Collaborative Research: Policy and the Management of Knowledge Creation in UK Universities

Collaboration in research activity is now the rule not the exception. It is encouraged by government, funding bodies and research councils. However, the concept of collaboration is difficult to define. It occurs at many different levels, driven by a complex research system-policy dynamic. Three different models of collaboration – inter-personal, team and corporate – are identified, each with their own rationale, structure, benefits and costs. The paper examines the institutional implications of these models. It argues that institutions and individual researchers conceptualise and operationalise research collaboration in different ways. Although vital to institutional mission, collaborative research is rarely mapped by senior managers with any precision. In general, institutional approaches to the management of collaborative research lag behind the policy rhetoric. The paper concludes with an overview of the key dilemmas for institutional strategists and policy makers posed by the shift towards more collaborative approaches to research.     

Correlates of verbally aggressive communication in adolescents

This investigation identifies demographic, media, and social correlates of verbally aggressive communication in adolescence. Mail surveys were completed and returned by 2,300 adolescents between the ages of 13 and 15. These adolescents were asked about the prevalence of verbal and physical aggression, the context in which it occurred, demographics, and the interpersonal and media influences in their lives. The results indicate that verbal aggression is widespread, that committing and experiencing verbal aggression is largely reciprocal, that there is a strong relationship between committing verbal and physical aggression, and that peer social influence and listening to violently oriented music are mildly related to verbal aggression in adolescents. These findings suggest more resources should be allocated to teaching adolescents to understand and control verbal aggression. Further, they provide important answers to many prevention and intervention programmatic questions, including context, content, and targeting concerns. Since the negative consequences of verbal aggression are severe and long lasting, decreasing this destructive communication behavior should significantly improve the lives of many adolescents. These and other practical implications are expanded upon and discussed.     

Accommodations for Students Who Are Deaf or Hard of Hearing in Large-Scale, Standardized Assessments: Surveying the Landscape and Charting a New Direction

Students who are deaf or hard of hearing (SDHH) often use test accommodations when they participate in large-scale, standardized assessments. The purpose of this article is to present findings from the Third Annual Survey of Assessment and Accommodations for Students who are Deaf or Hard of Hearing. The "big five" accommodations were reported by at least two-thirds of the 389 participants: extended time, small group/individual administration, test directions interpreted, test items read aloud, and test items interpreted. In a regression analysis, language used in instruction showed the most significant effects on accommodations use. The article considers these findings in light of a more proactive role for the National Survey in providing evidence for the effectiveness of accommodations with SDHH.