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The purpose of this study is to test for the presence of order-effect bias in journal ranking surveys. Data were obtained from 379 active knowledge management and intellectual capital researchers who rated 25 journals on a 7-point scale. Five different versions of the survey instrument were utilized. Consistent with the cognitive elaboration model, the satisficing theory, and the Gricean maxim of orderliness, order-effect bias was observed in journal ranking surveys. Journals that appear in the beginning of the ranking list delivered to survey respondents consistently receive higher scores than journals at the end of the list. Overall, the position of the journal in the list explains over 10% of its score. Therefore, authors of journal ranking studies are recommended to use multiple versions of the survey instrument with randomized journal orders. 相似文献
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The expansion of the higher education system and widening access to undergraduate study has led to growing diversity within the graduate labour supply, including increasing numbers who studied for their degrees as mature students. Analysis of graduates entering the labour market prior to the major expansion in the early 1990s indicated that those over the age of 30 had considerably more difficulty than younger graduates in accessing the career opportunities for which their education had equipped them. Is this still the case for more recent graduates? Drawing on a major qualitative and quantitative study of a class of graduates who completed their undergraduate degree courses in 1995, this paper explores early career development and employment outcomes according to age at graduation. Although we find considerable diversity among all age groups, mature graduates were more likely than their younger peers to experience difficulty in accessing appropriate employment, had a lower rate of earnings growth and expressed higher levels of dissatisfaction with their jobs. 相似文献
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The effects of opposition and gender on knee kinematics and ground reaction force during landing from volleyball block jumps 总被引:1,自引:0,他引:1
The aim of this study was to examine the effect of opposition and gender on knee kinematics and ground reaction force during landing from a volleyball block jump. Six female and six male university volleyball players performed two landing tasks: (a) an unopposed and (b) an opposed volleyball block jump and landing. A 12-camera motion analysis system (120 Hz) was used to record knee kinematics, and a force platform (600 Hz) was used to record ground reaction force during landing. The results showed a significant effect for level of opposition in peak normalized ground reaction force (p = .04), knee flexion at ground contact (p = .003), maximum knee flexion (p = .001), and knee flexion range of motion (p = .003). There was a significant effect for gender in maximum knee flexion (p = .01), knee flexion range of motion (p = .001), maximum knee valgus angle (p = .001), and knee valgus range of motion (p = .001). The changes in landing biomechanics as a result of opposition suggest future research on landing mechanics should examine opposed exercises, because opposition may significantly alter neuromuscular responses. 相似文献
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This paper draws on results of a research project InterActive Education: Teaching and Learning in the Information Age (see www.interactiveeducation.ac.uk). The overall aim of the project was to examine ways in which new technologies can be used in educational settings to enhance learning. Research was carried out across a range of school subjects: English, history, geography, mathematics, modern foreign languages, music and science. Within this paper we report on the work of two teachers within the same primary school who devised an initiative to support the development of composition skills of children aged 10 and 11, using Dance eJay software. We explore the ways in which collaborations took place between the pupils, arguing that eJay provides a rich mediational tool where creative outcomes are negotiated. We suggest that the computer workstation provides the mediational means by which all pupils – whether or not they possess formal instrumental skills – can be creative, working within a musical style in which they are culturally located. Furthermore, we propose that the teacher is central to the creative–collaborative process and suggest implications for teachers when planning for creative, collaborative work in the classroom using music software such as eJay. 相似文献
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