Assisting transition to university: using assessment as a formative learning tool

This study explores the effectiveness of an intervention involving formative assessment in a first‐year core business subject. Students were invited to receive feedback on a draft of their first written assessment during the early weeks of the semester. Consideration is given to the economic and ethical issues raised by the intervention. A multi‐method approach of qualitative and quantitative data collection and analysis is used. The research finds that the intervention facilitates significantly higher marks in assessments and grades, while assisting student learning overall. Findings are reinforced by comparison with a subject where the intervention was not offered.     

Personal construct psychology as a constructivist approach to learning

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.     

Specific Learning Difficulties (Dyslexia): Equal Opportunities Issues

Their article raises important questions concerning the lack of attention to issues of equal opportunity in the literature on specific learning difficulties. The authors identify five objectives for professional practice and research.     

The Right to Teach, the Right to Learn

Believe that the findings and recommendations of the Elton Committee have much to offer schools for children with emotional and behavioural difficulties, as well as mainstream schools. They outline the way they have introduced 'assertive discipline' into behaviour management policy of the school.     

An empirical investigation of factors influencing the adoption of data mining tools

Previous studies explored the adoption of various information technologies. However, there is little empirical research on factors influencing the adoption of data mining tools (DMTs), particularly at an individual level. This study investigates how users perceive and adopt DMTs to broaden practical knowledge for the business intelligence community. First, this study develops a theoretical model based on the Technology Acceptance Model 3, and then examines its perceived usefulness, perceived ease of use, and its ability to explain users’ intentions to use DMTs. The model's determinants include 4 categories: the task-oriented dimension (job relevance, output quality, result demonstrability, response time, and format), control beliefs (computer self-efficacy and perceptions of external control), emotion (computer anxiety), and intrinsic motivation (computer playfulness). This study also surveys the moderating effect of experience and output quality on the determinants of DMT adoption and use. An empirical study involving 206 DMT users was conducted to evaluate the model using structural equation modeling. Results demonstrate that the proposed model explains 58% of the variance. The findings of this study have interesting implications with respect to DMT adoption, both for researchers and practitioners.     

Academic Development as Academic Work

In this paper the authors reflect on their experiences of being academic developers and suggest how our profession might advance in the future. Our inquiry focuses on academic development and how we can support our clients more effectively. We propose that the profession of academic development should aim for academic status with many more research‐active staff contributing to its knowledge base. If this profession were located within the already recognized research field of higher education, we believe a number of potential benefits could accrue. These include a new level of professional standing, greater efficiency in our universities and a more substantial academic development community. Our thoughts and arguments on the nature of our work are framed within a discussion of professional identity, knowledge and academic freedom.