The policy object: a different perspective on policy enactment in higher education

This paper proposes a new perspective for higher education policy research. It introduces the concept of policy object to designate the discrete preoccupation(s) of a policy text (e.g. a new governance regime, a quality system, or new degrees) and suggests that actor conceptualisations of the policy object intersect with other elements in the policy process to shape enactment and outcomes. First, the policy object concept is described. It is argued that the policy object does not have an objective existence and two concepts are proposed to explain it: ontology and enacted ontology. The former refers to what actors believe the policy object is, a socially-construed context-determined conceptualisation, whereas enacted ontology refers to what the policy object becomes further to enactment under the influence of ontology. Second, the paper presents the findings of a comparative study of master degrees further to the Bologna process in different national and institutional settings to illustrate the policy object approach. This research puts forward arguments to suggest that the policy object could be an important variable to consider in policy research. This somewhat different lens, inviting fine-grained attention to a specific policy object (its ontologies and enacted ontologies), could bring additional insight into policy outcomes.     

Integrator element as a promoter of active learning in engineering teaching

In this paper, we present a teaching proposal used in an Introductory Physics course to civil engineering students from Porto's Engineering Institute/Instituto Superior de Engenharia do Porto (ISEP). The proposal was born from the need to change students’ perception and motivation for learning physics. It consists in the use of an integrator element, called the physics elevator project. This integrator element allows us to use, in a single project, all the content taught in the course and uses several active learning strategies. In this paper, we analyse this project as: (i) a clarifying element of the contents covered in the course; (ii) a promoter element of motivation and active participation in class and finally and (iii) a link between the contents covered in the course and the ‘real world’. The data were collected by a questionnaire and interviews to students. From the data collected, it seems that the integrator element improves students’ motivation towards physics and develops several skills that they consider to be important to their professional future. It also acts as a clarifying element and makes the connection between the physics that is taught and the ‘real world’.     

How knowledge brokers emerge and evolve: The role of actors’ behaviour

This article investigates how actors positioned in a network can evolve as knowledge brokers, as well as how they act to develop new brokerage roles. Our focus is on actor's behaviour while previous studies concentrate more on the structural and positional determinants of brokerage roles. This research combines brokerage roles with a broker's functions in an exploratory study of a small Italian comics publishing house. Over 20 years, the firm played different brokerage roles involving different actors at national and international levels. We find that if all brokerage roles involve transcoding functions, the ability to overcome transcoding obstacles, through the use of shared imprinting with receiving partners, could be useful for developing any brokerage role. Moreover, heterogeneity in the competences and industry experience of hired members of the management team could support the development of new brokerage roles, with differentiated effects on various brokers’ functions. If a brokerage role involves new actors with no previous allegiance, the status of the broker, signalled through network relations, can have significant impacts by indirectly communicating its superior knowledge. The proposed, emerging theoretical framework has direct implications for studies of knowledge brokers and innovation in social networks, as well as for entrepreneurship research.     

Effects of competition level on the centre forward role of men's water polo

Abstract

This study aimed to compare specific technical and tactical indicators of the team and centre forward role of Euro League, and Italian Serie A1, Serie A2, and Serie B men's water polo club competitions. A notational analysis was performed on 21 water polo matches to evaluate the occurrence of technical and tactical team and centre forward indicators, highlighting differences among championships according to chi-square analyses. Differences emerged for Counterattack (P < 0.001) and Power-Play (P < 0.001) possessions, Even (P < 0.001; Euro League: 3 ± 1, Serie A1: 3 ± 2, Serie A2: 3 ± 2, Serie B: 6 ± 4) and Power-Play (P = 0.001) goals, and exclusions and penalties (P = 0.008) of the team during Even possessions. Relatively to the role analyses, effects emerged for perimeter players playing events (P = 0.049), as well as for centre forwards' goals (P = 0.007) and exclusions and penalties (P < 0.001; Euro League: 8 ± 1, Serie A1: 6 ± 2, Serie A2: 6 ± 2, Serie B: 3 ± 2) occurring at the end of Even possessions. Therefore, in Euro League, and Italian Serie A1 and Serie A2, teams perform a high occurrence of Power-Play possessions following up an exclusion, especially achieved by the centre forward during Even possessions, while, in Italian Serie B, goals were mostly scored during Even possessions, with a relevant contribution from the centre forward role.     

Prevalence of a characteristic gene profile in high-level rhythmic gymnasts

Abstract

High-level physical performance in rhythmic gymnastics is influenced by numerous skills and anthropometric factors. In order to understand if genetic predisposition could play a role to define the elite rhythmic gymnast phenotype, we analysed the frequency of common polymorphisms linked to genes correlated with body mass (ADRB2 and FTO), explosive strength (ACTN3 and ACE), and joint mobility (COL5A1), in 42 gymnasts involved in National and International events, and in 42 control girls. Our results demonstrated that high-level rhythmic gymnasts constituted a genetically selected population showing higher frequency of: (a) ADRB2 and FTO alleles linked to low body mass index and low fat mass; (b) COL5A1 CT genotype linked to high joint mobility and to the occurrence of genu recurvatum, but also to a higher incidence of injuries. ACTN3 and ACE polymorphisms did not appear to be connected with the phenotype of high-level rhythmic gymnast. Based on these data, it can be assumed that these polymorphisms could positively affect the phenotype and performance of gymnasts.     

Parental child abuse potential and subsequent coping competence in disadvantaged preschool children: moderating effects of sex and ethnicity

This study evaluated the effects of abuse potential in parents on subsequent coping competence domains in their children, using a model empirically supported in a high-risk community sample by Moreland and Dumas (2007). Data from an ethnically diverse sample of 579 parents enrolled in the PACE (Parenting Our Children to Excellence) program was used to evaluate whether parental child abuse potential assessed at pre-intervention negatively contributed to child affective, achievement, and social coping competence in preschoolers one year later, and whether these associations were moderated by sex or ethnicity. Cross-sectional results indicated that parental child abuse potential was negatively related to child affective and achievement coping competence, after accounting for variance associated with child behavior problems. However, child abuse potential was not predictive of subsequent coping competence in any domain after controlling for previous levels of child coping competence. No moderating effects were found for sex and ethnicity, but results showed main effects of sex and ethnicity in cross-sectional analyses. Clinical implications and future directions are discussed.     

More Later: Delay of Gratification and Thought About the Future in Children

We investigated whether individual differences in future time perception and the detail with which future events are imagined are related to children’s delay of gratification. We administered a delay choice task (real rewards), a delay discounting task (hypothetical rewards), a novel future time perception measure, an episodic future thinking (EFT) interview and IQ measures to a sample of 7- to 11-year-olds (N = 132) drawn from a urban predominately white population in N. Ireland. We found a strong correlation between delay choice and delay discounting. Future time perception and EFT were related to delay discounting, however only the relation with future time perception survived controlling for age and IQ. Children who showed greater compression of future time periods were the steepest discounters.     

Fourth-graders’ justifications in early algebra tasks involving a functional relationship

Educational Studies in Mathematics - In the context of early algebra research and as part of a classroom teaching experiment (CTE), we investigated fourth grade (9- to 10-year-old) students’...     

Who is responsible for employability? Student perceptions and practices

The paper examines to whom Portuguese students attribute responsibility for the development of employability, and what extra-curricular activities they undertake to improve their employability. Particular focus lies upon how far students internalise responsibility for employability and if/how they seek to position themselves in the job market. The data was obtained through a survey of 828 Portuguese students. The analysis explored differences among student groups (higher education sector, gender, age and discipline). The attribution of responsibility was primarily to students themselves and to higher education institutions as key vehicles for employability development, echoing the theoretical conceptualisation which sees employability as an individual ability/responsibility. Yet, the observed variations provide empirical support for the conceptualisation of employability as complex and multi-dimensional. The study also revealed relatively high engagement with extra-curricular activities, evidencing that students not only assume responsibility for employability, but are proactively seeking to gain positional advantage in the job market.