Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes

This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not significantly contribute to important student outcomes, including research productivity [Green, S. G., and Bauer, T. N. (1995). Personnel Psychology 48(3): 537–561]. In this longitudinal study spanning 5 1/2 years, the effect of mentorship on the research productivity, career commitment, and self-efficacy of Ph.D. students in the ‘hard’ sciences was assessed, while controlling for indicators of ability and attitudes at program entry. Positive benefits of mentoring were found for subsequent productivity and self-efficacy. Mentoring was not significantly associated with commitment to a research career.     

The Buddhist approach to education: an alternative approach for sustainable education

This article is based on research undertaken as part of a study of sustainable school design in Thailand. Since school design solutions are inevitably affected by educational theory and practice, in the search for appropriate building solutions, it has been necessary to review Thai educational theories and practices that relate to the sustainability approach. Recently, there have been several attempts at the international level to respond to sustainability concepts and practices in both educational and architectural fields. These have included changes to the physical building through the introduction of techniques like passive solar cooling, and curriculum changes such as the use of native plants in the school grounds for science teaching. In Thailand, sustainable practices in both fields appear to be in their infancy. This article aims to explore one current Thai educational practice that presents the possibility of responding to sustainability concepts via culturally sensitive education. The practice is based on the three Buddhist principles of learning: sila sikkha (moral conduct); samadhi sikka (mind training); and panna sikkha (wisdom development). In this holistic approach, the principles are practised simultaneously and can be applied to many dimensions, including personal, family, school and communal levels, to cultivate responsive sustainable living practices for the learners. Because the majority of Thai people are Buddhists, this approach may be an alternative way of developing sustainable education in Thailand. It also presents a way to apply local knowledge to promote sustainable ways of living in particular contexts. This may be the first step in the development of sustainable school design in Thailand and could become an integrated part of the country's sustainable systems.     

Incorporating Uncertainty Into Parallel Analysis for Choosing the Number of Factors via Bayesian Methods

A number of psychometricians have suggested that parallel analysis (PA) tends to yield more accurate results in determining the number of factors in comparison with other statistical methods. Nevertheless, all too often PA can suggest an incorrect number of factors, particularly in statistically unfavorable conditions (e.g., small sample sizes and low factor loadings). Because of this, researchers have recommended using multiple methods to make judgments about the number of factors to extract. Implicit in this recommendation is that, when the number of factors is chosen based on PA, uncertainty nevertheless exists. We propose a Bayesian parallel analysis (B-PA) method to incorporate the uncertainty with decisions about the number of factors. B-PA yields a probability distribution for the various possible numbers of factors. We implement and compare B-PA with a frequentist approach, revised parallel analysis (R-PA), in the contexts of real and simulated data. Results show that B-PA provides relevant information regarding the uncertainty in determining the number of factors, particularly under conditions with small sample sizes, low factor loadings, and less distinguishable factors. Even if the indicated number of factors with the highest probability is incorrect, B-PA can show a sizable probability of retaining the correct number of factors. Interestingly, when the mode of the distribution of the probabilities associated with different numbers of factors was treated as the number of factors to retain, B-PA was somewhat more accurate than R-PA in a majority of the conditions.     

Loglinear analysis of cross-classified ordinal data: applications in developmental research

This article provides an introduction to loglinear analysis of cross-classification tables, including tables with nominal and ordinal variables. Loglinear models offer several advantages over the more commonly used chi-square test of independence, including the ability to analyze 3-, 4-, and higher-way interactions, the ability to determine whether the association between variables is linear or nonlinear, and the ability to interpret scale scores assigned to categories of an ordinal variable. After a review of the advantages of loglinear modeling, the chi-square test of independence is compared with the loglinear model of independence. This comparison serves to introduce the notation and terminology of loglinear modeling. The overall strategy of loglinear modeling is introduced next; then special loglinear models for ordinal data are reviewed. Each model discussed in the article is applied to data from the developmental literature.     

Time and response matching with topographically different responses

Four pigeons were exposed to several nonindependent concurrent variable-interval schedules of reinforcement. One schedule component required a keypecking response; the other component required a treadlepressing response. The birds matched the ratio of their behavior (as measured by responses and time) between the two topographically different responses to the ratio of reinforcement in those two components. When additional foods not contingent on a keypeck or treadle-press were then added, the birds matched time spent in the components to total rates of food delivered in those components; response matching was somewhat disrupted. The matching law, developed under concurrent variable-interval schedules requiring similar responses, can thus account for choice behavior involving topographically different responses.     

The development of a hypertext-based tutor for Geographical Information Systems

Experience gained in the construction of the world's first Geographical Information Systems tutor, ARCDEMO, emphasised the importance of accommodating different learning strategies. ARCDEMO, while highly successful, suffered from static graphical displays, a single pre-determined access path, and an overall design which restricted its scope in use. The Geographical Information System Tutor (GIST) was developed to address these problems using Apple's object-orientated HyperCard software. GIST incorporates a 'point-and-click' interface with graphical cues to initiate operations which include animated demonstrations, step-by-step illustrative graphics and graphical displays capable of user modification. The system was designed with two alternative access modes, serial or browsing , to allow different classes of user to work through the material in their preferred fashion. The use of GIST in undergraduate and short course teaching has shown how users respond well to the interface and find graphical explanations easy to follow.     

German and UK higher education and graduate employment: the interface between systemic tradition and graduate views

This article presents a comparative analysis of the German and UK higher education systems and their relationship to graduate employment. It scrutinizes the complex interconnections between (1) higher education systems and traditions; (2) the role of higher education in the state, society and the economy; and (3) the views of graduates as expressed in interviews. We explore how far and in what ways opinions, expectations and experiences are shaped by (1) national traditions and culture and (2) current economic, social, political and educational developments. We find that today’s student expectations and perceptions are shaped and transformed by economic, political and social factors, including potent higher education beliefs dating back to earlier centuries, as illustrated by the reflections of graduates five years after graduation. The analysis explores the commonalities within each country grouping which lead to striking differences between the countries that transcend the mostly country‐independent disciplinary differences. The analysis has possible implications for the Bologna protocol and issues of European comparability.     

UK Work Placements: A Choice Too Far?

Tertiary Education and Management - Increasing expectations are being placed on higher education institutions to ensure the economic relevance of research and knowledge creation as well as...