Outreach initiatives operated by universities for increasing interest in science and technology

ABSTRACT

Since the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares eight European initiatives that have been established and operated by universities (and in some cases through collaboration with other actors in society). Each initiative is summarised in a short essay that discusses motivation, organisation, pedagogical approach, and activities. The initiatives are characterised by comparing the driving forces behind their creation, how the initiative activities relate to the activities at the university, size based on the number of participants and cost per participant and pedagogical framework. There seem to be two main tracks for building outreach activities, one where outreach activities are based on the university's normal activities, and one where outreach activities are designed specifically for the visiting students.     

What is the problem in problem-based learning in higher education mathematics

Problem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge where the application in society is not always obvious. Does mathematics, including pure mathematics, fit into a PBL curriculum? This paper argues that it does for two reasons: (1) PBL resembles the working methods of research mathematicians. (2) The concept of society includes the society of researchers to whom theoretical mathematics is relevant. The paper describes two cases of university PBL projects in mathematics; one in pure mathematics and the other in applied mathematics. The paper also discusses that future engineers need to understand the world of mathematics as well as how engineers fit into a process of fundamental-research-turned-into-applied-science.     

Psychometric Properties of Vocabulary Test Items as a Function of Word Characteristics

In a study of Gustafsson, Wedman and Westerlund (in press), the vocabulary test (WORD) in the Swedish Scholastic Aptitude Test was found to load both on a general factor (G) and a factor reflecting verbal knowledge (Gc'). Word characteristics were gathered in order to investigate if they can account for the variation in items’ loadings on the G and Gc’ factors. The results indicate that items loading highly on the G‐factor tend to involve words which are of Latin origin, relatively frequent, morphologically varied and abstract. Items loading highly on the Gc'‐factor tend to involve words which are of Swedish origin, relatively frequent and particularly so in fiction, and concrete but not nouns. Knowledge about these relations may be used to construct vocabulary tests which to a smaller or larger extent reflect either G or Gc’. The results, although tentative, may also be useful to shed light on the nature of the dimensions of ability.     

How learning conditions and Program structure predict burnout and satisfaction in teacher education

To support prospective teachers’ professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed different learning conditions. Programme structure and student characteristics were conceived as antecedents of perceived learning conditions; burnout dimensions and student satisfaction were hypothesised to be consequences of both the distal and more proximal variables. Data were collected at four time points from N = 3,892 students enrolled in teacher education at 13 universities. Structural equation modelling revealed favourable effects of autonomy support, competence support, and social relatedness on the core burnout dimensions and satisfaction. Effects of programme structure on these outcomes were small and mediated by autonomy support and difficulty of demands. Study self-efficacy emerged as a broad personal resource. Implications for teacher education are discussed.     

To Share or Not to Share: A Study of Educational Dilemmas Regarding the Promotion of Creativity and Innovation in Entrepreneurship Education

ABSTRACT

Within both society and education, economic and social entrepreneurship is considered to be of great importance. However, there appear to exist different and contradictory principles regarding the essence of this entrepreneurship. On the one hand, entrepreneurship is associated with economical concepts like competition, individual achievement and commodification. On the other hand, entrepreneurship is associated with collaboration, sharing and collective endeavors. The different notions and rationales represent a dilemma from an educational perspective, in the sense that the students may find themselves split between individual and collaborative methods and ideals. In this study, this dilemma is explored through a case study conducted in collaboration with students from the field of Social Education. The case study indicates that ambivalent notions about entrepreneurship, creativity and innovation entail a number of pedagogical challenges and produce occasional frustration among students. Especially, the students demonstrate different attitudes towards the concept of sharing ideas with their peers. At the end of the article, further educational implications of the study are discussed.     

Evaluating the landscape of digital humanities librarianship

ABSTRACT

As academic librarians strive to meet the needs of their users, it is important to understand the current and constantly changing landscape of digital humanities librarianship. The author of this article investigated areas in which current LIS professionals working in digital humanities came into their various roles, how they have been trained, how they feel about their opportunities for training, and where improvements can be made. The purpose of this study was to provide an overview of the digital humanities librarian skill set and to explore what training and infrastructure are needed in the field. Rather than looking to define digital humanities as a discipline, this study provides a current profile of digital humanities librarians, allowing for the profession to align with this evolving field's scholars and practitioners.     

The meaning of curriculum-related examination standards in Scotland and England: a home–international comparison

Abstract

The ways in which examination standards are conceptualised and operationalised differently across nations has not been given sufficient attention. The international literature on standard-setting has been dominated by the psychometrics tradition. Broader conceptualisations of examination standards have been discussed in the literature in England, which has curriculum-related examinations at the end of schooling. There has, however, been little analysis of conceptualisations of examination standards in Scotland. Different education systems and examinations operate in Scotland and England, and the stated value positions and processes relating to examination standards differ markedly. This paper critically examines policy positions on assessment standards in Scotland and England through the lens of recent theories of standard-setting. By analysing public statements on standards, the paper illuminates similarities and differences in conceptual bases and operational approaches, and examines the effects of these on outcomes for candidates. We conclude that both systems are operationalising attainment-referencing, but with different processes in Scotland and England and these practices do not fit within previous examination standards classifications. As such, the paper moves examination standards theory forward by concluding that there is at least one superordinate definitional category that draws upon more than one definitional stance.     

Functional differences between two shock-induced aggressive behaviors of mice

Five groups of male mice were given either isolation or grouped housing conditions or fight training as manipulations of social backgrounds prior to 5 days of shock-induced aggression under conditions resembling the rat paradigm for shock aggression. Three groups were given similar fight training but different levels of shock intensity during the shock trials. Shocks moderate in intensity as compared to very low intensity shocks produced more biting attacks and upright postures and maintained aggressiveness. Raising the shock intensity further produced fewer biting attacks, more upright postures, and a decline in aggressiveness. Biting attacks proved to be a more discriminating measure of differences created by different social backgrounds than the upright postures.     

The importance of geography and culture in mergers: A Norwegian institutional case study

Internationally the mainintention of merging higher educationinstitutions has often been that theestablishment of larger units should result inacademic and administrative economies of scale.This was also the case in the Norwegian StateCollege Reform. This article focuses on howgeographical distance, as well as culturaldifferences between sub-units at TelemarkCollege, influence the degree of attainment ofacademic and administrative goals. By usingnetwork theory and a cultural approach, we havestudied the merger processes as well as theoutcomes of the amalgamation. In theconclusion, lessons to be learned from thiscase study are highlighted.