The entrepreneurial university and academic discourses: The meta‐synthesis of Higher Education articles

The innovative teaching, knowledge and technology production and societal service activities of academics are largely discussed within the entrepreneurial university discourse in Higher Education journals. Therefore, this research focuses on a meta‐synthesis of Higher Education articles to better understand the concepts of the entrepreneurial university and entrepreneurial academic. After the systematic elimination based on keywords and titles, 25 articles have been selected from the top 10 Higher Education journals in the SCImago Journal Rankings. Content analysis was performed on these articles to highlight the common operational areas in entrepreneurial universities and activities of entrepreneurial academics. The meta‐synthesis shows that, both for universities and academics, entrepreneurship is overwhelmingly characterised by the commercialisation of scholarly activities that enrich institutional income revenue as well as academics’ personal income. However, such an approach can distance universities from their mission of public good; so Higher Education administrators should create mechanisms that would allow both to take place in a balanced way.     

Outstanding performances during elite-standard short and middle-distance finals and the hyperandrogenism regulation—A detailed analysis of Caster Semenya’s results

ABSTRACT

Recently, there has been much controversy over the International Association of Athletics Federation (IAAF) regulations regarding eligibility to compete and natural testosterone levels in female athletes. Much interest lies in the analysis of Caster Semenya's extraordinary performance. The objective of this work were, a) Complete an analysis of Caster Semenya's results during the 800m finals and b) search for existing similar performances by other female athletes. We analysed the results of the finals of all IAAF World Championships and Olympic Games from 1984–2016, including the 800m results of the Diamond Leagues 2016–2018. Exponential curves were fit to the data to characterise and predict performance for each event. Caster Semenya's finishing times before her ineligibility to compete and after the suspension of the IAAF hyperandrogenism regulation were found to be 1.24% and 1.49%, respectively, faster than the characteristic performance of the elite-standard in the women’s 800m final. Other female athletes, with finishing times faster than the ones predicted by the characteristic curves were also discovered. The percentage difference in performance between Caster Semenya and the other participants did not reach 3% in the 800m event. No conclusions can be drawn regarding extraordinary results ever performed during the 100m, 200m or 400m finals.     

The Human Rights Approach to Education in International Organisations

In this article, the work of three international governmental organisations (IGOs) dealing with human rights will be discussed, namely the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children's Fund (UNICEF)¹ and the Council of Europe (CoE). In the first section, the main characteristics of the three IGOs in terms of similarities and differences will be elaborated. Then, their human rights approach to education will be described, dealing with the legal foundations. In the final section, the different strategies of implementation based on both their official mission statements and their present strategy papers will be evaluated under the heading ‘competition vs. cooperation’.     

Examining the Treatment Validation Consultation Model

The present article explores the utility and feasibility of treatment validation consultation (TVC). Although evidence exists for behavioral consultation, few findings have been reported for TVC. TVC is based on core components of behavioral consultation, but has several unique characteristics. In this article, TVC is situated within the behavioral consultation literature; one case study is used to demonstrate TVC’s utility and feasibility; and considerations for future TVC research are explored.     

Methodological Choices in the Content Analysis of Textbooks for Measuring Alignment With Standards

With the recent adoption of the Common Core standards in many states, there is a need for quality information about textbook alignment to standards. While there are many existing content analysis procedures, these generally have little, if any, validity or reliability evidence. One exception is the Surveys of Enacted Curriculum (SEC), which has been widely used to analyze the alignment among standards, assessments, and teachers’ instruction. However, the SEC can be time‐consuming and expensive when used for this purpose. This study extends the SEC to the analysis of entire mathematics textbooks and investigates whether the results of SEC alignment analyses are affected if the content analysis procedure is simplified. The results indicate that analyzing only every fifth item produces nearly identical alignment results with no effect on the reliability of content analyses.     

Eating Attitudes and Behaviors Among Female College Students

The authors assessed the influences of several risk factors—self‐esteem, history of unwanted sexual contact (USC), depression, and sorority membership—on eating‐related and weight‐related attitudes and behaviors. Findings provide support for the roles of self‐esteem, depression, and USC on restricting attitudes. According to the authors' model, these independent variables predicted restricting attitudes that then predicted restricting behaviors. Implications for preventive interventions and the study's limitations are discussed.     

Physics in upper secondary schools in Denmark

This article is the third in a series reporting on the changes in attitudes and interests‐‐mainly with respect to physics‐of several hundred students as they proceed through the Danish upper secondary school (Gymnasium). It concentrates on the results of the final investigation which took place shortly before the students leave the school.     

DIRECT NON‐VIOLENT ACTION AND THE LAW

This article was delivered as the plenary address at the Massachusetts Association for Bilingual Education Annual Conference, November, 1986. The style of the speech has been preserved.