Management: Value chain analysis: A framework for management of distance education

Abstract

This article presents a legal analysis of the application of copyright law to distance education environments, particularly as it applies to Web‐based instruction and the construction of electronic reserves, or so‐called virtual libraries. The author argues that revision of copyright law to allow for the reproduction, display, and performance of works in these settings is consistent with national policy and existing and developing copyright law. The dangers of moving toward a schema of universal or compulsory licensing of information products and services are also explored. Finally, the author suggests several possible components that new legislation or “fair use” guidelines might include.     

Drugs and the Brain: Learning the impact of methamphetamine abuse on the brain through a virtual brain exhibit in the museum

Drugs and the Brain: A Serious Game, a prototype museum exhibit, was designed to employ virtual models of the brain into a video game format. It was done to create a fun and engaging way of conveying knowledge and concepts about neuroscience, as well as the impact of methamphetamine abuse on the brain. The purpose of this study is to evaluate this prototype exhibit that promises to educate participants from various age, ethnicity, and gender backgrounds, and to establish a stronger concept of drug abuse prevention among children. A quantitative methodology using the pre‐ and post‐experimental designs was conducted on 175 museum visitors. A series of two‐sample paired t‐tests and subsequent ANOVAs were performed to examine the difference between pre‐ and post‐tests and to determine if there was a difference in the results in age, gender, ethnicity, and race. Results showed that both the understanding and attitudes of the participants toward the impact of methamphetamine abuse on the brain improved significantly (p < 0.01).     

Assessing twenty‐first century skills through a teacher created video game for high school biology students

As twenty‐first century skills become a greater focus in K‐12 education, an infusion of technology that meets the needs of today’s students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi‐experimental, qualitative design assessed the twenty‐first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time‐on‐task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twenty‐first century skills while being engrossed in the embedded science content.     

‘How are we going to do it?’ An exploration of the barriers to access to higher education amongst young people from disadvantaged communities

The number of young people progressing to higher education (HE) in Ireland has grown significantly over the last three decades but inequality of access and participation remain a major policy challenge. This article sets out to explore the factors which impact on levels of participation in HE by young people from lower socio-economic backgrounds, based on interviews and focus groups with 70 secondary school students and 25 parents in three case-study locations. In line with previous research, we found that financial considerations continue to have an important influence on decisions about whether to go on to higher education. The findings in relation to young people’s aspirations and orientations to HE present a more complex picture. While the majority of students aspired to go on to HE, this was countered by a lack of confidence in relation to certain aspects of college life, both social and academic.     

Intellectual capital or signal? The effects of scientists on alliance formation in knowledge-intensive industries

Hiring employees with advanced education, training, and experience has been a prevalent human resource practice in dynamic science-based industries, and a growing body of literature has demonstrated the importance of scientists in such fields. Little research has attempted to distinguish the functional from the symbolic roles of scientists, however. We develop an integrative theoretical framework to separate the productive and legitimating effects of scientists on strategic alliance formation of firms. Results from a longitudinal analysis of more than 300 U.S. biotechnology firms between 1988 and 1999 suggest a positive relationship between ratio of scientists and R&D alliance partners as well as a positive relationship with finance alliance partners. Scientists influence partner attraction more strongly for firms that are less-well-connected, and they become less prominent in fostering finance ties as the industry practice of partnership becomes more institutionalized. We conclude that scientists serve more than just a research function in knowledge-intensive industries. Implications for building interorganizational networks and managing human resources in such industries are discussed.     

The portrayal of minorities and women in selected elementary science series

The purpose of this study was to determine the quantitative and qualitative portrayal of females and minorities in the illustrations of seven contemporary elementary science textbook series. An evaluation instrument was devised to determine the current status of the targeted groups. Illustrations were evaluated on the basis of minority/nonminority and male/female repesentation. The activity and assumed role of the individuals were also tabulated. More than 5900 human illustrations were evaluated. The results reveal that female children as a group are represented with greater frequency than are other child groups. Minority children are represented less often than nonminority children and female and minority adults are depicted less often than nonminority male adults. The textbooks evaluated in this study display science positively for most societal groups. However, minorities are underrepresented and illustrated in a limited number of career roles. Implications and suggestions for teachers, supervisors, and teacher educators are provided.