Why do higher education institutions internationalize? An investigation of the multilevel determinants of internationalization rationales     

Marco Seeber  Mattia Cattaneo  Jeroen Huisman  Stefano Paleari 《Higher Education》2016,72(5):685-702

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Societies Coming Together in Support of Life Sciences Education     

Stefano Bertuzzi  Adam P. Fagen 《CBE life sciences education》2013,12(3):318-319

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Changes in University Governance in France and in Italy     

Stefano Boffo  Pierre Dubois 《Tertiary Education and Management》2013,19(1):13-26

The transformation of higher education systems under the pressure of new needs required by the “society of knowledge” in France and Italy has had a deep effect on the relationship between state and university, and therefore a direct impact on university governance. This article sums up the main results of a research carried out on university Présidents in France and Rettori in Italy, with the aim of understanding their views about the changing process in higher education systems and the related impact on their leading role. There emerges a picture of systems transiting from a traditional centralised Napoleonic structure to a new one where the growing autonomy requires a different kind of governance not previously experienced, and thus not easy to implement mostly because of the resistance coming from universities themselves. The majority of Presidents and Rectors seem aware of the changing process and the related problems even if they do not all agree upon feasible trends to follow. Such a disagreement appears to be an understandable consequence of the unstable and unpredictable direction of the changing situation in the two systems.  相似文献   

Institutional Innovation and Public Extension Services Provision: The Marche Regional Administration Reform in Central Italy     

Stefano Pascucci  Tiziana De Magistris 《The Journal of Agricultural Education and Extension》2013,19(3):267-281

Abstract

This paper describes how Marche Regional Administration (MRA) introduced an innovative institutional reform of an Agricultural Knowledge and Information System (AKIS) in central Italy. In order to study the main features of the MRA reform we used a methodological approach based on three steps: (i) first we applied a desk analysis to sketch the main elements of the reform; (ii) we then analyzed farmers' assessment of the institutional change by using information derived from a field survey on a sample of beneficiaries, and (iii) using a focus group technique. We found that MRA reform introduced an institutional innovation in the domain of public extension services (ES) provision within the Italian context. However, the assessment of the short-term effects indicate that the original objectives of the reform have been only partially achieved. This is in line with other experiences presented in the literature and confirms the difficulties to introduce institutional innovation in the domain of AKIS. The paper describes the analysis of an institutional reform in the AKIS domain which has been considered a ‘best practice’ within the Italian context. Using an institutional analysis approach the paper provides an original way of looking at a ‘new’ model for organizing public ES.  相似文献   

Instructor characteristics and students’ evaluation of teaching effectiveness: evidence from an Italian engineering school     

Stefano Bianchini  Francesco Lissoni  Michele Pezzoni 《European Journal of Engineering Education》2013,38(1):38-57

This study examines the relationship between students’ evaluation of teaching effectiveness and the instructor's characteristics, based upon an original data set from an Italian university. Age and seniority (academic rank) are both found to affect negatively teaching evaluation, although the effect of rank depends heavily on the discipline. Profession-oriented disciplines are more poorly evaluated and exhibit stronger effects for rank; in the same disciplines, many courses are taught by non-faculty members, who are evaluated poorly. Gender is also found to be relevant, as it affects students’ evaluation of female instructors, although this result might be biased by the gender composition of classes. Past research outputs, as measured by an instructor's publication track record, has a positive impact on students’ evaluation of teaching effectiveness, although the rate of impact decreases with the amount of publications.  相似文献   

Co-analysis of work in the triadic supervision of preservice teachers based on neo-Vygotskian activity theory: Case study from a French university institute of teacher training   总被引：1，自引：0，他引：1  

Solange Cartaut  Stefano Bertone   《Teaching and Teacher Education》2009,25(8):1086-1094

The goal of this study was to evaluate the effects of the joint training activities of a cooperating teacher and a university supervisor during an advisory visit on (a) the professional development of a preservice teacher's activity and (b) the reorganization of mentoring activity following this visit. The results are considered from a theoretical perspective based on cultural-historical psychology (Leontiev, A. (1984). Activity, consciousness, personality. Moscow: Progress Editions.; Vygotsky, L. S. (1978). Interaction between learning and development. In: M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.), Mind in society (pp. 79–91). Cambridge: Harvard University Press.; Vygotsky, L. S. (1997). Thought and language. Paris: La Dispute.; Vygotsky, L. S. (2003). Consciousness, the unconscious, emotions. Paris: La Dispute.) and the clinical study of activity (Clot, Y. (2003). Vygotsky, consciousness as liaison. In: Vygotsky, consciousness, the unconscious, emotions. Paris: La Dispute, pp. 7–59.; Clot, Y. (2004). Work between functioning and development. Bulletin de Psychologie, 57(1), 5–12.; Clot, Y. (2008). Work and the power to act. Paris: PUF.; Clot, Y., & Faïta, D. (2000). Types and styles in work analysis. Concepts and methods. Travailler, 6, 7–43.). The discussion focuses on the conditions that led to the greater effectiveness of the advisory visit, which is an integral part of teacher training programs that alternate classroom work with co-analysis of the work. Proposals are also made for new directions in training supervisors and cooperating teachers with a view to building a training team.  相似文献   

IT knowledge integration capability and team performance: The role of team climate     

Stefano Basaglia  Leonardo Caporarello  Massimo Magni  Ferdinando Pennarola 《International Journal of Information Management》2010

Previous research considering a normative perspective for fostering knowledge integration at the team level of analysis underscores that teams are often reluctant to share important knowledge among their members. In the attempt to provide a wider perspective on team knowledge integration, we take a different perspective, basing our arguments on team climate theoretical framework. Specifically, we argue that an autonomy and experimental climate (i.e. shared perception that the team supports autonomous action and experimentation and risk taking) can favor the team's ability to integrate members’ knowledge. Indeed, focusing on members’ willingness to contribute to team well-being, team autonomy and experimental climate may enhance the team's capability to integrate knowledge enabled by the IT infrastructure (IT knowledge integration capability). We tested our research model on a sample of 410 members and leaders of 69 organizational work teams. Results show the critical role played by team climate in favoring IT knowledge integration capability, which in turn affects team outcomes.  相似文献   

Popular Protest Against Hungarian Symbols in Croatia (1883–1903). A Study in Visual History     

Stefano Petrungaro 《Cultural and Social History》2016,13(4):503-520

The article investigates the visual dimension of popular protests in Habsburg Croatia at the end of the nineteenth and beginning of the twentieth century, reconstructing the history of a precise pattern of popular protest, i.e. anti-Hungarian unrests. Furthermore, the article explores the relationships that peasant masses established with some key national symbols, namely the Hungarian and Croatian flag, showing the multiple and contested meaning assigned to them by the members of the elite and the peasants. Second, the article shows how popular reception of these visual symbols changed during the examined period. The main issues addressed are therefore the mass nationalization and politicization of rural population in these regions, raising some general questions related to the symbolic language of social conflict.  相似文献   

Conversational functions for knowledge building communities: a coding scheme for online interactions     

Stefano Cacciamani  Vittore Perrucci  Ahmad Khanlari 《Educational technology research and development : ETR & D》2018,66(6):1529-1546

The aim of this study was to develop a coding scheme rooted in the Knowledge Building model, named Conversational Functions for Knowledge Building (CF4KB), to analyze students’ interactions in an online undergraduate course. In order to develop the coding scheme, we analyzed students discourse and identified the kinds of “Conversational Functions” students performed. Connecting these identified functions with Knowledge Building Model principles, we developed the coding scheme to analyze knowledge building [In the present article, we used “Knowledge Building” to indicate the theoretical model and “knowledge building” to refer to the activity of the community members.] activity. Applying the resulting coding scheme, two independent judges coded 186 messages posted into Knowledge Forum by 26 students (5 men and 21 women) attending the online course of Educational Psychology at University of Valle d’Aosta to develop the coding scheme. The inter-coder agreements obtained were 77.3 and 78.0%, with Cohen’s K?=?0.68 and 0.66, respectively for Specific and Global Conversational Functions level. The theoretical implications and possible uses in different contexts for future inquiry of this instrument are discussed.  相似文献   

Concern for close or distant others: The distinction between moral identity and moral inclusion     

Stefano Passini 《Journal of moral education》2016,45(1):74-86

Research has analyzed the relationship between moral identity—the extent to which people experience their moral character as being central to their self-conception—and the inclusion of other people within one’s own moral circle. These studies underline that the higher the moral identity, the larger the moral circle. However, recent studies have observed that a person with a high moral identity feels morally obliged towards close people and may be intolerant towards distant groups. The aim of the present research was to deepen the differences between moral identity and moral inclusion considering prejudicial attitudes, ethnocentrism, altruism and values. The results indicated that moral identity alone does not imply a reduction in intolerant attitudes. Instead, when moral inclusion is considered, the results even show a positive effect of moral identity internalization on prejudice and ethnocentrism. Moreover, moral identity internalization has an effect on values of benevolence, security, tradition and conformity. Hence, a strong moral identity does not denote an extension of one’s own moral circle. Instead, this variable is related to intolerance towards those groups considered not to be included in one’s own moral community.  相似文献