A time allocation study of university faculty     

Albert N. Link  Christopher A. Swann  Barry Bozeman 《Economics of Education Review》2008

Many previous time allocation studies treat work as a single activity and examine trade-offs between work and other activities. This paper investigates the at-work allocation of time among teaching, research, grant writing and service by science and engineering faculty at top US research universities. We focus on the relationship between tenure (and promotion) and time allocation, and we find that tenure and promotion do affect the allocation of time. The specific trade-offs are related to particular career paths. For example, full professors spend increasing time on service at the expense of teaching and research while longer-term associate professors who have not been promoted to full professor spend significantly more time teaching at the expense of research time. Finally, our results suggest that women, on average, allocate more hours to university service and less time to research than do men.  相似文献   

Study abroad as a collaborative endeavor     

Gary Rhodes  Albert Biscarra  Lisa Loberg  Katie Roller 《About Campus》2012,16(6):2-10

Gary Rhodes, Albert Biscarra, Lisa Loberg, and Katie Roller suggest that the next steps to improve study‐abroad programs are to increase the diversity of student participants and partner with departments across the academic and student affairs spectrum.  相似文献   

Towards a systemic theory of gifted education     

Albert Ziegler  Shane N. Phillipson 《High Ability Studies》2012,23(1):3-30

In this target article, we argue that current approaches to gifted education are based on the erroneous view that to understand the development of exceptionality we need to understand firstly the components of giftedness, including cognitive such as intelligence and non-cognitive factors such as motivation. In contrast, systemic approaches to understanding exceptionality focuses on the interactions of these components where it is important to firstly understand the system that leads to exceptionality before it is possible to understand its components. After analyzing the weaknesses of current approaches to gifted education we then present three central arguments for the need for a paradigm shift. This is followed by an introduction of constructs of a systemic approach of gifted education. Using the Actiotope Model of Giftedness to understand the development of exceptionality, this article describes the basic principles of a gifted education that is based on this systemic approach.  相似文献   

Quantum foundations in a nutshell     

Solé  Albert  Vassallo  Antonio 《Metascience》2022,31(1):17-20

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Dating Photographs     

Albert K. Baragwanath 《Curator: The Museum Journal》1977,20(1):42-47

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Clinical approach to formative evaluation. Tight production schedules and limited budgets? try a clinical approach     

Albert J. Lowe  Walter I. Thurston  Stephen B. Brown 《Performance Improvement》1983,22(5):8-10

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