Do grades in higher education matter for labour market rewards? A multilevel analysis of all Norwegian graduates in the period 1990–2006     

Karl Ingar Kittelsen Røberg  Håvard Helland 《Journal of Education & Work》2017,30(4):383-402

This paper examines the effects of grades from higher education on labour market outcomes. Economic theory predicts that grades are rewarded in the labour market because employers regard them as an expression of valuable skills or a signal of other sought after attributes. Social closure, however, may give reason to expect no effects. Whether good grades are rewarded in the labour market is thus uncertain. This paper addresses this question by examining whether employers tend to reward good grades in the form of employment and higher income. Previous research has demonstrated that the returns to education vary according to structural–institutional labour market settings. We examined the interaction effects between grades and field-specific characteristics and between grades and sector by analysing data on all graduates in these educational programmes at Norwegian universities and university colleges from 1990 through 2006. The education data are linked with multiple other data sources such as the national tax register and the national employment register. We find that good grades have positive effects on both income and employment and that these effects are influenced by both the type of education and sector.  相似文献   

Chemistry inside an epistemological community box! Discursive exclusions and inclusions in Swedish National tests in Chemistry     

Marie Ståhl  Anita Hussénius 《Cultural Studies of Science Education》2017,12(2):395-423

This study examined the Swedish national tests in chemistry for implicit and explicit values. The chemistry subject is understudied compared to biology and physics and students view chemistry as their least interesting science subject. The Swedish national science assessments aim to support equitable and fair evaluation of students, to concretize the goals in the chemistry syllabus and to increase student achievement. Discourse and multimodal analyses, based on feminist and critical didactic theories, were used to examine the test’s norms and values. The results revealed that the chemistry discourse presented in the tests showed a traditional view of science from the topics discussed (for example, oil and metal), in the way women, men and youth are portrayed, and how their science interests are highlighted or neglected. An elitist view of science emerges from the test, with distinct gender and age biases. Students could interpret these biases as a message that only “the right type” of person may come into the chemistry epistemological community, that is, into this special sociocultural group that harbours a common view about this knowledge. This perspective may have an impact on students’ achievement and thereby prevent support for an equitable and fair evaluation. Understanding the underlying evaluative meanings that come with science teaching is a question of democracy since it may affect students’ feelings of inclusion or exclusion. The norms and values harboured in the tests will also affect teaching since the teachers are given examples of how the goals in the syllabus can be concretized.  相似文献   

PHR in health and social care for older people – regional development through learning within and across organisations     

Margareta Rämgård  Annika Forsgren  Helen Avery 《Educational Action Research》2017,25(4):506-524

The study draws on findings from a series of seven participatory action research projects in community care for older people carried out over a period of eight years in 20 municipalities in southern Sweden. The analysis here looks at social impact across administrative levels and geographical scales. Different professional groups and care workers in community care participated, crossing divides between social work and health care. The participatory methods all involved a phase of individual reflection, a phase of reflection in practice with colleagues and mixed groups at the regional level, including unit managers and directors in some stages. Impacts concerned interprofessional learning and improved conditions for collaboration in care for older people across institutional boundaries as well as organisational learning across the municipalities. The action research approach was characterised by intensive work with values, empowering low-status professional groups. Social impacts were achieved beyond each project by benefitting from the multi-stakeholder design, using the structure of the organisations and the regional R&D department of the Association of Local Authorities. Over time, the different projects thus contributed to regional development ‘from below’. Nevertheless, employer perspectives tended to determine which conclusions from the projects were eventually implemented and prioritised. Continued reflective dialogue meetings between professional groups are therefore, needed as part of regular work processes. Local and regional structures need forms of autonomy that allow them to implement recommendations from participatory projects. Finally, employee perspectives need to be reflected in decision-making at all levels, particularly including low-status groups of care staff.  相似文献   

‘We need “culture-bridges”: professionals’ experiences of sex education for pupils with intellectual disabilities in a multicultural society     

Charlotta Löfgren-Mårtenson  Pernilla Ouis 《Sex education》2019,19(1):54-67

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Change in a culture of collegiality and consensus-seeking: a double-edged sword     

Cormac McGrath  Torgny Roxå  Klara Bolander Laksov 《高等教育研究与发展》2019,38(5):1001-1014

ABSTRACT

The study aims to move beyond idealised and predominantly trait-based typologies of leadership and leadership roles and addresses collegial leaders’ practice of change in higher education. Collegial leaders at two research-intensive higher education institutions, who had received educational leadership training, were studied. In the study, we explored ordinary actions and change practices as a way of understanding emerging practices among collegial leaders. Five categories were identified that show how collegial leaders experience change, process change and organise the practice of change. The article also contributes a critical discussion on the notions of collegiality in a consensus-seeking context, which may be relevant for academic developers, policy makers, and researchers alike.  相似文献   

`Alternative' Universities Revisited: A Study of the Distinctiveness of Universities Established in the Spirit of 1968     

Jeroen Huisman  Jorunn D. Norgård  Jøgen Rasmussen  Bjørn Stensaker 《Tertiary Education and Management》2002,8(4):316-332

In the late 60s and early 70s,several universities were set up in variousEuropean countries with the intention ofproviding an alternative to establishedinstitutions of higher education. The newuniversities were expected, amongst otherthings, to experiment with new forms ofleadership and management internally, giveteaching and learning higher priority, and tobe regional relevant institutions for the areain which they were located. The paper analysesto what extent three such universityestablishments: Aalborg University in Denmark,Maastricht University in the Netherlands andTromsø University in Norway have managed tomaintain and develop their alternative profileduring the last thirty years. The studysuggests that even though the universities insome areas have adapted to environmentalpressure, they have managed to keep theirprofile as innovative and alternative.  相似文献   

Leadership in an international collaborative writing groups (ICWG) initiative: implications for academic development     

Elizabeth Marquis  Katarina Mårtensson  Mick Healey 《International Journal for Academic Development》2017,22(3):211-222

This article presents the results of research examining an innovative initiative designed to build capacity for international, collaborative scholarship of teaching and learning: the development of international collaborative writing groups (ICWG). The study focusses particularly on the role of leadership within the groups as a significant factor in the effectiveness of the initiative. Results from an online survey of 30 former ICWG-participants reaffirm the significance of leadership to the ICWG’s success. In particular, respondents emphasise the value of leadership approaches that foster community and encourage members to take responsibility for tasks. Implications for leadership in related academic development contexts are considered.  相似文献   

Examining the Performance of the Modified ADF Goodness-of-fit Test Statistic in Structural Equation Models     

Njål Foldnes  George A. Marcoulides  Ulf Henning Olsson 《Structural equation modeling》2013,20(5):778-789

The asymptotically distribution-free (ADF) test statistic depends on very mild distributional assumptions and is theoretically superior to many other so-called robust tests available in structural equation modeling. The ADF test, however, often leads to model overrejection even at modest sample sizes. To overcome its poor small-sample performance, a family of robust test statistics obtained by modifying the ADF statistics was recently proposed. This study investigates by simulation the performance of the new modified test statistics. The results revealed that although a few of the test statistics adequately controlled Type I error rates in each of the examined conditions, most performed quite poorly. This result underscores the importance of choosing a modified test statistic that performs well for specific examined conditions. A parametric bootstrap method is proposed for identifying such a best-performing modified test statistic. Through further simulation it is shown that the proposed bootstrap approach performs well.  相似文献   

Sympathoadrenal and parasympathetic responses to exercise     

Niels Holmqvist  Niels H. Secher  Kåre Sander‐Jensen  Ulrich Knigge  J⊘rgen Warberg  Thue W. Schwartz 《Journal of sports sciences》2013,31(2):123-128

Exhaustive exercise is associated with a persistent sensation of weakness and sometimes nausea suggesting abdominal vagal activity. We measured plasma indices of sympathoadrenal (adrenaline, noradrenaline, dopamine) and vagal (pancreatic polypeptide) activity before, during and after submaximal and maximal exercise in healthy young subjects. Plasma adrenaline, noradrenaline and dopamine increased to 8.5 (range 7.4–40.5), 48.0 (32.3–100.5) and 1.8 (1.2–6.6) nmol l^–1 respectively (n = 5), during maximal exercise and decreased towards control values within 15 min of rest. Pancreatic polypeptide (n = 10) increased only during maximal exercise and reached its highest value, 48 (21–145) pmol l^–1, after exertion. The results conform to an increase in sympathetic activity during exercise and a persistent vagal activity after intense exercise which could contribute to the sensation of weakness.  相似文献   

Economic independence for adolescents with special educational needs     

Jon Olav Myklebust  Finn Ove Båtevik 《欧洲特需教育杂志》2013,28(3):271-286

Do young men and women diagnosed with special educational needs succeed in finding full‐time employment that provides sufficient income to live on? The analyses presented in this paper are based on interviews conducted between October 2001 and April 2002 of nearly 500 young people with various types of disabilities. The young people who were interviewed have been studied prospectively since they entered upper secondary school as special needs students six or seven years earlier. These adolescents are followed through a critical phase of life when they are trying to find their way in society as adult individuals. This process is gradual and involves making tentative steps in various arenas. A crucial topic is how these young men and women, between 23 and 25 years of age, succeed in gaining employment that allows them to become economically independent. This is a vulnerable process for most youth, but it is especially challenging for young people with functional difficulties who have experienced protracted and disjointed transitions throughout their educational trajectories.  相似文献