Leadership and Strategic Management: keys to institutional priorities and planning*

Allocating and managing resources have always been important cornerstones of institutional leadership. Institutional resources include financial, physical and human components. Even in the best of times, it is a challenge to do this effectively. In times of diminished and shrinking resources, distributing these precious commodities across the institutions in the most equitable and productive manner is fraught with complications. As higher education funding streams expand and present more options, they also create new challenges. Leaders today must be well-versed in the emerging realms of philanthropy and entrepreneurialism. Beyond monetary resources, leaders and senior managers must monitor and understand the external environment in order to make discerning decisions about the viability of further infrastructure investments because of changing student demographics or the complexities of personnel within the dynamic culture of social organisations. This article will stress the need for leadership and an institutional planning process as essential prerequisites to effective resource allocations. Portugal will also be discussed as a case study.     

The engagement of mature distance students

An increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies.     

Citation Behavior of Aerospace Engineering Faculty

Citation analyses provide valuable insights into the usage of library collections and assist in collection management decision-making; however, there are few engineering citation analyses of faculty publications. This study addresses that gap through an analysis of 3488 citations from aerospace engineering faculty publications by source, format, age, and subject. Local holdings were assessed based on the 80/20 rule and journal titles ranked. In addition to supporting citation patterns identified in previous citation analyses, this study revealed some novel relationships involving formats and subjects. The results of this study have implications for collection management.     

A combined insulin reduction and carbohydrate feeding strategy 30 min before running best preserves blood glucose concentration after exercise through improved fuel oxidation in type 1 diabetes mellitus

In this study, we examined the glycaemic and fuel oxidation responses to alterations in the timing of a low glycaemic index carbohydrate and 75% reduced insulin dose, prior to running, in type 1 diabetes individuals. After carbohydrate (75 g isomaltulose) and insulin administration, the seven participants rested for 30 min, 60 min, 90 min or 120 min (conditions 30MIN, 60MIN, 90MIN, and 120MIN, respectively) before completing 45 min of running at 70% peak oxygen uptake. Carbohydrate and lipid oxidation rates were monitored during exercise and blood glucose and insulin were measured before and for 3 h after exercise. Data were analysed using repeated-measures analysis of variance. Pre-exercise blood glucose concentrations were lower for 30MIN compared with 120MIN (P < 0.05), but insulin concentrations were similar. Exercising carbohydrate and lipid oxidation rates were lower and greater, respectively, for 30MIN compared with 120MIN (P < 0.05). The drop in blood glucose during exercise was less for 30MIN (3.7 mmol · l(-1), s(x) = 0.4) compared with 120MIN (6.4 mmol · l(-1), s(x) = 0.3) (P = 0.02). For 60 min post-exercise, blood glucose concentrations were higher for 30MIN compared with 120MIN (P < 0.05). There were no cases of hypoglycaemia in the 30MIN condition, one case in the 60MIN condition, two in the 90MIN condition, and five in the 120MIN condition. In conclusion, a low glycaemic index carbohydrate and reduced insulin dose administered 30 min before running improves pre- and post-exercise blood glucose responses in type 1 diabetes.     

Teaching European Management to Student Business Engineers

This paper first examines the advantages of using inductive pedagogic methods to teach management to engineers, over the hypothetico-deductive model so typical of French further education generally. Then we shall attempt to describe the necessary conditions in which a student may be led to discover the complexity of a concrete management system; and this in two ways. First of all, by examining the nature of the system of interactions between students, managerial structures and the teacher and then by attempting to analyze how the mechanisms of skill transference work and what their limits are.     

Education and Life's Meaning

There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying (a particular form of) education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and how education might contribute to children's ability to find meaning in life or at least deal with the question. This issue is not only theoretically interesting (though relatively neglected)—it also has practical urgency. For people have a need for meaning that, if unfulfilled, leads to personal and potentially social crises—a need that often expresses itself first and strongly in adolescence; and there are reasons to have doubts about the contribution of today's traditional formal education system to the meaningfulness of children's (and future adults’) lives. We argue for the importance of frameworks of values, as well as for a greater emphasis on the affective dimension of meaning, though we reject pure subjectivism. The underlying purpose of this article, however, is not to argue for a particular comprehensive position, but to persuade philosophers of education of the importance of the issue of life's meaning in thinking about education today.     

Peepo ergo sum? Anxiety and pastiche in the Ahlbergs' picture books

Originally a psychologist, Catherine Stephens has since been a teacher of English in both Britain and Zimbabwe. She is currently involved in training teachers of English to speakers of other languages at the University of Nottingham.