Leading and managing continuing professional development     

Denis Edgar-Nevill 《Studies in Continuing Education》2013,35(3):311-312

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Books on Research Methods and Bibliography     

Dennis P. Forece  Denis Grogan  John Brown Mason 《Communication Booknotes Quarterly》2013,44(2)

Dennis P. Forece and Stephen Richer's Stages of Social Research: Contemporary Perspectives (Prentice-Hall, $8.95)

Denis Grogan's Science and Technology: An Introduction to the Literature (Archen Books/Shoestring Press, $17.00)

John Brown Mason, Research Resources: Annotated Guide to the Social Sciences (American Bibliographical Center/Clio Press, Riviera Campus, 2010 Alameda Padre Sierra, Santa Barbara, California 93103, $3.00 each for two volumes)  相似文献   

How do business model and health technology design influence each other? Insights from a longitudinal case study of three academic spin-offs     

P. Lehoux  G. Daudelin  B. Williams-Jones  J.-L. Denis  C. Longo 《Research Policy》2014

Academic spin-offs often lack business expertise, face uncertainties regarding their innovation and their markets, and do not have a clear idea of how their product will create value. In spite of this vagueness, academic entrepreneurs must articulate a business model and rapidly establish trustworthy relationships with potential users, purchasers and capital investors. One may thus wonder how their technology development process is influenced by the long-term expectations of their putative customers as well as the short-term requirements of capital investors? This longitudinal case study examines how the business models of three Canadian health technology spin-offs sought to address the value expectations of clinical users and capital investors, how tensions were resolved, and the impact this had on technology design. We describe the synergistic readjustments, drastic reconfiguration and mismatch between business model and technology design we observed. Our discussion highlights the mediating mechanisms by which business models and technology design influence each other, clarifying why the initial value proposition of the spin-offs was either refined or reframed. Beyond confirming the importance of differentiating business models in the health technology industry, our study suggests that it is not only who makes decision that matters, but also how stakeholders’ value expectations get embedded in a spin-off's value proposition.  相似文献   

Educating the soviet man     

Denis Hainsworth 《Irish Educational Studies》2013,32(2):161-175

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Matching between students and universities: What are the sources of inequalities of access to higher education?     

Ilya Prakhov  Denis Sergienko 《European Journal of Education》2020,55(2):261-274

It is assumed that a perfect balance between student academic achievement and the quality of the university they attend is beneficial both for students and higher education institutions (HEIs). Matching theory predicts the existence of perfect match between the two groups in the absence of transaction costs associated with university enrolment. However, in this study we show cases of mismatch situations in Russia under the Unified State Exam—the standardised student admission mechanism. The reasons for minimal transaction costs and the emergence of unequal access to HEIs were studied. Based on data on Moscow high school graduates who entered university, the determinants of the mismatch between the quality of universities and applicant abilities were assessed. Whilst overall favourable matching results are established, we show that individual student achievement results are subject to the influence of school and family characteristics. Thus, inequality of access can be formed at stages preceding higher education enrolment.  相似文献   

生活始于黄金时间     

Denis Waitley  刘鹏  朱一童 《海外英语》2009,(4):52-53

黄金时间是每晚6点到10点这段时间,在这段时间里公众大多在看电视。黄金时间的商业广告费用最高,每分钟高达上百万美元。当你在黄金时间里不再盯着别人通过专业技能大把赚钱,而是开始行动,去实现自己的梦想和目标,那么你在成功的道路上就会取得长足的进步。  相似文献   

Failure and underachievement in education: The new illiterates     

Denis Kallen 《Prospects》1987,17(2):213-222

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Einführungen in die Sportpsychologie     

Richard B. Aldermann  Alexander Thomas  Denis Glencross  H. Rieder 《Sportwissenschaft》1979,9(2):218-223

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Governing the governors: A case study of college governance in English further education     

Denis Gleeson  Ian Abbott  Ron Hill 《British Educational Research Journal》2011,37(5):781-796

This paper addresses the nature of governors in the governance of further education colleges in an English context. It explores the complex relationship between governors (people/agency), government (policy/structure) and governance (practice), in a college environment. While recent research has focused on the governance of schooling and higher education there has been little attention paid to the role of governors in the lifelong learning sector. The objective of the paper is to contribute to the debate about the purpose of college governance at a time when the Learning and Skills Council commissioning era ends and new government bodies responsible for further education and training, including local authorities, arrive. The paper analyses the nature of FE governance through the perspectives and experiences of governors, as colleges respond to calls from government for greater improvement and accountability in the sector. What constitutes creative governance is complex and controversial in the wider framework of regulation and public policy reform. As with other tricky concepts such as leadership, professionalism and learning, college governance is best defined in the contexts, cultures and situations in which it is located. College governance does not operate in a vacuum. It involves governors, chairs, principals, professionals, senior managers, clerks, community, business and wider agencies, including external audit and inspection regimes. Governance also acts as a prism through which national education and training reforms are mediated, at local level. While governing bodies are traditionally associated with the business of FE—steering, setting the tone and style, dealing with finance, funding, audit and procedural matters—they are increasingly being challenged to be more creative and responsive to the wider society. Drawing on a recent case study of six colleges, involving governors and key policy stakeholders, this paper explores FE governance in a fast changing policy environment.  相似文献   

Training engineers for innovation: Pedagogical initiatives for new challenges     

Denis Lemaître 《European Journal of Education》2019,54(4):566-576

The injunction to innovate which has permeated our societies in the last few decades has had a significant impact on engineers and their training. The idea of progress has since taken a back seat to the quest for innovation which saves time, space and reduces aims to short term performance objectives. However, marked by the technologism and productivism of the 20th century, the idea of innovation has also absorbed the new principles of sustainability and responsibility which have imposed themselves upon engineering research and activities in a henceforth internationalised world. It is within this context that engineer training institutions have sought to counter the injunctions to innovation and the stresses and strains that they produce. Based on three studies carried out in Europe and in several developing countries in North Africa and South East Asia, this article examines the curricula the institutions have implemented in order to observe current trends in innovation training initiatives in relation to locally‐perceived expectations and requirements. We have observed that technologism and productivism, which are still very present in the principles which guide European engineer training, are in competition with the principles of low‐cost engineering which satisfies user requirements and respects environmental constraints. As for the pedagogical initiatives, the phenomena of standardisation and commodification of higher education have led to the development of active learning (projects, problem‐based learning, fablabs, etc.). However, studies demonstrate that pedagogical orientation depends on how innovation is conceptualised and varies according to the scale of the educational institutions. A closer examination of the concepts of innovation reveals the epistemological issues concerning the way the engineering problems have been constructed.  相似文献