Engineering students’ sustainability approaches

Sustainability issues are increasingly important in engineering work all over the world. This article explores systematic differences in self-assessed competencies, interests, importance, engagement and practices of newly enrolled engineering students in Denmark in relation to environmental and non-environmental sustainability issues. The empirical base of the article is a nation-wide, web-based survey sent to all newly enrolled engineering students in Denmark commencing their education in the fall term 2010. The response rate was 46%. The survey focused on a variety of different aspects of what can be conceived as sustainability. By means of cluster analysis, three engineering student approaches to sustainability are identified and described. The article provides knowledge on the different prerequisites of engineering students in relation to the role of sustainability in engineering. This information is important input to educators trying to target new engineering students and contribute to the provision of engineers equipped to meet sustainability challenges.     

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.     

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.     

Information inputs to new product planning and development

For more and more firms product innovation is becoming the key to survival and future growth. Successful product innovation cannot be based only upon inspiration, fantasy and random ideas; in most firms a purposeful and systematic approach also is required. Information is a key concept in this context. As product innovation activities are very different from day-to-day activities, a special information system is required.Based on an in-depth study of a large firm, it appears that systematic innovation requires: (a) a sound business concept with future oriented strategies and policies; (b) a competent staff who master the necessary tools; (c) an efficient organization with an appropriate information system; (d) relevant methods for diversification studies and product planning; and (e) development of individual products based on systematical provision of information about user needs and proper specification of requirements.In small firms innovations are based more on the entrepreneurial approach. Such firms often demonstrate a very innovative attitude, but many of them are hampered by lack of skills in marketing and management. They also lack supporting services which can provide information about the environment.Considering the importance of small firms in economic development and social progress, they should be given support in their innovative attempts. This can be done by organizing innovation centers which arrange studies, develop courses, and give practical assistance to firms engaged in innovative work. Governments should develop policies and provide information stimulating both small and large firms to innovations that are more desirable from a social point of view.     

The influence of regulations on innovation: A quantitative assessment for OECD countries

Regulatory framework conditions have been identified as important factors influencing the innovation activities of companies, industries and whole economies. However, in the empirical literature, the impacts of regulation have been assessed as rather ambivalent for innovation. Different types of regulations generate various impacts and even a single type of regulation can influence innovation in various ways depending on how the regulation is implemented. The endogenous growth approach developed by Carlin and Soskice (2006) and empirically applied by Crafts (2006), which determines endogenously the rate of technological progress and therefore innovation, allows a conceptual analysis of the influence of different types of regulation on innovation. In general, the negative effect of compliance costs should be compared with the more dynamic effect of regulations generating additional incentives for innovative activities. Based on this approach, we derive hypotheses on the impact of different specific regulations on innovation.We differentiate between economic, social and institutional regulations following the OECD taxonomy on regulations. Existing economic analyses are surveyed, which are characterised by rather heterogeneous approaches, data bases and results. The paper aims to apply a comprehensive and comparative approach to investigate quantitatively the innovation impacts in 21 OECD countries using panel data for the period between 1998 and 2004. In summary, the empirical results confirm the hypotheses derived from the conceptual theoretical framework determining technical progress and innovation endogenously and allowing a distinction between short-term and long-term effects. Consequently, the theoretical approach is an appropriate starting point for the empirical analysis of the influence of different regulations on innovation.     

Persisting in Physics and the Physics Olympiad — Impact of Gender Identification and Sense of Belonging on Expectancy-Value Outcomes

The German Physics Olympiad is an extracurricular science contest for students. Here, they have the opportunity to compete against other talented students, can do physics outside of school, and take a first step to more engagement in the domain. Yet, female students participate in the competition in fewer numbers and are disproportionally more likely to drop out of the contest earlier than the male students.

The present study hence explored the question to which extent the German Physics Olympiad provides a threatening environment for female contestants’ intentions of persisting in physics. A total of 298 participants (28% female) were surveyed with respect to stereotype and social identity threat, as well as gender identification and sense of belonging as predictors of success expectations for and value of choosing to study physics. Success expectations and value of choosing to study physics were used as a measure for career intentions within the expectancy-value model.

The results support the conclusion that the contest presents an equally supporting environment for female and male participants. We found no gender differences in success expectations for and value of studying physics. Sense of belonging and gender identification significantly predicted success expectations but not value of choosing to study physics. Female participants in the German Physics Olympiad were also neither affected by stereotype threat nor by social identity threat in their sense of belonging or gender identification.

     

Lesen Mädchen anders?

Zusammenfassung Die Gender bezogene Forschung der letzten Jahre setzte sich insbesondere mit Differenzen in mathematischen und naturwissenschaftlichen Kompetenzen auseinander, w?hrend die Unterschiede im Leseverst?ndnis weniger Beachtung fanden. Dabei sind national wie auch international die Befunde von gro? angelegten Schulvergleichsstudien konsistent: M?dchen lernen schneller und besser lesen, und auch wenn die Jungen in der Sekundarstufe aufholen, so erreichen sie den Stand der M?dchen auch im Jugendalter noch nicht. Anhand der 2001 durchgeführten Internationalen Grundschul-Lese-Untersuchung (IGLU) wird untersucht, ob der Vorsprung der M?dchen im Leseverst?ndnis schon in der Grundschule angelegt ist. Anhand differenzieller Item Analysen wird der Frage nachgegangen, ob sich auch bei einzelnen Fragen systematische Unterschiede zwischen M?dchen und Jungen nachweisen lassen. Anhand der Analysen kann gezeigt werden, dass geringe Geschlechtsdifferenzen bezüglich des Frageformats (offenes Antwortformat vs. Multiple Choice) und den Leseleistungen bei literarischen und Informationstexten bestehen. Bei Betrachtung der in IGLU getesteten Verstehensaspekte ergeben sich keine Differenzen zwischen Jungen und M?dchen. Hingegen ist bezüglich der Aufgabenschwierigkeiten ein Zusammenhang mit geschlechtsspezifischen L?sungsh?ufigkeiten festzustellen, was ?ltere Befunde stützt, die gezeigt haben, dass M?dchen routinierter lesen. Als m?gliche Konsequenz dieser Untersuchung k?nnte die Anregung gegeben werden, im Unterricht vermehrt Leseanreize zu geben, welche Jungen eher ansprechen, um sie so zum vermehrten Lesen zu führen. In sp?teren Untersuchungen w?re dann zu kl?ren, ob die Jungen so mehr Sicherheit bei routinierten Leseaufgaben erreichen k?nnten und ggf. zu dem von M?dchen gezeigten Niveau des Leseverst?ndnisses aufschlie?en k?nnten.

---

Summary Over the last few years research has particularly concerned itself with gender differences between competencies in mathematics and natural sciences, whilst differences in reading comprehension have had little attention. At the same time, national and international evidence from large-scale school comparisons has shown consistently that girls learn to read faster and better. Even when boys catch up at secondary level, they do not reach the girl’ standard in their teens. On the basis of the international reading study IGLU carried out in 2001, this contribution will ask whether the girl’ head-start can already be observed at primary school level. Using differential item-analysis, the question of whether answers to individual questions show systematic differences will be investigated. The analysis shows only small gender differences regarding question format (open questions vs. multiple choice) and reading performance for literary and informational texts. Also, no differences between boys and girls can be found in the aspects of comprehension tested for in the IGLU-study. However, there is a connection between the level of task difficulty and the frequency of solving tasks by gender, which supports previous evidence that girls read more proficiently. A possible consequence of this study could be the using of reading incentives in class, which are particularly aimed at boys, to encourage their reading. Further studies would have to investigate whether boys achieve an improved confidence in tasks calling for reading proficiency and are therefore able to reach the standards of reading comprehension set by the girls.

     

Outcomes of family group conferencing in Sweden. A 3-year follow-up

OBJECTIVE: Between 1995 and 1997, the Swedish Association of Local Authorities implemented Family Group Conferences (FGC) in 10 local authorities throughout Sweden. This study reports on client outcomes of this implementation. METHOD: 97 children involved in 66 FGCs between November 1996 and October 1997 were compared with 142 children from a random sample of 104 traditional child protection investigations by the Child Protective Services (CPS). All children were followed for exactly 3 years for future child maltreatment events reported to CPS. Effects were modeled using multiple regressions, controlling for the child's age, gender, family background, and type and severity of problems. RESULTS: After controlling for initial differences, FGC-children experienced higher rates of re-referral to CPS compared to the group that had been processed in traditional investigations. They were more often re-referred due to abuse, were more often re-referred by the extended family, were longer in out-of-home placements, but tended over time to get less intrusive support from the CPS. FGCs were not related to re-referrals of neglect, of case-closure after 3 years or number of days of received services. The results suggest that the impact of the FGC was scant, accounting for 0-7% of the statistical variance of outcome variables. CONCLUSIONS: The findings did not support the alleged effectiveness of the FGC model compared to traditional investigations in preventing future maltreatment cases. If these results are confirmed in future research, they serve as a reminder of the necessity to evaluate models based on untested theories or on extrapolations from other countries/cultures, before these models are widely spread in a national practice context.     

Interrelation between patenting and standardisation strategies: empirical evidence and policy implications

This paper analyses the relationship between strategies to protect intellectual property rights and their impact on the likelihood of joining formal standardisation processes. It is based on a small sample of European companies. On the one hand, theory suggests that the stronger the protection of own technological know-how, the higher the likelihood to join formal standardisation processes in order to leverage the value of the technological portfolio. On the other hand, companies at the leading edge are often in such a strong position that they do not need the support of standards to market their products successfully. The results of the Probit models to explain the likelihood to join standardisation processes support the latter theoretical hypothesis: the higher the patent intensities of companies, the lower is their tendency to join standardisation processes.