Seeing what's next: Using the theories of innovation to predict industry change     

Clayton M. Christensen  Scott D. Anthony  Erik A. Roth  Roger Kaufman 《Performance Improvement》2005,44(4):50-51

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National Devolution in Swedish Higher Education -- A Quest for New Local Leadership. The Case of Leadership Development at Göteborg University     

Norbäck  Lars Erik  Nordberg  Christina  Olsson  Lars Erik 《Tertiary Education and Management》1999,5(3):227-243

In 1993 a new national form for governance was introduced in Swedish higher education. The new regime, best described in terms of deregulation and decentralisation, among other things, required a new individually based leadership at universities.The paper describes the development of one particular 10-day interfaculty leadership training course for heads of departments, directors of study and other local managers, its content and methods and some implications for strategic management in higher education institutions.Four such implications are covered: constructing a new social identity as leaders, getting leadership acceptance in an individualistic academic-freedom culture, training academic leaders in accordance with professional values, and dealing with accountability in a collegial decision-making environment.  相似文献   

Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools     

Chris Masui  Erik De Corte 《Learning and Instruction》1999,9(6):123

In this study we report on orienting and self-judging as study and problem-solving activities or learning tools. We examine their trainability and their effect on academic performance. These questions are part of a research project aimed at improving metacognitive knowledge as well as affective, conative and regulation skills. A design experiment with 141 freshmen in business economics was set up. The experimental treatment consisted of an integrated set of instructional conditions which were operationalized in a series of sessions and practice and transfer tasks. The results show that after the intervention students of the experimental group had more knowledge about orienting and self-judging than the students of both control groups and they also oriented themselves better and were more prone to self-judging when starting a new course. Both metaknowledge and transfer behavior were positively related to academic performance.  相似文献