Hypothetico-deductive reasoning skill and concept acquisition: Testing a constructivist hypothesis

This study tested the constructivist hypothesis that the acquisition of domain-specific conceptual knowledge (declarative knowledge) requires use of general procedural knowledge. More specifically, it was hypothesized that use of a general pattern of hypothetico-deductive reasoning is necessary for the acquisition of novel domain-specific concepts. To test this hypothesis 314 high school biology and chemistry students were first tested to determine whether or not they were skilled in the use of hypothetico-deductive reasoning. Based on this test, students were classified as reflective, transitional, or intuitive thinkers. All students were then presented with a series of four concept-acquisition tasks. It was predicted that reflective (hypothetico-deductive) thinkers would acquire the concepts while intuitive (empirico-inductive) thinkers would not. Transitional thinkers were expected to be partially successful. These predictions were confirmed as skill in hypothetico-deductive reasoning (developmental level), but not age, was highly correlated with performance on the concept acquisition tasks (X² = 71.14, p < 0.00001). This result was interpreted to be supportive of the constructivist hypothesis.     

Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting

Abstract

Although the attainment gap between black and minority ethnic (BME) students and white students has persisted for decades, the potential causes of these disparities are highly debated. The emergence of learning analytics allows researchers to understand how students engage in learning activities based on their digital traces in a naturalistic setting. This study investigates the attainment gap by analysing the differences in behavioural engagement between different ethnic groups. Using multilevel models of academic performance, demographics, and online traces of 149,672 students enrolled in 401 modules in a distance learning setting, we confirmed the existing attainment gap. After controlling for other demographics, module characteristics and engagement, BME students were between 19% and 79% less likely to complete, pass or achieve an excellent grade compared to white students. Given the same academic performance, BME students spent 4-12% more time on studying than white students. While the attainment gap remained persistent after controlling for academic engagement, our study further highlighted the inequality of attainment between BME and white students.     

New Insights on Picasso’s Blue Period Painting La famille Soler

The study of La Famille Soler using non-invasive imaging, molecular, structural, and elemental analysis allowed the re-examination of changes of the work. Considered as the earliest of Picasso’s versions of Le déjeuner sur l’herbe by E. Manet, evidence suggests that an underlying landscape painted by Vidal in 1903 also referred to Manet’s masterpiece. On the other hand, new results suggest that the cubist sketch undertaken by Picasso in 1912, prior to the current blue background, could be an uncompleted transformation of Vidal’s landscape into synthetic cubism. Through study the main pigments used in the underlying compositions were successfully identified.     

Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships

As universities worldwide rapidly internationalise, higher education classrooms have become unique spaces for collaboration between students from different countries. One common way to encourage collaboration between diverse peers is through group work. However, previous research has highlighted that cross-cultural group work can be challenging and has hinted at potential social tensions. To understand this notion better, we have used robust quantitative tools in this study to select 20 participants from a larger classroom of 860 students to take part in an in-depth qualitative interview about cross-cultural group work experiences. Participant views on social tensions in cross-cultural group work were elicited using a unique mediating artefact method to encourage reflection and in-depth discussion. In our analysis of emergent interview themes, we compared student perspectives on the role of social relationships in group work by their academic performance level. Our findings indicated that all students interviewed desired the opportunity to form social relationships with their group work members, but their motivations for doing so varied widely by academic performance level.     

Mid-range universities’ linkages with industry: Knowledge types and the role of intermediaries

We analyze how mid-range universities can contribute to industrial change through the transfer of tacit and codified knowledge in the areas of spin-offs; licensing and patents; contract research, consultancy and reach-out; and graduate and researcher mobility. We use archival, survey and interview data relating to mid-range universities in mid-range environments in the UK, Belgium, Germany and Sweden. Our findings suggest that mid-range universities primarily need to focus on generating world-class research and critical mass in areas of expertise, as well as developing different types of intermediaries. Mid-range universities may need to develop a portfolio of university-industry linkages in terms of the scope of activities and the types of firms with which they interact. We also show that different intermediaries have important roles to play in developing university-industry linkages for mid-range universities.     

Emotion work and emotional exhaustion in teachers: the job and individual perspective

Teaching requires much emotion work which takes its toll on teachers. Emotion work is usually studied from one of two perspectives, a job or an individual perspective. In this study, we assessed the relative importance of these two perspectives in predicting emotional exhaustion. More than 200 teachers completed a questionnaire comprising the DISQ (Demand‐Induced Strain Compensation Questionnaire), the Dutch Questionnaire on Emotional Labour (D‐QEL), and the UBOS (Utrechtse Burnout Schaal [Utrecht Burnout Scale]). In line with previous studies, our findings indicated that emotional exhaustion is positively associated with emotional job demands and surface acting. The relative importance of the two operationalisations of emotion work was assessed by comparing the results of two regression analyses. Whereas the model with job demands explained 18% of the variance, the model with emotional labour explained only 5%. In understanding what might contribute to emotional exhaustion in teachers, the emotional job demands might be much more important than the self‐regulation perspective that is measured with emotional labour.     

An innovative use of instant messaging technology to support a library's single-service point

A library service model that provides reference and instructional services by summoning reference librarians from a single service point is described. The system utilizes Libraryh3lp, an open-source, multioperator instant messaging system. The selection and refinement of this solution and technical challenges encountered are explored, as is the design of public services around this technology, usage of the system, and best practices. This service model, while a major cultural and procedural change at first, is now a routine aspect of customer service for this library.     

Understanding academics’ resistance towards (online) student evaluation

Many higher educational institutions and academic staff are still sceptical about the validity and reliability of student evaluation questionnaires, in particular when these evaluations are completed online. One month after a university-wide implementation from paper to online evaluation across 629 modules, (perceived) resistance and ambivalence amongst academic staff were unpacked. A mixed-method study was conducted amongst 104 academics using survey methods and follow-up semi-structured interviews. Despite a successful ‘technical’ transition (i.e. response rate of 60%, similar scores to previous evaluations), more than half of respondents reported a negative experience with this transition. The results indicate that the multidimensional nature of ambivalence towards change and the dual nature of student evaluations can influence the effectiveness of organisational transition processes.     

Managing open innovation projects with science-based and market-based partners

This paper examines the relationship between (outside-in) open innovation and the financial performance of R&D projects, drawing on a unique dataset that contains information on the open innovation practices, management and performance of 489 R&D projects of a large European multinational firm. We introduce two types of open innovation partnerships – science-based and market-based partnerships – and examine their relationships with project financial performance. In addition, we investigate whether the open innovation—project performance relationships are influenced by the way how R&D projects are managed. Our results show that R&D projects with open innovation partnerships are associated with a better financial performance providing that they are managed in the most suitable way. Market-based partnerships are positively correlated with project performance if a formal project management process is used; however these partnerships are associated with a lower performance for loosely managed projects. In contrast, science-based partnerships are associated with higher project revenues for loosely managed projects only.