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In this study we extended Neumann’s scholarly learning theory (2009)?and Hansen’s theory on vocation (1994, 1995) to explore the scholarly learning of faculty members employed at institutional types not typically recognized for faculty work beyond teaching. Through interviews with 22 participants, we studied the content of and reasons for faculty engagement in scholarly learning. Our analysis found that the content of participants’ scholarly learning focused on expanding and constructing disciplinary knowledge whereas their reasons connected to a sense of obligation and personal fulfillment. Such findings confirmed Neumann’s suggestion that administrators should conceptualize the academic profession as a learning enterprise. 相似文献
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The paper considers the past development of the research universityin the United States and argues that one way to guide future changeis to embrace a new cultural model. Using Emory University as acase study, along with the more general perspectives offered through aclose study of eleven other private US universities and data assimilatedfrom members of the Association of American Universities (AAU), we proposethat the development of universities resembles the evolution of somecities from village, to metropolis, to global city. The global citymodel, characterised by flexible systems and an open culture, couldbenefit many universities. In describing the next phases of change,our essay discusses these characteristics as they have emerged insome of today's evolving universities. 相似文献
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Aimee Slaughter 《Science & Education》2014,23(3):527-539
The 1920s and 1930s were a period which saw great popular interest in radiation and radioactivity in America, and the establishment of a new genre of pulp literature, science fiction. Radiation was prevalent in American popular culture at the time, and sf stories were dependent upon radiation for much of their color and excitement. In this case study of stories in Amazing Stories and Astounding Stories, two of the leading sf pulps, the connections between actual scientific ideas and discoveries and sf plots and imagery are analyzed, demonstrating the general optimistic belief in the possibilities of scientifically-controlled radiation. 相似文献
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The success of instructional design and development (ID) projects is typically evaluated using an evaluation framework, the most popular being Kirkpatrick's (1967) four levels of evaluation. In spite of their widespread use, there does not appear to be an empirical basis for these frameworks. Do the popular evaluation frameworks encompass the major indicators of successful ID projects? Are the success indicators the same for all the various stakeholders involved in ID projects? The purpose of this study was: 1) to establish empirically a set of ID project success indicators, and 2) to determine if stakeholder perspective influences the importance attached to those indicators. Seven ID project success indicators were identified, suggesting that the common evaluation models are incomplete. A two-way ANOVA revealed no significant differences among the stakeholder groups in terms of the importance they attached to the success indicators overall. However, a significant difference was found among the success indicators in terms of their importance to ID project success. Also, there was a significant interaction between certain stakeholder groups and certain ID project success indicators. Implications of the findings and directions for future research are discussed. 相似文献