at an extensive documentation of the enormous societal diversity by preserving the (cultural) patrimony of all groups to facilitate their identity-building. By looking back in our institutional history and comparing the Swiss and the Canadian approach in appraisal as well as the larger political context of documenting, we aim to show that a clear functional orientation, a transparent and participatory process of selection, a cooperative approach in fulfilling existing challenges and duties as well as a sound understanding of our institutional past help to make the necessary choices. It is important to stress, firstly, that archives as multifunctional institutions serve the principles of democracy and support the rule of law, and secondly, that by selecting documents for preservation and by reducing the mass of information, we nonetheless will preserve an abundant documentary heritage, which will not only serve to stabilize societal (or communitarian) identity but it will still serve as a reservoir feeding essential scepticism as an engine for progress.     

How Can Brand-Owned Media Be Managed? Exploring the Managerial Success Factors of the New Interrelation Between Brands and Media

Although owned media formats that pursue brand-policy objectives have been receiving considerable attention in industries since the beginning of the millennium, virtually no research results are available about their conceptual background and strategic management. Using total interpretive structural modeling, this study examines two research questions: (1) Which success factors for the evolving brand-owned media concept can be identified? (2) How can these factors be systematized in terms of interrelations and hierarchies? Results indicate that the success of brand-owned media depends on a complex interrelation of eight factors. Content-centric factors such as content quality and the non-advertising character of brand-owned media are most important for creating relevant content and for achieving media success in terms of reach and frequency. In contrast, brand strength is not regarded as a precondition of brand-owned media success but rather as a result.     

Evaluating Instrument Quality in Science Education: Rasch‐based analyses of a Nature of Science test

Given the central importance of the Nature of Science (NOS) and Scientific Inquiry (SI) in national and international science standards and science learning, empirical support for the theoretical delineation of these constructs is of considerable significance. Furthermore, tests of the effects of varying magnitudes of NOS knowledge on domain‐specific science understanding and belief require the application of instruments validated in accordance with AERA, APA, and NCME assessment standards. Our study explores three interrelated aspects of a recently developed NOS instrument: (1) validity and reliability; (2) instrument dimensionality; and (3) item scales, properties, and qualities within the context of Classical Test Theory and Item Response Theory (Rasch modeling). A construct analysis revealed that the instrument did not match published operationalizations of NOS concepts. Rasch analysis of the original instrument—as well as a reduced item set—indicated that a two‐dimensional Rasch model fit significantly better than a one‐dimensional model in both cases. Thus, our study revealed that NOS and SI are supported as two separate dimensions, corroborating theoretical distinctions in the literature. To identify items with unacceptable fit values, item quality analyses were used. A Wright Map revealed that few items sufficiently distinguished high performers in the sample and excessive numbers of items were present at the low end of the performance scale. Overall, our study outlines an approach for how Rasch modeling may be used to evaluate and improve Likert‐type instruments in science education.     

A changed language of education with new actors and solutions: the authorization of promotion and prevention programmes in Swedish schools

This article demonstrates how changes in the language of Swedish education policy have opened up a new social perception of education, in which space has been created for new actors, models and solutions in terms of managing activities in schools. Specifically, it seeks to illustrate how various promotion and prevention programmes have been authorized and disseminated without critical inquiry or resistance in the education sector. To this end, we analyse how the specific, essentially contested concepts of health, value base and communication have been employed in authoritative national documents over the two last decades. For our analysis, we draw on speech act theory, with a focus on linguistic performativity, as we have been interested in analysing how concrete authoritative actors have ‘performed’ various arguments. The analysis helps us to understand how the linguistic force originating from authoritative agencies can be used by different actors as a way to legitimize their arguments and actions. The results demonstrate how different national authorities, as a consequence of their use of the three concepts analysed, have contributed to the establishment of promotion and prevention programmes in education.     

Motivational Climates,Achievement Goals,and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

The present research tested the longitudinal relations over a school‐year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students’ mastery goals measured early in the school‐year (Time 1) predicted all five physical education outcomes one year later (Time 2), controlling for physical education outcomes at Time 1. Two structural equation change models of climates and goals were also tested: (1) change in mastery climate predicted positively change in mastery goals, which positively predicted physical education outcomes after one year; and (2) distinct performance climate sub‐factors, namely changes in normative praise and negative emotional tune, predicted positive changes in performance‐approach, and performance‐avoidance goals, respectively. In turn, change in performance‐approach goals predicted positively, and change in performance‐avoidance goals predicted negatively, the PE outcomes after one year.