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Professional work is often regulated by procedures that shape the information seeking involved in performing a task. Yet, research on professionals’ information seeking tends to bypass procedures and depict information seeking as an informal activity. In this study we analyze two healthcare tasks governed by procedures: triage and timeouts. While information seeking is central to both procedures, we find that the coordinating nurses rarely engage in information seeking when they triage patients. Inversely, the physicians value convening for timeouts to seek information. To explain these findings we distinguish between junior and expert professionals and between uncertain and equivocal tasks. The triage procedure specifies which information to retrieve but expert professionals such as the coordinating nurses tend to perform triage, which is an uncertain task, by holistic pattern recognition rather than information seeking. For timeouts, which target an equivocal task, the procedure facilitates information seeking by creating a space for open-ended collaborative reflection. Both junior and expert physicians temporarily suspend patient treatment in favor of this opportunity to reflect on their actions, though partly for different reasons. We discuss implications for models of professionals’ information seeking. 相似文献
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Jesper Haglund 《Studies in Science Education》2013,49(1):35-68
It has long been recognised that analogies may be a useful tool in science education. At the same time, it has been found that there are challenges to using analogies in teaching. For example, students might not identify a suitable analogy, might not recognise how the taught target domain is similar to the source domain to which it is compared, or may fail to realise where the analogy breaks down. The present study offers a review of two trends which reflect the ambition to come to terms with such challenges: self-generated analogies, making use of students’ own analogies in teaching, and analogy generation in collaborative settings, such as in small-group work. Empirical studies show predominately positive results with regard to students’ enjoyment and learning gains, and point to opportunities for formative assessment. The specificities of language in conjunction with analogy and the role of analogies in authentic science classroom discourse are suggested as areas of study that deserve more attention going forward. 相似文献
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Nielsen Christian Sort Jesper Chrautwald Bentsen Martin Juul 《Tertiary Education and Management》2013,19(3):246-266
This paper reports a longitudinal multi-case research project encompassing 38 semi-structured interviews conducted in 2011 and 2012 with four students, 12 researchers and 22 companies relating to a total of 25 university–industry collaborations. The interviews covered the collaboration type, the initiation of the collaboration and details concerning the planning of the collaboration. In addition, the interviews focused on the relationships between the people involved in the collaboration and the effects of project management. We distinguish between project management success and project success, and identify potential good practice. The paper concludes that, whereas project management success was not found to be causally related to project success, there seems to be a clearer link between project management success and ensuring effective use of resources in both companies and universities. There is also evidence that it is problematic when corporate managers think they can run research projects like lean production companies. 相似文献
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Ane von der Fehr Jan Sølberg Jesper Bruun 《International Journal of Research & Method in Education》2018,41(1):38-52
Social network analysis (SNA) has been used in many educational studies in the past decade, but what these studies have in common is that the populations in question in most cases are defined and known to the researchers studying the networks. Snowball sampling is an SNA methodology most often used to study hidden populations, for example, groups of homosexual people, drug users or people with sexually transmitted diseases. By use of a snowball sampling approach, this study mapped municipal social networks of educational actors, who were otherwise hidden to the researchers. Subsequently, the resulting networks were validated through interviews with central respondents and by using prior investigations of the municipalities. Our results confirmed that the majority of the designated respondents recognized the resulting sociograms and their own position in these. It was also found that not all predictions based on existing knowledge of the municipalities aligned with SNA data. However, these discrepancies could be explained by development in the municipalities in the time following previous investigations. This study shows that snowball sampling is an applicable method to use for mapping hidden populations in educational settings, but also that qualitative studies are needed in order to interpret the networks in real-life contexts. 相似文献
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Jacqueline Witschge Jesper Rözer Herman G. van de Werfhorst 《British Educational Research Journal》2019,45(2):298-319
In addition to increasing cognitive skills and preparing students for the labour market, one of the core tasks of education is to prepare citizens for participation in democracy. Considering the ideal of democratic equality, it is important to know the degree to which civic outcomes of education are distributed equally. One feature of the education system that can lead to differential civic outcomes is tracking, that is, the sorting of students into different types of education. In this study, we examine the relationship between type of education (general/academic or vocational) and five attitudinal dimensions of civic and political engagement between the ages of 14 and 49 years in the Netherlands. By using panel data from the Netherlands Longitudinal Lifecourse Study (n = 5,312) and applying linear fixed effects models, we can observe the effect of a transition in the type of education on the within-person change in our outcome variables. The findings demonstrate that transitions in the type of education have little effect on intention to vote, trust in institutions or ethnic tolerance. However, students making transitions in general/academic education develop higher levels of interest in politics and generalised trust than do students in vocational education or people outside the education system. This point suggests that general/academic education fosters civic and political participation. 相似文献
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This paper discusses methods for benchmarking vocational education and training colleges and presents results from a number of models. It is conceptually difficult to benchmark vocational colleges. The colleges typically offer a wide range of course programmes, and the students come from different socioeconomic backgrounds. We solve the comparability problem by focusing on effects in terms of retention and employment rates as opposed to the intermediate outcomes like grades. We neutralize cost differences using alternative cost measures. And we use detailed register data to account for student backgrounds. From a methodological point of view, we combine average methods (multilevel analysis) with frontier methods. We thus combine the key methods of school effectiveness research and school efficiency and productivity research. The analyses show that the efficiency of Danish vocational colleges varies considerably. Adopting best practices could lead to cost savings of between 9 and 33%. 相似文献
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For decades, user participation has brought value to various systems development projects. Today, there are expectations that public e-service development will experience the same benefits. However, existing research has shown that introducing user participation into public e-service development can be challenging. In this study, we interviewed citizens in order to explore their willingness and ability to participate in public e-service development according to three user participation schools: User-Centred Design, Participatory Design and User Innovation. Our findings show that citizens in general are willing to participate, but their ability to do so is limited. Based on our findings, we developed nine propositions to explain citizens' willingness and ability to participate in public e-service development. The propositions contribute to practice by acting as a tentative guide for systems developers when they use user participation schools as inspiration in public e-service projects. They also act as a starting point for future research into conditions for user participation in public e-service development. 相似文献
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Jesper Holst 《British Journal of Special Education》1997,24(2):76-79
In his article in the March 1997 edition of BJSE , Professor Mel Ainscow speculated on some of the reasons for the lack of progress towards a more inclusive school system in Britain, and identified possible ways of moving forward. Implicit in his penetrating analysis is that policies for implementing change in schools need to be supported at all levels, both within the education system itself and throughout society. Jesper Holst, associate professor at the Royal Danish School of Educational Studies, focuses on these wider issues and uses examples from Denmark and Mongolia to identify successful strategies for change which rely on professional and economic support (from both central and local government), and the backing of parents and local communities. In Denmark the concept of inclusive education is reflected in the new (1993) Danish Education Act and the basis of the work described is the assumption that by supporting change schools can be better prepared to respond to pupil diversity. 相似文献