Levels of Analysis in Higher Education Research

This article examines the levels of analysis adopted in higher education research, using a database of 567 articles published in 15 leading higher education journals internationally during 2010. Level of analysis is a relatively overlooked issue in this field of research, when compared with methodology, theory and/or topic—to which it is, of course, closely related—but is worthy of more investigation. The article seeks to address the question of whether certain levels of analysis are more or less common for different kinds of research. Eight levels of analysis are recognized, varying from the individual, through the course, department, institution, region, nation and system up to the international. The relationships between level of analysis, journal, theme, methodology and authors' characteristics are considered. It is argued that, given the constraints of available data and intended audiences, while valuable research may be conducted at all levels of analysis, the key issue is choosing an appropriate level for the questions being explored, and the methods and theories being applied.     

‘One of the Worst Statistics in British Sport,and Wholly Unacceptable’: The Contribution of Privately Educated Members of Team GB to the Summer Olympic Games, 2000–2012

Much has been published on sport in Britain's private schools of the Victorian and Edwardian eras, but no research of modern policy, practice and outcomes has been conducted since the 1970s. Assessment of the contribution of these schools to Team GB at recent summer Olympic Games – and to international sport in general – by politicians, sports leaders and physical education lobbyists has thus largely been informed by speculation. Future government policy on physical education and sport in schools may therefore be influenced by flawed evidence. This article examines the schooling of all members of Team GB for the summer Olympic Games of 2000–2012, and compares the contribution of its privately educated and state-educated members in terms of performance in competition and medals won. Online research using the websites of schools, sports associations, governing bodies of sport, Olympic associations and the media, together with biographies of sportsmen and sportswomen, provided information about each team member's schooling, sporting background and Olympic record. The speculation was inaccurate – exaggerating the proportion of privately educated members of Team GB but underestimating their contribution.     

Cricket bowling deliveries and the discrimination ability of professional and amateur batters

Bowlers in cricket try to disguise their bowling action by movement pattern similarity. The batter’s task is, therefore, to solve rapidly perceptual discrimination problems. Previous research has suggested that batters can discriminate perceptual cues that provide depth or target information. However, at present, there is a lack of applied research evidence on further perceptual cue utilization, including bowling delivery identification. This ability is required when batting against wrist-spin bowlers who may use five different types of delivery. In the present study, we assessed this perceptual discrimination ability among three distinct standards of batters. In addition, the relative potency of body action and ball flight information was assessed by visual occlusion techniques. We found that more expert batters in general showed greater perceptual discrimination skills when faced with different ball types. However, this discrimination ability was linked specifically to delivery type and to previous experience. We also found that additional ball flight information provided no more advantage to this discrimination ability. This finding reinforces the importance of advanced cue information and the need to expose cricket batters to different bowling actions. Further study of the development of movement pattern recognition is recommended.     

Hemispheric Teaching Strategies in the Acquisition and Retention of a Motor Skill

An extreme preference in processing information within either the left or right hemisphere is known as hemisphericity. A previous study investigating hemisphericity as a factor in motor skill learning (Murray, 1979) found that matching subjects' hemisphericity characteristics with hemispherical teaching strategies enhanced skill acquisition. In contrast, our study examined the effects of hemispherical teaching strategies on a group of subjects who did not present hemisphericity. Right-handed male high school students were randomly assigned to either a left hemisphere, right hemisphere, or an interhemispherical teaching condition. Subjects in the right hemisphere and interhemispherical conditions performed and learned the skill more effectively than subjects in the left hemisphere teaching condition. The right hemisphere and interhemispherical groups performed comparably in acquisition; however, the interhemispherical group showed significantly better retention of the skill. Motor skill acquisition and retention for nondominant processors appears best served by directing both verbal and nonverbal attention to the skill.     

Faculty and Students Conceptions of Assessment in Higher Education

Assessment in higher education serves multiple purposes such as providing information about student learning, student progress, teaching quality, and program and institutional accountability. Yet, little is known about faculty and students’ attitudes regarding different aspects of assessment that have wide-ranging implications for policy and practice in tertiary institutions. To investigate these views, parallel surveys of conceptions of assessment were administered to faculty and undergraduate students across four tertiary institutions including universities, an indigenous tertiary institution, and an institute of technology. A mean and covariance structures approach was used to test for measurement invariance and latent means differences between faculty and students regarding their conceptions of assessment. Results revealed differences in the latent means across the two groups. Faculty were likely to view assessment as a trustworthy process aiding teaching and learning, whereas students viewed assessment as focussed primarily on accountability and perceived assessment as irrelevant or even ignored in the teaching and learning process. These findings highlight the importance of ensuring that assessment policy and practices are fit for purposes, and are being carried out with integrity in ways that are transparent to and understood by both staff and students. While these results show how staff and students view assessment practices, one should keep in mind that while the sample was large and did incorporate different types of tertiary institutions, the inclusion of a broader range of disciplines would make the conclusions more generalizable.     

Cultivating Practical Wisdom as Education

This article argues, from a critical realist perspective, that it would be beneficial to extend thinking on how personal and social education could become more central to students’ learning. We explore how constructive-informed arrangements which emphasize cognitive skills and affective qualities could be realized through experiential approaches to learning. Our theorizing is informed by neo-Aristotelian thinking on the importance of identifying mutually acceptable value commitments which can cultivate practical wisdom as well as generally benefit society. Thereafter, we outline how the recent writings of Tiberius could inform thinking on how, epistemologically and ethically, a first person perspective on learning and personal growth could connect with normative decision making on how to make good life choices. We conclude by briefly highlighting the methodological potential of using outdoor learning environments to help students make informed and wise judgements which show evidence of discernment, deliberation and effective decision making.     

Competition and reform of the New Zealand tertiary education sector

The purpose of this paper is to use an historical approach to examine the changing nature, size and diversification of education and training in New Zealand. In particular, attention will be concentrated on the impact of the introduction of competition into the New Zealand tertiary education industry since 1989. It will examine the relationship between the various tertiary education institutions as well as the relationship between these institutions and the demands of both students and industry.     

ASERA: brief histor(y/ies)

This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.