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Similar to other European countries, the introduction of non-academic, especially managerial, criteria in higher education has shaped and altered Austrian universities since over a decade. This paper presents the results of a frame analysis of Austrian higher education debates from 1993 until 2010. It outlines how reforms in higher education were prepared and enhanced by a new policy discourse, with a special focus on the way gender equality is framed in reform debates. Our article describes three core frames: ‘from local to global’, ‘from ivory tower to business’ and ‘from civil servant to excellence’. We cluster these three frames around imaginations of space that are embedded in the normative foundations of academia, and discuss how this links up with arguments for gender equality. We furthermore propose to analytically separate two conceptions of the university: the ‘entrepreneurial’ and the ‘managerial’ university. 相似文献
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Improving how knowledge is leveraged in organizations for improved business performance is today considered as a major organizational change. Knowledge management (KM) projects are stigmatized as demanding, fuzzy and complex, with questionable outcomes—more than 70% of them do not deliver what they promised. A case of Samsung Electronics mobile branch we present shows how KM projects can be more successful if they are treated as business process-oriented organizational change projects. Both organizations and academia can stand on the shoulders of giants as previous experience and research in that area is rich. Adding the KM flavor to such organizational change is the goal of this case study; the learning outcomes include a six-step KM solution design method, a justification for the business process level of analysis and managerial action, and the need for modest and just-do-it approach when introducing KM-related organizational interventions. 相似文献
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Several German states recently introduced tuition fees for university education. We investigate whether these tuition fees influence the mobility of university applicants. Based on administrative data of applicants for medical schools in Germany, we estimate the effect of tuition fees on the probability of applying for a university in the home state. We find a small but significant reaction: The probability of applying for a university in the home state falls by 2 percentage points (baseline: 69%) for high-school graduates who come from a state with tuition fees. Moreover, we find that students with better high-school grades react more strongly to tuition fees. This might have important effects on the composition of students across states. 相似文献
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Angelica Ronald Francesca Happé Katharina Dworzynski Patrick Bolton Robert Plomin 《Child development》2010,81(1):166-182
Prenatal and neonatal events were reported by parents of 13,690 eighteen-month-old twins enrolled in the Twins Early Development Study, a representative community sample born in England and Wales. At ages 7–8, parents and teachers completed questionnaires on social and nonsocial autistic-like features and parents completed the Childhood Asperger Syndrome Test. Correlations between prenatal and neonatal events and autistic-like features were weak, both in the whole sample ( r = .00–.07) and at the 5% quantitative extreme (phenotypic group correlations = .01–.11), after controlling for socioeconomic status and cognitive ability. Neonatal problems showed modest heritability (13%–14%) and significant shared and nonshared environmental influences (55%–59% and 28%–31%, respectively). Differences in identical twins' neonatal problems correlated weakly with their difference scores on autistic-like features ( r = .01–.06). 相似文献
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Animations have become a ubiquitous component of computer-based instruction. Despite their widespread use, however, the evidence
concerning their effects on learning is rather ambiguous, suggesting that one needs to have a closer look at the conditions
under which animations will aid learning. Accordingly, three sets of moderating variables were identified: (1) the degree
of processing support that is used to enhance learning with animation, (2) the context in which the animation is being used
(e.g., laboratory setting versus classroom), and (3) the domain that is illustrated by the animation. On the one hand, the
studies reported in the current special issue investigate manipulations of these variables. On the other hand, the studies
vary among each other with respect to these factors, thereby reflecting the enlarged range of current animation research. 相似文献
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In this paper the augmentation of worked examples with animations for teaching problem-solving skills in mathematics is advocated
as an effective instructional method. First, in a cognitive task analysis different knowledge prerequisites are identified
for solving mathematical word problems. Second, it is argued that so called hybrid animations would be most effective for
acquiring these prerequisites, because they show the continuous transition from a concrete, but superficial problem representation
to a more abstract, mathematical problem model that forms a basis for solving a problem. An experiment was conducted, where
N = 32 pupils from a German high school studied either only text-based worked examples explaining different problem categories
from the domain of algebra or worked examples augmented with hybrid animations. Learners with hybrid animations showed superior
problem-solving performance for problems of different transfer distance relative to those in the text-only condition. 相似文献