Enterprise Education and Part‐time Students

It was found through a student survey using questionnaires and group interviews at the University of Northumbria that an increased emphasis on skills development and active teaching and learning methods introduced through the Enterprise in Higher Education Initiative was more problematic for part‐time than for full‐time students. This seemed paradoxical since part‐time students have greater life experience to draw on and strong links with the world of work. This article aims to stimulate thinking about the particular needs of part‐time students. If enterprise education is to be successful for them, attention needs to be paid to their motivations for studying and their views of learning. Explicit recognition of their existing levels of knowledge and skills is helpful. Course activities which encourage students to link their working situation and their academic learning are of vital importance.     

Congratulations or condolences? The role of human capital in the cultivation of a university administrator

Administrative skill is essential to organizational effectiveness. Yet, few studies examine how human capital investments over a career affect selection into administration. We use panel data for economists to estimate the probability of choosing administration over a pure academic track. The results show that, while research-specific human capital reduces the probability of becoming an administrator, general human capital increases it. There are also inferior administrative opportunities for women that have not improved over time and variation in the role of human capital according to institutional research mission. Thus, our results suggest academic leaders are not merely born, but cultivated through their human capital investments.     

Reviews

During the past year he was a Bradley Fellow at the Heritage Foundation in Washington, D. C.     

Towards a Critical Dialogue between the History of Sport,Management History,and Sport Management/Organization Studies in Research and Teaching

This article discusses possibilities for a critical dialogue between the history of sport, management history, and sport management/organization studies. Many historians of sport will find themselves employed in sport management programmes, and these programmes allow the potential to interpret historical perspectives on sport, as well as historical research methods in sport management. This offers possibilities in terms of research as well. However, if historians are to engage in a research and teaching dialogue with sport management, they must also remain critical of some of the discipline’s (and practice’s) central tenets.     

Effective Teaching and Learning on Foundation and Access Courses in Engineering,Science and Technology

Increasing numbers of students are entering courses in engineering, science and technology without the qualifications which have conventionally been required. A review of educational practices on access and foundation courses designed to facilitate the learning of such students has revealed a consistency in the teaching and learning approaches being adopted. Courses must be flexible and offer a variety of learning pathways to accommodate student diversity. The students require: clear goals and structure; feedback on their progress; opportunities for active and collaborative learning; and help in developing learning skills. The syllabus must not be overloaded and the assessment system must be appropriate. The approaches developed within foundation courses would benefit many other students in engineering, science and technology. They encourage deep approaches to learning and the development of many of the skills which employers frequently demand from graduates.     

Personality development following sexual abuse

Thirty-seven girls and twelve boys who had been sexually abused at an average of 2.6 years previously were traced and reviewed. The nonoffending parents participated in a structured interview and the children were assessed using the Piers-Harris Self-Concept Scale and the Achenbach Child Behavior Checklist. Each child was matched with a child not known to have been sexually abused and these control children underwent a similar psychological assessment. Interviews with the nonoffending parents found that 76% of the children were thought to be less confident than before, 30% had fewer friends, and 20% were more aggressive. Increased sexual awareness was noted in 24%. School teachers reported that 28% still had behavior problems, 17% had repeated a year at school, and a further 17% had deteriorated in their school work. The sexually abused girls had significantly lower self-esteem than the control girls. There was no difference in self-esteem between the control and the sexually abused boys. There was a higher incidence of stranger assault in the boys compared with the girls. The Child Behavior Checklist completed by the parents, the Teacher Report Form, and the Youth Self-Report of the Child Behavior Checklist showed that a highly significant proportion of sexually abused children fell into the clinical range. Sexual abuse appears to have long-term adverse consequences for many of the victims. This may have implications for their ability to relate to others, for the adult friendships they will make, and eventually for the way they will relate to their own children.     

Negotiating assignment pathways: students and academic assignments

Existing research identifies that students’ approaches to assignments are related to their general approaches to study. It is suggested that students need to better understand the requirements of assignments and acquire new concepts such as ‘argument’. This fine-grained study proposes four qualitatively distinct assignment pathways: gathering, connecting, minimalist and performing. Students negotiate assignment pathways to sustain a sense of control, confidence and connection. Making changes to their approaches to assignments is not straightforward. Suggestions are made for using insights from the research to more effectively support assignments as vehicles for learning.