THE CONFLICTING REQUIREMENTS OF TEACHING,RESEARCH, AND MANAGEMENT IN UNIVERSITIES     

Miquel Agravengel Cuevas Diarte 《Higher Education in Europe》1993,18(1):43-47

The activities of teaching staff members in universities have changed considerably over the last few years. The interests of the latter in some of these activities have also changed. This article analyzes the difficulties facing university teachers in their efforts to meet the demands made on them in modern universities. The proportional increase in resources means that teachers tend to devote them‐selves to activities that are more productive from a professional or a personal point of view while neglecting others. Universities should make changes in their organization and everyday functioning which would permit a more rational division of the necessary tasks. In addition, university administrations should increase the resources available to their universities in order to bring about such changes.  相似文献   

Assisting learning in e-assessment: a closer look at educational supports     

Marc Lafuente  Ana Remesal  Ibis M. Álvarez Valdivia 《Assessment & Evaluation in Higher Education》2014,39(4):443-460

This study analyses the educational support offered through information and communication technology during formative assessment in two different cases in higher education. We analysed one blended and one virtual case from two different universities. The study aimed at identifying specific patterns of educational support intended to foster two interaction processes: (1) the promotion of greater autonomy in the students and (2) the construction of more appropriate meanings by them. The analysis showed that these two processes were achieved with different attainment levels in each of the two study cases. Specific patterns of support mediated by technology were found underlying these different results. This led us to identify ‘suitable’ and ‘undesirable’ patterns of support in e-assessment practices.  相似文献   

Acculturative Stress and Depressive Symptomatology Among Mexican and Mexican American Students in the U.S.: Examining Associations with Cultural Incongruity and Intragroup Marginalization     

Miguel Ángel Cano  Linda G. Castillo  Yessenia Castro  Marcel A. de Dios  Angelica M. Roncancio 《International journal for the advancement of counseling》2014,36(2):136-149

This study examined associations of intragroup marginalization and cultural incongruity with acculturative stress and depressive symptoms among 155 undergraduate U.S. college students of Mexican heritage. Findings indicate that perceived interpersonal distancing by the family (intragroup marginalization) and perceived lack of cultural fit between the respondent and academic institution (cultural incongruity) had statistically significant direct and indirect effects on depressive symptoms via acculturative stress. Results also show that 39.7 % of the variance corresponding with depressive symptoms was accounted for by intragroup marginalization, cultural incongruity, acculturative stress, and other exogenous variables.  相似文献   

Possibilities in the Boy Turn? Comparative Lessons from Australia and Iceland     

Ingólfur Ásgeir Jóhannesson  Bob Lingard  Martin Mills 《Scandinavian Journal of Educational Research》2013,57(4):309-325

Recognising that there is now a globalised educational discourse about “failing boys” circulating in the privileged nations of the global north, this article provides a comparative perspective on educational policy responses to the “boy turn” in Australia and Iceland. Specificities of the responses to the boy turn in the two societies offer interesting insights into this policy domain. For instance, Australian policy has been state‐centric with the media playing a significant role in backlash politics and with federal government funding interventions for boys, and Iceland was the only nation in which girls outperformed boys in all areas of mathematics in the PISA 2003 study. The article concludes by arguing the need for a renewed feminist and profeminist agenda to challenge dominant constructions of masculinity and for the establishment of a more equal gender order.  相似文献   

School head teachers’ views of the drive towards educational innovation in Catalonia / La visión de los directores de escuela sobre el impulso de la innovación educativa en Cataluña     

Jordi Díaz-Gibson  Mireia Civís  Annabel Fontanet  Susana López  Miquel-Àngel Prats 《Cultura y Educación》2013,25(3):640-670

Abstract

Today, educational change and innovation are a clear priority in educational centres across the world. This article analyses the strengths and opportunities presented by the process of educational innovation taking place in Catalonia from the perspective of school head teachers, employing a quanti-qualitative methodology using 227 surveys and 29 semi-structured interviews. The results locate the innovation process in a phase characterized by efforts aimed at updating existing practice, resistance to change generated by the system itself, and a lack of systematic reflection on current practice. Two strengths of the process reported relate to its scale and transversality across the whole territory on the one hand, and the importance that collaboration between teachers and schools is having in order to facilitate innovation. Other aspects highlighted are: the need to invest more planning in innovation processes; the need for the Deparment of Education to reflect on its own role within the process; and, finally, the need to develop the role of technologies as facilitators of innovation and communication.  相似文献   

Strategic knowledge management, innovation and performance     

Carolina López-Nicolás  Ángel L. Meroño-CerdánAuthor vitae 《International Journal of Information Management》2011,31(6):502-509

Our aim is to shed light on the consequences of knowledge management (KM) strategies on firm's innovation and corporate performance. Organisations are not aware of the real implications that KM may have. Based on an empirical study consisted of 310 Spanish organisations and structural equations modelling, results show that both KM strategies (codification and personalisation) impacts on innovation and organisational performance directly and indirectly (through an increase on innovation capability). Also, findings demonstrate a different effect of KM strategies on diverse dimensions of organisational performance. Our conclusions may help academics and managers in designing KM strategic programs in order to achieve higher innovation, effectiveness, efficiency and profitability.  相似文献   

Observational analysis of the offensive sequences that ended in a shot by the winning team of the 2010 UEFA Futsal Championship     

Daniel Lapresa  Leandro Álvarez  Javier Arana  Belén Garzón  Valvanera Caballero 《Journal of sports sciences》2013,31(15):1731-1739

Abstract

This article analyses the offensive phase of the national team than won the 2010 UEFA Championship. More specifically, the observational sampling includes all plays in which the Spanish national futsal team managed to “shoot” in the competition in question. This data was obtained by adapting an observational and recording tool typically used for football to the technical specifications of futsal; the SOF-CODER (Jonsson et al., 2006). Two types of analysis have been performed. One statistical analysis using the SPSS programme, version 15.0, the most relevant results from which refer to the significant differences found on linking: the zone from which the shot is made and the type of shot (χ² = 55.821, P = 0.006); and the contact surface used and the type of shot (χ² = 30.293, P = 0.017). And another, using the Theme programme, version 5.0, through which regular behaviour structures (temporal patterns) have been detected within the plays that include shooting. The temporal patterns obtained – in addition to elaborating on the relationship between the area from which the shot is made, the contact surface used and the type of shot – enable a tactical interpretation of the technical actions that support the development of the offensive phase of futsal.  相似文献   

Psychometric properties of the triangulated version of the European Bullying Intervention Project Questionnaire: Prevalence across seven roles     

Joaquín González-Cabrera  Nicolás Sánchez-Álvarez  Esther Calvete  Ana León-Mejía  Izaskun Orue  Juan M. Machimbarrena 《Psychology in the schools》2020,57(1):78-90

This study created a Spanish triangulated version of the European Bullying Intervention Project Questionnaire and obtained indicators of its validity and reliability. This new tool allows researchers to triangulate and flexibly investigate the three main roles in school bullying, obtaining seven potential roles (pure victim, pure bully, pure bystander, bully/victim, victim/bystander, bully/bystander, and bully/victim/bystander). The sample was 2,068 adolescents and young adults aged 11–19 years (M_age = 14.2 ± 1.48 years old; 53.8% females). Confirmatory factor analysis indicated a good fit for the three-related-factor model and adequate reliability (ω > 0.91) in all dimensions. About 28.2% of the sample reported victimization; of whom only 2.9% were pure victims, 15.1% were victim/bystanders, and 9.8% were involved in all three roles (bully/victim/bystanders). Only 0.8% played the role of a pure bully, and 0.4% were bully/victims. The most prevalent profile was that of pure bystander (30%). These results are discussed in light of their importance for the interpretation of the prevalence of traditional bullying, and their implications for bullying assessments and interventions.  相似文献   

Pandemics,leadership, and social ethics     

Escotet  Miguel Ángel 《Prospects》2020,49(1-2):73-76

PROSPECTS - This Viewpoint argues that the absence of worldwide social ethics is at the root of our present social, political, and economic crises. More to the point, the current COVID-19...  相似文献   

Effectiveness of experiential learning in improving cognitive Planning and its impact on problem solving and mathematics performance / Eficacia del aprendizaje experiencial para mejorar la Planificación cognitiva y su repercusión en la resolución de problemas y el rendimiento matemático     

Silvia Mayoral-Rodríguez  Carme Timoneda-Gallart  Frederic Pérez-Álvarez 《Cultura y Educación》2018,30(2):308-337

This study is based on PASS theory, which suggests that the cognitive process of Planning is responsible for developing metacognitive strategies. The aim is to verify the effect of stimulating the cognitive process of PASS Planning on secondary school students using two different methodologies, with experiential learning (inductive) being applied in one group and deductive learning in the other. The study also aims to verify if improvements are observed in student grades in maths and problem solving. A quantitative study with a quasi-experimental design was carried out with two experimental groups of 59 and 57 students and a control group of 57. The results confirm significant improvements in both experimental groups in relation to their capacity to plan after the stimulations sessions, regardless of the methodology used. Nevertheless, improved grades in maths and problem solving were only found in the group who were administered the experiential learning (inductive) method. The conclusion drawn is that these kinds of methodologies need to be promoted for the stimulation of Planning to have the desired effect on mathematics performance.  相似文献