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41.
Lisa Gillingham Dr. Joseph J. Seneca Michael K. Taussig 《Research in higher education》1991,32(4):449-468
The time doctoral students expect to take to complete their degree is investigated in a model which stresses the effects of economic factors. The model also accounts for the interdependency among such variables as employment hours, study hours, household income, and part-time study. We find that field of study, amount of borrowing, household income, and study hours have direct effects on expected time to degree. Indirect effects also occur from employment hours and the amount of fellowship, scholarship, or grant aid. When the sample is separated into foreign and U.S. students, we find that U.S. students underestimate their time to degree. Also, household incomes are higher for U.S. students and increase the time to degree, while the opposite is true for foreign students. Teaching assistantships increase the time to degree for foreign students while research assistantships reduce it. 相似文献
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Even where a total allocation of resources is fixed, it is often possible to vary the distribution of the given resources. This distribution can have important, if sometimes hidden, consequences. In the case of universities, considering the mean class size as given, three nonobvious consequences of the amount of variation in class size are examined. (1) The average class size experienced by students is directly related to the amount of variation in class size. (2) Overall student attendance is inversely related to the amount of variation in class size. (3) Overall student participation time is directly related to the amount of variation in class size. The logic of these relationships is explored, and data on 49 departments and interdisciplinary programs at one university are used to illustrate the nature and extent of the class size paradox at one university. 相似文献
44.
Dr. Richard W. Thoreson CarolAnne M. Kardash David A. Leuthold Kelly A. Morrow 《Research in higher education》1990,31(2):193-209
This study examines sources of satisfaction, indicators of stress, academic performance, and reward structure in the academic careers of male and female faculty at a major midwestern state university. Faculty pairs were selected from five academic divisions. A total of 58 matched pairs were identified. Of these, 63 faculty responded, yielding data for 23 matched pairs. Subjects were mailed the Academic Career Development Survey, consisting of 144 items. Results indicated that self-reported physical and mental health, and professional and personal life satisfaction were high for both males and females. Both males and females placed high importance on their career and on marriage/other intimate relationships; however, both reported high levels of dissatisfaction with these factors. Gender differences were found in both satisfaction and type of stress reported; no gender differences were found in composite teaching and research performance indices. Salary data, obtained for 42 matched pairs, indicated similar salary levels for men and women. Results were discussed with respect to prior research on gender differences and the academic career. 相似文献
45.
Dr Tony Fetherston 《Research in Science Education》1994,24(1):370-370
This paper proposes that Kelly's Personal Construct Psychology deserves examination as a constructivist basis for science
teaching and learning. It argues that because of the explicit nature of the psychology, the clear definition of learning and
meaning and the integration of affective, psychomotor and cognitive dimensions of learning, the psychology has much to offer
science education. 相似文献
46.
47.
Dr. Edward Shapiro 《Research in higher education》1978,9(1):43-67
To the degree that faculty members take into account the relative financial rewards for teaching and research in deciding on the allocation of available time between these two areas, a modification of the reward structure may be expected to produce changes in the amount of time devoted to each. The purpose of this article is to examine with the help of some basic graphic tools of economics the possible results on the quantity of teaching and the quantity of research that may follow from a modification of the reward structure. The possible results are analyzed in terms of displacement, salary, and work effects of the modification. 相似文献
48.
H. Drábková 《High Ability Studies》1991,1(2):191-196
A cohort of 71 pairs of twins was studied in a project which started within the decade 1965 to 1975. The total level of intelligence (global IQ) and the level of particular intellectual components have been examined annually since the twins were two years of age. The data were analysed by comparing monozygotic and dizygotic twins. The results revealed that high intelligence is influenced much more by hereditary than exogenous factors. Furthermore, there is an irregularity in the development of intellectual level from childhood to adulthood. Consequently, decision making about children cannot be carried out on the basis of a single IQ evaluation. A cluster analysis demonstrated the importance of hereditary factors not only on intellectual level, but also on the pattern of intellectual development. 相似文献
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Dr. Robert J. Masters 《Innovative Higher Education》1982,6(3):193-195
Since there is an increasing need for learning and relearning on the part of managers and executives, several business schools around the country have developed a program for offering seminars and workshops to the adult community for improving their level of supervisory, managerial, and executive performance. The purpose of this article is to lend assistance to those who are planning to embark upon this alternative higher education endeavor by sharing experiences from one institution. 相似文献