Empirical observations on New Public Management to increase efficiency in public research—Boon or bane?

New Public Management (NPM) was the catch phrase of the reforms in the public research and higher education sector for the last decades. The postulated effect of the NPM reforms is increased efficiency in governmental resource spending on the public higher education and research institutions. Though backed by theoretical considerations, this hypothesis has hardly been tested empirically. Using a unique dataset of German research units, this paper deals with the influence that NPM mechanisms have on research performance. Controlling for different university mission, it can be shown that both greater internal hierarchy (especially “strong presidents”) as well as greater operative flexibility for the researchers themselves increase research performance. Some of the variables, including the presence of research councils, have a positive effect on research efficiency under some definitions of research output. On the other hand, the introduction of resource accounting systems has a negative impact. All in all, we conclude that the public science sector reforms implemented in most of the Western economies were heading into the right direction by providing greater performance incentives and increasing allocative efficiency in resource spending. Also we provide some ideas of how NPM may be combined in order to construct a sensible governance system. We conclude that the mechanisms should be selected based on the mission of the university.     

From ‘Closing the Gap’ to an Ethics of Affirmation. Reconceptualising the Role of Early Childhood Services in Times of Uncertainty

In this article, I offer a critical enquiry into the landscape of European and international policy approaches and strategies towards young children, their families and communities in a rapidly changing global context. Early childhood has attracted unprecedented attention among policy makers and international bodies in the last two decades. The apparent consensus about the ‘need to increase participation in early childhood education and care’ has been framed mainly by a ‘human capital’ discourse that promises high returns on investment in early intervention, and social cohesion through increased educational achievement. While members of the early childhood research and practice community have welcomed (or actively contributed to) this argument in order to raise visibility and support, questions arise whether policies and practices grounded in this logic are appropriate and make a difference in the lives of children and families, especially those from marginalised backgrounds. Drawing on experiences from recent European and international research projects, this article argues that early childhood policies that aim at ‘closing the gap’ between children from marginalised and dominant groups in society are grounded in a logic of integration and assimilation into an assumed normality that no longer exists. Instead, marginalisation, hyper-diversity, inequality and fragmentation have become the defining feature of all societies. Against this background, the article explores possibilities and strategies for developing ‘competent systems’ for all children, families and communities that are based on democratic practices, recognition and affirmation.     

Jazz discometrics – A network approach

‘Discometrics’, a long neglected area of informetric studies was revisited in a network context. Cooperation between jazz musicians was analysed using the recent ‘Hirschian’ concepts of network informetrics. Partnership Ability Index (φ) was found to be a useful measure to characterize the way performers are embedded in their partnership network. Indications of some positive relations between φ and other ‘qualities’ of the performers were found.     

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Oxidant-antioxidant status in colorectal cancer patients—Before and after treatment

Erythrocyte antioxidant glutathione and malondialdehyde levels in erythrocytes and plasma glutathione S-transferase levels were estimated in patients with colorectal cancer and compared to controls. Further, the patients underwent four weeks of radiotherapy with adjuvant chemotherapy. The same parameters were estimated after four weeks of radiotherapy and compared with pretreatment levels. It was observed that there was a decrease in erythrocyte glutathione and malondialdehyde levels in patients with colorectal cancer compared to controls, but not in case of GST. However, after chemoradiotherapy, there were no statistically significant differences in all the parameters studied.     

大升温：固定/移动电话的融合

在一个以专业术语和缩写词闻名的行业中，目前再没有什么比固定/移动电话的融合（FMC）更热门的了。FMC是一长串融合名称中最新的一个。这些融合当中最著名的是1990年代末期的“数字大融合”，即所有媒体变成数字化，因而使整个世界实现数字化。     

Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning

The aim of this study was to investigate how reciprocal peer assessment in modeling-based learning can serve as a learning tool for secondary school learners in a physics course. The participants were 22 upper secondary school students from a gymnasium in Switzerland. They were asked to model additive and subtractive color mixing in groups of two, after having completed hands-on experiments in the laboratory. Then, they submitted their models and anonymously assessed the model of another peer group. The students were given a four-point rating scale with pre-specified assessment criteria, while enacting the peer-assessor role. After implementation of the peer assessment, students, as peer assessees, were allowed to revise their models. They were also asked to complete a short questionnaire, reflecting on their revisions. Data were collected by (i) peer-feedback reports, (ii) students’ initial and revised models, (iii) post-instructional interviews with students, and (iv) students’ responses to open-ended questions. The data were analyzed qualitatively and then quantitatively. The results revealed that, after enactment of the peer assessment, students’ revisions of their models reflected a higher level of attainment toward their model-construction practices and a better conceptual understanding of additive and subtractive color mixing. The findings of this study suggest that reciprocal peer assessment, in which students experience both the role of assessor and assessee, facilitates students’ learning in science. Based on our findings, further research directions are suggested with respect to novel approaches to peer assessment for developing students’ modeling competence in science learning.