A Market/Value Based Approach to Satisfy Stakeholders of Higher Education     

Gordon W. McClung  Mary W. Werner 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):102-123

ABSTRACT

What value does the university offer in terms of economic and social development? Having stakeholders question the contribution and value of colleges and universities is not new nor is it unique to American universities. Institutions of higher education are currently facing a crisis of confidence by parents, prospective students, alumni, congressional committees, and the media. Many stakeholders are concerned about the value provided by colleges and universities. Although there has been an effort to call attention to the issue and to examine select educational processes, there is a dire need to address all aspects of the university product. This article provides a market-based paradigm to help university/college administrators understand the critical aspects of identifying, defining, managing, and delivering superior value to all stakeholders of the institution. This article also provides a university planning process model for incorporating value in the strategic planning process of any university. Faced with increasing pressure to reduce the churn rate of students and increase retention, universities' focus must shift toward attracting students who fit with the value proposition (delivery) of the institution. This article is not an attempt at resolving the debate over the role or purpose of the university; our intent is to present a market-based approach to facilitate the delivery of value to all university stakeholders in keeping with the vision and mission of the institution.  相似文献   

A comparison of scholarly productivity among current professors who obtained terminal degrees     

Angela Hollman  Matthew R. Bice  James Ball  Nate Bickford  Alex B. Shafer  Sonja Bickford 《The American journal of distance education》2013,27(4):267-282

ABSTRACT

Although scholarship is important in higher education and faculty productivity expectations are continually increasing, we still do not understand the holistic view of faculty productivity. This study takes a different viewpoint on faculty productivity examining differences by university classification and by discipline. Most importantly, we sought to obtain the effects of the delivery mode of terminal degree on later faculty productivity. The mode of terminal degree via Internet delivery looks attractive to students, but this study found that this has implications for future research productivity. These three elements illustrate a different scope that has important implications for administrative leaders looking to hire future faculty as well as students thinking about becoming a future faculty member. To capture this view, 600 faculty members from 59 American universities were surveyed. From this survey, five different variables emerged to create an overall faculty scholarly productivity factor. This factor was then compared against university classification, discipline, and mode of terminal degree. Results showed surprising significant differences between university classifications and disciplines as compared to scholarly productivity. One of the most noteworthy findings was that there is a significant difference in faculty productivity based on the mode of terminal degree. Furthermore, no difference in later faculty scholarly productivity exists between that of a hybridized, online degree and a purely online degree. Again, these results indicate significant finds which have a high influence on faculty scholarly productivity, which holds important implications for the future of the university.  相似文献   

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach     

Marianne Ødegaard  Berit Haug  Sonja M. Mork  Gard Ove Sørvik 《International Journal of Science Education》2013,35(18):2997-3020

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.  相似文献   

The status of research on women and communication   总被引：3，自引：1，他引：2  

Karen A. Foss  Sonja K. Foss 《Communication quarterly》2013,61(3):195-204

The purpose of this essay is to survey and summarize the research on women, gender, and sex differences that has been published in speech communication journals. Five categories of research emerged from this survey: historical treatments of women, sex differences, images of women in the media, education and pedagogy, and surveys and integrative works. While future research is needed to fill in the gaps made evident by this survey of literature, perhaps more important is to begin to question and investigate the assumptions underlying current research about women.  相似文献   

A Musical Proposition     

Schürer Olaf Werner 《The Educational forum》2013,77(4):457-458

Some time ago while attending a summer session at a nearby university I occupied an apartment facing an alley across from which was one of the numerous fraternity houses in the district.  相似文献   

Group size and organisational conditions for children’s learning in preschool: a teacher perspective     

Sonja Sheridan  Pia Williams  Ingrid Pramling Samuelsson 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):379-397

Background:?There is a limited amount of research about group size in preschool, and how it impacts on teachers’ working conditions and their ability to support children’s learning and knowledge development in line with curriculum intentions.

Purpose:?From a perspective on quality, this article examines the organisational conditions for children’s learning in preschool in relation to group size. The questions at issue are: how do teachers explain how they organise the child group and the learning environment in preschool, and why?

Sample:?The sample consists of 12 preschools from different parts of Sweden. The preschools selected for the study are stratified in order to represent small and large group sizes in Swedish preschools as defined by the Swedish National Agency for Education. The sample contains both urban and rural regions and represents districts that differ geographically, demographically, ethnically, and which include varied socioeconomic structures. The 12 preschools had children in three age groupings: 1–3, 3–5 or 1–5. The number of children in the participating preschools ranged from 12 children to 45 children, with seven of the preschools having more than 30 children in their groups.

Design and method:?The article is based on interactionist perspectives, Bronfenbrenner’s ecological systems theory, a critical ecology of the early childhood profession, theories of children’s learning, and four dimensions of pedagogical quality. Together, these theoretical perspectives contribute to an understanding of the relationships between policy issues, educational goals, group size and teachers’ competence in organising and creating conditions for children’s learning. Semi-structured interviews were conducted with two teachers from each of the 12 preschools. The interviews lasted between 40–60 minutes and were recorded and transcribed verbatim. The analytical process was conducted in three steps and can be described as an analytical process of abduction. The four dimensions of pedagogical quality were used as analytical lenses to discern and understand critical aspects related to the teachers’ understanding of group size.

Result: Irrespective of group size, most of the children participate in different group constellations throughout the day, some organised by the teachers and some by the children themselves. Teachers’ competence to organise the children in such ways that good conditions for learning were created, differed between preschools, and depended on the teachers’ approach, which can be described as either intentional or unintentional learning.

Conclusion: Teachers’ organisational approaches influence the quality of the preschool and conditions for children’s learning in distinct ways.  相似文献   

“If There's a Dance in the Book, I Feel It...Inside”: Lessons in Emergent Literacy     

Kathleen Werner 《Early Childhood Education Journal》2000,28(1):11-18

This case study illustrates the impact that an emergent literacy environment (both at home and at school) can have on literacy acquisition. The author's 3-year-old niece and 30 of her nursery school classmates were interviewed about their perceptions of reading. The impressive hypotheses the main character had formed about language learning by the age of 3, without any formal instruction, offers food for thought in view of the increasingly popular lockstep language arts programs currently being advocated by phonics zealots and basal text publishers.  相似文献   

Walter Berka zum 60. Geburtstag     

Werner Hauser 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2008,7(3):61-62

Herr o. Univ.-Prof. Dr. Walter Berka feierte in diesen Tagen seinen 60. Geburtstag. Dies darf zum Anlass genommen werden, um den hochaktiven wissenschaftlichen Lehrer und Forscher, der seit der Gründung der "Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik" dieser durch sein Wirken als Beiratsmitglied verbunden ist, zu würdigen.  相似文献   

Memory interval distribution effects in pigeons     

Werner K. Honig 《Learning & behavior》1987,15(1):6-14

Pigeons were trained with two concurrent delayed conditional discriminations that involved different distributions of memory intervals, namely 1 and 5 sec in the “short” and 5 and 10 sec in the “long” distribution. Memory for the initial stimulus was much better after 5 sec in the short distribution than in the long one. The memory functions between the intervals within each distribution were essentially flat. These findings were replicated in a second study that involved differential outcomes; this procedure enhanced memory generally within trials so that memory intervals of 1, 9, and 19 sec could be used, with 9 sec serving as the common memory interval. The findings are interpreted on the basis of the subject’s expectation of the likely duration of the upcoming memory interval and the associated delay of reinforcement.  相似文献   

Service-Learning at the American Community College: Theoretical and Empirical Perspectives     

Thomas P. Werner 《Community College Journal of Research & Practice》2016,40(8):724-725

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