影响宏愿开放大学学生成绩的因素分析

确定支配学生学习成绩的因素是一个具有挑战性的任务,这些因素包括：心理因素、社会因素、经济因素和环境因素等。马来西亚高教部开放入学政策强调学习者的年龄和他们以前的学术资格或学习经验。宏愿开放大学（WOU）研究结果显示,来自不同学术背景的学生注册课程的数量和年龄的差异并没有影响到他们的GPA成绩。然而,学生的学术背景或年龄差异单独作用时对GPA成绩就会产生很大影响。这一发现将为学生的学习支持服务系统的发展与改善提供有用信息。     

Teaching Security Courses Experientially

Courses in security are essential in criminal justice programs, but tend to be nonexistent at many postsecondary institutions. Faculty often struggle to legitimize these types of courses, and find that students are reluctant to take them. However, prior research indicates that student career choices and perceptions of the security field change after taking a course in security. The current work summarizes the need to teach security‐related topics to criminal justice undergraduates and details two personal experiences on how to successfully do so. It also advises instructors on how to utilize university campuses internally and practitioners externally toward this end.     

Sharing knowledge,being different and working as a team

Knowledge-intensive work in modern global organisations is largely organised in teams or groups. Most of this work can be classified as knowledge creation with outcomes such as plans, contracts, proposals and analyses. Cooperating for knowledge-intensive work is recognised as a social process in which identification and organisational climate play an important role. Yet despite the mutual interdependence of members, their relations in teams are not necessarily closely knitted. Teams in multinational companies consist of members with different national, ethnic, functional and educational backgrounds, who are often situated at different locations, using a combination of means to communicate. These are not the most favourable conditions for an open way of exchanging knowledge and insights. On the other side, diversity in expertise is supposed to be a necessary condition for knowledge creation. It offers the requisite variety that is needed to cope with complex problems and the cognitive distance that is supposed to stimulate organisational learning. It is expected that identification of team members with their group can counterbalance the negative effects of diversity, while it can enforce the positive effect of task interdependence. This research is directed to the relations between social identification, diversity, interdependence and knowledge sharing in corporate teams. Social identification is an important issue since it is known as a builder of extra role behaviour in organisations. Diversity and interdependence are team features that shape the identification with a team. Social identification is considered as an important mediator between these independent variables and knowledge sharing as a dependent variable. The research has been carried out in a large beverage company with plants and agencies all over the world. A questionnaire has been used with validated scales. The research data stem from a sample of 169 respondents from 30 teams. A strong relation between knowledge sharing and social identification was found, while diversity of teams plays an intriguing role in stimulating and inhibiting knowledge sharing between team members.