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81.
Nigel A. Bastin 《Higher Education Quarterly》1990,44(3):245-263
The Education Reform Act 1988 gave independence to polytechnics and the major colleges of higher education. From a position where they were the subject of tight and bureaucratic control by the maintaining local authorities, they have moved to one where responsibility for conducting their affairs in the hands of the small group of persons who constitute their governing bodies. This paper examines the composition of governing bodies in order to see the range of sizes adopted and how boards have been constituted within the permissible limits of the Act. It also touches upon some of the difficulties and ambiguities which have been created by the present legislation. A survey reveals that most institutions have decided to have larger boards which are not dissimilar to those which existed previously and few institutions have taken advantage of the flexibility of the Act and chosen to have small boards. It remains to be seem whether size and composition have any relevance to an institution's success or otherwise in the challenging years ahead. 相似文献
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Two groups of rats each received 5 drops of NaCl solution from a dropper placed directly inside the mouth. The experimental group was then injected with lithium chloride to establish a conditioned taste aversion. The control group was injected 24 h later. After a recovery day the above procedures were repeated. On the next day both groups received 5 drops of a saccharin solution followed immediately by 5 drops of the NaCl solution. Subsequent preference tests established that the experimental group had learned an aversion to the saccharin solution as a result of its pairing with the NaCl solution which had previously been associated with poisoning. These results demonstrate that higher order conditioning of a taste aversion can be established using tastes as both the first-order stimulus and the second-order stimulus. 相似文献
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Nick Pilcher Alan Forster Stuart Tennant Mike Murray Nigel Craig 《European Journal of Engineering Education》2017,42(6):1477-1495
‘Career Academics’ are principally research-led, entering academia with limited or no industrial or practical experience. UK Higher Education Institutions welcome them for their potential to attain research grant funding and publish world-leading journal papers, ultimately enhancing institutional reputation. This polemical paper problematises the Career Academic around three areas: their institutional appeal; their impact on the student experience, team dynamics and broader academic functions; and current strategic policy to employ them. We also argue that recent UK Government teaching-focused initiatives will not address needs to employ practical academics, or ‘Pracademics’ in predominantly vocational Construction and Engineering Education. We generate questions for policy-makers, institutions and those implementing strategy. We argue that research is key, but partial rebalancing will achieve a diverse academic skill base to achieve contextualised construction and engineering education. In wider European contexts, the paper resonates with issues of academic ‘drift’ and provides reflection for others on the UK context. 相似文献