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901.
Simon McGrath Roda Madziva Juliet Thondhlana 《Journal of Further & Higher Education》2017,41(2):238-259
The last decade has seen the rise of literature focused on the rapid expansion of international students in higher education globally and the growing policy discourse around improving graduate employability. However, both, inevitably, have limitations. Together, they tend to homogenise international learners and see them narrowly as simply economic actors. More recently, however, there have been signs of important new developments in both literatures, drawing on interactive employability and capability accounts that stress both agency and structure in more satisfactory ways. We seek to further the development of an account that bridges the new wave of student mobility research and capability–employability research. In doing so, we offer two further elements to the literature. First, we aim to bridge the gap between accounts of international higher education and those of migration and diasporic studies. Second, we deliberately focus on a group that is marginal to the mainstream discourse but who are migrants that have engaged in international higher education in order to improve their labour market prospects, amongst other motivations. We do this through examining the stories of five Zimbabweans who embarked on additional higher educational studies in England after migrating to the country. Through this unique approach, we offer an important new perspective on how the debates on international higher education, employability and migration can be taken forward through closer articulation between these accounts. 相似文献
902.
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904.
Today, organizations are increasingly implementing assessment tools such as Personal Development Plans. Although the true
power of the tool lies in supporting the employee’s continuing professional development, organizations implement the tool
for various different purposes, professional development purposes on the one hand and promotion/salary raise/selection/accountability
purposes on the other (Smith and Tillema 2001). The study presented here aims at a better understanding of how the purpose of the Personal Development Plan (PDP), as perceived
by the employee, influences the extent to which s/he undertakes learning activities and consequently leads to improved performance.
Data were collected from 286 employees working in a regional Dutch governmental office and 81 experts from an international
organization that is specialized in medical technology (N = 367). Data were analyzed by conducting hierarchical regression analyses. Results indicate that perceiving the PDP either
as a learning and development tool or as a promotion and selection tool, positively predicts the undertaking of learning activities
and the employee’s performance. Follow-up regression analysis indicated that the most powerful predictor of undertaking learning
activities and a high-quality performance is the extent to which employees perceive PDPs as serving learning and development
purposes. The results of this study suggest that if an organization wants their employees to learn by undertaking learning
activities and in turn perform better, the tool should in the first place be introduced and used as a learning and development
tool. 相似文献
905.
Craig Callender Steve Fuller Katherine Neal Bernadette Bensaude-Vincent David Turnbull Otávio Bueno Jerry Ravetz Alan Chalmers Peter Harrison Keith Benson Jonathan Simon Margaret D. Garber Samir Chopra Henry Chan Elizabeth Toon Philip Catton Brendan Larvor Kylie Valentine Alan C. Love Donna April Chua Sy Brian W. Ogilvie James Maclaurin William C. Summers Arthur B. Markman John T. Vallance 《Metascience》2002,11(1):43-138
906.
Ian Ruthven Mark BaillieLeif Azzopardi Ralf BierigEmma Nicol Simon SweeneyMurat Yaciki 《Information processing & management》2008
In this paper we investigate how information surrogates might be useful in exploratory search and what information it is useful for a surrogate to contain. By comparing assessments based on artificially created information surrogates, we investigate the effect of the source of information, the quality of an information source and the date of information upon the assessment process. We also investigate how varying levels of topical knowledge, assessor confidence and prior expectation affect the assessment of information surrogates. We show that both types of contextual information affect how the information surrogates are judged and what actions are performed as a result of the surrogates. 相似文献
907.
The paper presents a study investigating the effects of incorporating novelty detection in automatic text summarisation. Condensing a textual document, automatic text summarisation can reduce the need to refer to the source document. It also offers a means to deliver device-friendly content when accessing information in non-traditional environments. An effective method of summarisation could be to produce a summary that includes only novel information. However, a consequence of focusing exclusively on novel parts may result in a loss of context, which may have an impact on the correct interpretation of the summary, with respect to the source document. In this study we compare two strategies to produce summaries that incorporate novelty in different ways: a constant length summary, which contains only novel sentences, and an incremental summary, containing additional sentences that provide context. The aim is to establish whether a summary that contains only novel sentences provides sufficient basis to determine relevance of a document, or if indeed we need to include additional sentences to provide context. Findings from the study seem to suggest that there is only a minimal difference in performance for the tasks we set our users and that the presence of contextual information is not so important. However, for the case of mobile information access, a summary that contains only novel information does offer benefits, given bandwidth constraints. 相似文献
908.
Werrett S 《Endeavour》2008,32(1):32-37
Everyone is familiar with fireworks, common to festivals and celebrations across the world. At first glance, the history of science might appear to have little to do with the history of these explosive devices. However, fireworks were an important element of court culture in Europe, which relied on spectacle and festival to manifest the power of princes. From the fifteenth century, courts regularly set off fireworks around elaborate theatrical scenery and ephemeral temples, fascinating audiences with a variety of exotic motions and effects exploding in the night sky. Fireworks also intrigued natural philosophers, and over several centuries there were diverse interactions among the sciences and pyrotechny. 相似文献
909.
Simon MARGINSON 《Frontiers of Education in China》2014,9(1):24-41
Academic freedom is best understood not as an abstract universal principle or an ideal state of being but as concrete university practices nested in specific relational environments. As such, practices of academic freedom vary across the world, according to variations in political cultures, educational cultures and state-university relations. The article discusses these variations with particular reference to differences between universities associated with the limited liberal states of the English-speaking world, and those associated with comprehensive East Asian states in the Sinic tradition, including China. Given the different traditions there is no point in imposing judgments on one system in terms of the norms of another, but worth exploring the potential for common ground. Any world-wide approach to academic freedom would need to combine a universal element with space for context-specific elements. 相似文献
910.
Judith Sowder Barbara Armstrong Susan Lamon Martin Simon Larry Sowder Alba Thompson 《Journal of Mathematics Teacher Education》1998,1(2):127-155
The middle-grades mathematics related to multiplicative structures has undergone careful scrutiny over the past decade. Researchers
have identified the types of reasonings involved; the difficulties students have with the concepts and why these difficulties
might occur; and the interconnections within this content area. On the basis of this research we make four recommendations
for the preparation and professional development of teachers. The recommendations deal with different but related forms of
reasoning: quantitative reasoning, multiplicative reasoning, proportional reasoning, and reasoning with rational numbers.
Problematic issues that follow from the recommendations are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献