Contemporaneous peer effects,career age and the industry involvement of academics in biotechnology     

Birgit Aschhoff  Christoph Grimpe 《Research Policy》2014

This study explores the role of contemporaneous peer effects in driving an academic's involvement with industry. Specifically, we examine the influence of workplace peers and personal collaborators and how these effects are moderated by the career age of the scientist. Moreover, we look at situations in which both types of social influence are incongruent and the academic is faced with “dissonance”. Based on survey data of 355 German academics in the field of biotechnology and publication data from the Science Citation Index Expanded (SCIE), we find that the scientist's involvement with industry increases with the orientation of the scientist's department toward industry (“localized peer effect”). This effect turns out to be moderated by the scientist's age, such that the localized peer effect decreases with age and finally turns negative for very senior scientists. Moreover, we find that a scientist's involvement increases with the industry orientation of the scientist's co-authors (“personal peer effect”), irrespective of the scientist's age. In case both types of social influence are incongruent, younger scientists will revert to localized norms while more experienced scientists will orient themselves more toward their personal collaborators.  相似文献   

The Professionalization of Gerontology: A Canadian Perspective     

Birgit Pianosi  Holly Payne 《Educational gerontology》2013,39(11):834-846

Globally, the need for development of a competent workforce to serve the burgeoning older population is well documented. Persons with degrees in gerontology are prepared to fill positions in this labor market, yet they are not in demand. This research explores the path of professionalization of gerontologists in Canada as a means of increasing their contribution to the aging services workforce. A cross-sectional online survey of aging-service administrators (n = 66) was conducted in Ontario, Canada, to ascertain their perceptions of gerontologists as professionals in the service delivery to older persons. Aging-service administrators show low rates of hiring gerontologists and low knowledge of gerontological competencies. There was a significant (p < .05) relationship between the knowledge of gerontologist's competence and their rate of employment. The administrators expressed high interest in regulation and credentialing of gerontologists (63.6%). Credentialing of gerontologists is a means of professionalization that legitimizes the competence of this field as a profession. Education is needed—for governmental agencies and health and social service providers—on the role of gerontologists in meeting aging service workforce demands. Ultimately, regulatory policy considerations are needed.  相似文献   

A GENDER PERSPECTIVE ON PEACE EDUCATION AND THE WORK FOR PEACE     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,65(4):205-220

This article offers a gender perspective on peace education and the work for peace. To what extent are girls and boys in our society being socialised equally or differently when it comes to learning how to care, empathise with others and engage in or endure violent behaviour? Why are women generally more likely than men to support conscientious objectors, and oppose war toys and war itself? Gender is a powerful legitimator of war and national security. As in other conflict situations around the world, gendered discourses were used in the US following 11 September 2001 in order to reinforce mutual hostilities. Our acceptance of a remasculinised society rises considerably during times of war and uncertainty. War as a masculine activity has been central to feminist investigations.  相似文献   

The effects of realism in learning with dynamic visualizations     

Katharina Scheiter  Peter Gerjets  Thomas Huk  Birgit Imhof  Yvonne Kammerer 《Learning and Instruction》2009,19(6):481-494

Two experiments are reported that investigated the relative effectiveness of a realistic dynamic visualization as opposed to a schematic visualization for learning about cell replication (mitosis). In Experiment 1, 37 university students watched either realistic or schematic visualizations. Students' subjective task demands ratings as well as their performance in a multiple-choice test and a pictorial test clearly demonstrated the superiority of the schematic dynamic visualization. In Experiment 2, 83 students were given the two visualizations in four different orders of presentation. Students showed the same performance irrespective of whether they watched the schematic visualization twice, first saw the schematic and then the realistic visualization or vice versa. Only students, who watched the realistic visualization twice, had far lower learning outcomes. Contrary to our expectations, for both experiments, students' prior knowledge did not moderate the results.  相似文献   

Contents Volume 49 2003     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,2(3):651-655

Volume Contents

Contents Volume 49 2003  相似文献   

Empirische Studien in der Mathematikdidaktik     

Birgit Brandt 《Zeitschrift für Erziehungswissenschaft》2011,14(3):507-512

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Language as a <Emphasis Type="Italic">vehicle of knowing</Emphasis>: the role of language and meaning in constructing knowledge     

Birgit?RenzlEmail author 《知识管理研究与实践》2007,5(1):44-53

This paper emphasizes the role of language in constructing knowledge. It considers the context-dependant nature of knowledge: how do people interpret the situation; what tasks have to be accomplished; which knowledge do they consider important; etc. Firstly, the paper outlines its assumptions on epistemological issues, that is the knowledge concept and the role of language and meaning in creating knowledge. Secondly, referring to discourse theory the paper sheds light on the use of language in varying social contexts, highlighting interactivity, context dependency, functional, and creative nature of language. Thirdly, for the purpose of illustration the theoretical findings on language and meaning in constructing knowledge will be applied to the case of the Challenger accident.  相似文献   

LANCY,David F. 1996. Playing on the Mother-Ground: Cultural Routines for Children's Development     

Brock-Utne  Birgit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):277-278

International Review of Education -  相似文献   

Accuracy of the wearable activity tracker Garmin Forerunner 235 for the assessment of heart rate during rest and activity     

Morten Pallisgaard Støve  Emil Haucke  Maria Lysbeck Nymann  Tordur Sigurdsson  Birgit Tine Larsen 《Journal of sports sciences》2019,37(8):895-901

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Research in online and blended learning in the business disciplines: Key findings and possible future directions     

J.B. Arbaugh  Michael R. Godfrey  Marianne Johnson  Birgit Leisen Pollack  Bruce Niendorf  William Wresch 《The Internet and Higher Education》2009,12(2):71-87

In this literature review, we examine and assess the state of research of online and blended learning in the business disciplines with the intent of assessing the state of the field and identifying opportunities for meaningful future research. We review research from business disciplines such as Accounting, Economics, Finance, Information Systems (IS), Management, Marketing, and Operations/Supply Chain Management. We found that the volume and quality of research in online and blended business education has increased dramatically during the past decade. However, the rate of progress is somewhat uneven across disciplines. IS, Management, and multi-disciplinary studies have the highest volumes of research activity, with markedly less activity in Finance and Economics. Furthermore, scholars of online and blended business education predominantly publish in learning and education journals of the business disciplines rather than also publishing in journals that focus on technology-mediated learning, thereby missing an opportunity to inform scholars in other disciplines about their work. The most common research streams across disciplines were outcome comparison studies with classroom-based learning and studies examining potential predictors of course outcomes. Results from the comparison studies suggest generally that online courses are at least comparable to classroom-based courses in achieving desired learning outcomes, while there is divergence in findings of comparisons of other course aspects. Collectively, the range of untested conceptual frameworks, the lack of discipline-specific theories, and the relative absence of a critical mass of researchers focused on the topic suggest ample opportunities for business scholars seeking to enter this research community.  相似文献