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111.
Regressions can be used to analyze the relationship between departmental activities and the need for nonacademic staff and operating funds. Support costs are broken into task categories and related to certain basic variables describing the composition and activity of the unit (e.g., FTE academic staff, teaching load). The results are then linked in a total model which predicts the cost for departmental support based on institutional activity variables. Beside the number of students, there are other variables such as the number of fields of study, number of teaching and research staff, and the laboratory equipment. The model is generalizable to many national settings.Presented at the Twentieth Annual Forum of the Institution for Institutional Research, April 1980. 相似文献
112.
Argentine Universities like similarinstitutions all around the world are facing acomplex and challenging environment thatdemands a more sophisticated leadership and thedevelopment of complex managerial skills. Inthis paper we propose that enhancing thequality of collective decision making, andbuilding more complex teams as a way topreserve collegiality in academic governance,can help the institutions to survive andsucceed in a hostile context. We analyse thecase of a private university, and we presentsome conclusions of the process ofself-assessment initiated by the governanceteams at both institutional and academic unitlevels. 相似文献
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Juana M. Sancho-Gil Pablo Rivera-Vargas Raquel Miño-Puigcercós 《Learning, Media and Technology》2020,45(1):61-75
ABSTRACTThe development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. 相似文献
116.
Mercedes Varela-Losada Pedro Vega-Marcote Uxío Pérez-Rodríguez María Álvarez-Lires 《Environmental Education Research》2016,22(3):390-421
The current state of the planet’s environmental deterioration calls for formal educational contexts to implement effective environmental proposals which nurture action competence. The aim of this paper is to examine the educational proposals in formal contexts that have been published in the two research journals of greatest impact on Environmental Education during the period 2008–2013, and to analyse how they contribute to the development of action competence. Special attention is paid to research (i) based on real participation by students; (ii) promotes reflection on the complexity of environmental issues; (iii) facilitates critical thinking; (iv) encourages autonomous and responsible decision-making and (v) involves communities. Our results show that these approaches can help improve the development of action-focused environmental education and bring to light a series of challenges for future research. 相似文献
117.
Luis Columna Samuel R. Hodge Amaury Samalot-Rivera Alexander N. Vigo-Valentín Carlos M. Cervantes 《Quest (Human Kinetics)》2018,70(2):256-274
The purpose of this study was to describe the experiences of Hispanic faculty involved in physical education teacher education programs at predominantly White colleges and universities in the United States. The study was positioned in the theoretical framework of organizational socialization. Participants were Hispanic (n = 6) faculty from various kinesiology-based programs in tenure-track positions at institutions of higher education in the United States. Data were collected via semi-structured interviews and transcribed, triangulated, and analyzed with constant comparative procedures. We uncovered the following themes: (a) underrepresented, (b) socialized, and (c) cultured and determined. The study’s findings magnify the need for faculty and administrators to heighten their awareness and implement strategies to improve the organizational socialization of Hispanic faculty, particularly at predominantly White doctoral-granting colleges and universities. This means, for instance, identifying strategies to recruit, prepare, retain, and mentor Hispanic faculty at such institutions. 相似文献
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Antonio Martinez-Roig Francisco Domingo-Salvany Jose Llorens-Terol Jose M. Ibañez-Cacho 《Child abuse & neglect》1983,7(3):261-263
A retrospective investigation of 97 psychologically maltreated children showed a clear relationship between clinical symptoms and the intensity of the abuse. Parental neglect resulted in impairment of intellectual and locomotor development and emotional and behavioral disorders. Neurotic manifestations of regressive type appeared in nearly half the preadolescents who suffered severe psychological abuse. Children under 6 years of age presented functional symptoms, including regression in toilet training and sleep disorders secondary to inadequate mothering. 相似文献
120.
María-del-Mar Camacho-Miñano 《Interactive Learning Environments》2016,24(4):706-723
Many university lecturers are encouraged to implement innovative teaching tools and methodologies such as clickers in order to create an interactive learning environment and improve student learning, but its performance must be evaluated. The aim of this paper is to test empirically the impact of the use of clickers on students' learning processes. The teaching experience applied to the subject of Financial Accounting is specifically described. The total sample size is 77 students from a Business Administration and Economics Degree, taught in English and in Spanish. The analysis, using multivariate techniques, of the questionnaire responses, students' grades and a reflexive experience of the lecturer conclude that learning with clickers is effective. There is a positive relationship between grades and intrinsic motivation through clickers. Consequently, the students' marks are related to its intrinsic motivation, feedback to understanding, students' discussion and its negative aspects but not gender nor age. 相似文献