Increasing reliance on market mechanisms in higher education is analysed both as one of the approaches to steering as well as in relation to the consequences of markets for quality and accessibility of higher education. This article goes beyond the normative considerations of market elements as inherently good or bad and the economic theory-guided focus on freedoms of users and providers, by presenting an alternative conceptualization. The conceptualization adapted from studies of markets in other parts of the welfare state to the context of higher education is based on two dimensions: (1) who effectively controls production of certain goods and services and (2) how access to and funding of these goods and services are regulated. It focuses on interests of three main actors—the state, the users (students) and the providers (higher education institutions). This leads to six conceptually distinct markets, whose key characteristics are illustrated by examples from Denmark, England, India, Norway, Portugal and Serbia. The key message is that this alternative conceptualization allows identifying variance in marketization of higher education with regards to (1) which actors are empowered, (2) who are the likely winners and losers and (3) what might be the risks of introducing specific market elements in a higher education system. More generally, a more nuanced analysis relying on this conceptualization can potentially contribute to a deeper understanding of political and policy dynamics in higher education. 相似文献
In most cases, empirical analyses of environmental innovations based on firm-level data relied on surveys for one point in time. These surveys allow for the inclusion of many explanatory variables such as different policy instruments or the influence of pressure groups but it is not possible to address the dynamic character of environmental innovations. This paper uses two German panel databases, the establishment panel of the Institute for Employment Research (IAB) and the Mannheim innovation panel (MIP) of the Centre for European Economic Research (ZEW), to explore the determinants of environmental innovations. The econometric estimations show that the improvement of the technological capabilities (“knowledge capital”) by R&D triggers environmental innovations. Environmental regulation, environmental management tools and general organizational changes also encourage environmental innovation, a result that has also been postulated by the famous Porter-hypothesis. 相似文献
Members of a social group possess a shared social identity, which is individually represented as the group prototype. The prototype is the individual cognitive representation of all attributes, which best describes the group from the group members’ point of view. The aim of the study was to gather those attributes provided by group members of a soccer team and subsequently to describe and categorize them by means of a content analysis. Using one single open question, a total of 1581 attributes were assessed through n?=?278 soccer players (67?% male; M?=?23.5 years, SD?=?5.0 years) from 20 soccer teams. The data analysis was based on the qualitative content analysis described by Mayring (2010). Results show that the attributes mentioned by the team members can be divided into four distinct categories (social, psychological, sport specific, ecological). These categories result from intragroup synchronisations. Future research should examine which categories and subcategories seem to best represent the prototype in soccer teams. 相似文献
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.
Scholars, commentaries, guide books, and people “on the street” seem to agree and take for granted that natural history museums are mainly aimed at children. Nevertheless, no studies have specifically investigated the public image of natural history museums. In this study, we provide quantitative evidence that natural history museums are indeed seen by the public as being primarily aimed at children and families with children, and we discuss the consequences that this fact has for the potential role that natural history museums could have in promoting science literacy and for the perception of science in general. 相似文献
This paper started life in September 2014 as a submission by the International Publishers Association (IPA) to the Office of the UN High Commissioner for Human Rights. It is the IPA’s view that human rights and intellectual property rights are not only compatible, but also mutually supportive and interdependent. Copyright in particular, is a success story. It has proven to be a powerful tool to strengthen science and culture, improve participation in them, and provide a legal framework that confers such rights and enables policies to promote them. This is particularly true in the online environment, where copyright laws enable science and culture to prosper, and are giving scientists, creators and publishers new economic ways of exercising their profession, creating the diversity of content and services that a rapidly growing majority of the world’s population is able to participate in. Copyright creates a marketplace that empowers citizens, and reduces the need for government interference with culture and science, a welcome state of affairs, in particular from the human rights perspective. 相似文献
