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Performance assessment projects have appeared on the landscape of higher education at public and independent universities
in North American and Europe. This paper represents work in progress that develops a classificatory schema to critically compare
these rational management initiatives along several dimensions, for example, conceptual underpinnings, governance, levels
of aggregation, usage patterns, and the like. The paper concludes with a discussion of the implications of these initiatives
for organizational change and some lessons for institutional researchers in North American and Europe.
Presented at the 1993 AIR Forum, Chicago, May 1993. 相似文献
165.
Neal Mark Finlay Jim Karkoulian Silva Catana Doina Pellegrino Robert 《Tertiary Education and Management》2015,21(2):140-159
Tertiary Education and Management - When seeking to understand corruption in its ongoing temporal context, it is useful to consider business students. Because of their high numbers and the kinds of... 相似文献
166.
Ruth J. Palmer Andrea N. Hunt Michael Neal Brad Wuetherick 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):411-426
Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences. 相似文献
167.
Jeffrey D. Simpson Brandon L. Miller Eric K. O’Neal Harish Chander Adam C. Knight 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):336-349
This study investigated the influence of external load training (ELT) on static and dynamic balance. Nineteen females stratified into two groups (ELT = 9, control = 10) completed three testing sessions over 6 weeks. The ELT group wore weighted vests (WV) of ~8% body mass for 32 h/week during daily living and three training sessions/week for 3 weeks. Following completion of ELT, a 3 week detraining (DET) phase was completed. Bilateral and unilateral static balance were assessed with eyes open and closed. Dynamic balance was assessed using the star excursion balance test (SEBT). Static and dynamic balance variables were analysed using a 2 (group) x 3 (time) between participants repeated measures ANOVA (p < 0.05). Results revealed significant reductions in average centre of pressure (COP) velocity in the control group on the non-dominant limb with eyes closed, and significantly greater reach distances in the ELT group on the SEBT for the posteromedial and medial directions on the dominant limb (p < 0.05). These findings suggest the ELT group did not significantly improve their balance in comparison to the control group. However, future research should further examine this unique, supplemental training method and the impact on balance performance. 相似文献