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31.
The theme of this article focuses on how policy discourse and research discourse meet in contract research in higher education. The interplay of these discourses has consequences for researchers who have to balance conflicting demands, which we view as links between research and policy cycles. Two evaluation studies on the introduction and effects of new policy instruments are discussed, focusing on the interaction between policy needs, and research design. The examples are taken from policies in the development towards increasing self-regulation in higher education, of which Finland and the Netherlands are interesting examples in the European context. 相似文献
32.
Pedagogical perspectives on the relationships between higher education and working life 总被引：1，自引：0，他引：1
The relationship between higher educationinstitutions and their environment has changedmarkedly during the last two decades.Massification and diversification of the highereducation system, economic globalisation, novelmodes of knowledge production, new professionalrequirements and the establishment of newvocational higher education systems in manycountries have challenged higher educationinstitutions to develop new forms ofcollaboration with working life. The newsituation also challenges higher education todevelop pedagogical and educational thinkingand practices. The purpose of this article isto examine the pedagogical aspects of theincreasing interaction and collaboration thatis taking place between higher education andworking life and to outline what kind ofchallenges it poses for research on highereducation. It is emphasised that from thepedagogical viewpoint integration betweentheory and practice in work-based learning isessential. Our general conclusion is that therelationship between higher education andworking life should be examined at least fromfour different perspectives: (1) from theviewpoint of student learning and thedevelopment of expertise, (2) from the viewpointof educational institutions and staff, (3) fromthe viewpoint of working life organisations andemployers, and (4) from the viewpoint of societyand the system of education. 相似文献
33.
Despite the widespread use of performance-based management in higher education, empirical research on its actual impact has remained scarce, particularly in Europe. With agency theory as a framework, our study utilised survey data collected from Finnish universities in order to explore the influence of performance management on perceived teaching and research performance of senior academics. Our findings suggest that, although academics hold a quite positive view of performance measurement as such, this attitude does not correlate with perceived high performance in either teaching or research. Moreover, our results suggest that perceived high performance among academics still relates primarily to acknowledgement from the academic community and academic achievement rather than to measurement and financial incentives. 相似文献
34.
Mikkola J Vesterinen V Taipale R Capostagno B Häkkinen K Nummela A 《Journal of sports sciences》2011,29(13):1359-1371
The purpose of this study was to assess the effects of heavy resistance, explosive resistance, and muscle endurance training on neuromuscular, endurance, and high-intensity running performance in recreational endurance runners. Twenty-seven male runners were divided into one of three groups: heavy resistance, explosive resistance or muscle endurance training. After 6 weeks of preparatory training, the groups underwent an 8-week resistance training programme as a supplement to endurance training. Before and after the 8-week training period, maximal strength (one-repetition maximum), electromyographic activity of the leg extensors, countermovement jump height, maximal speed in the maximal anaerobic running test, maximal endurance performance, maximal oxygen uptake ([V·]O(?max)), and running economy were assessed. Maximal strength improved in the heavy (P = 0.034, effect size ES = 0.38) and explosive resistance training groups (P = 0.003, ES = 0.67) with increases in leg muscle activation (heavy: P = 0.032, ES = 0.38; explosive: P = 0.002, ES = 0.77). Only the heavy resistance training group improved maximal running speed in the maximal anaerobic running test (P = 0.012, ES = 0.52) and jump height (P = 0.006, ES = 0.59). Maximal endurance running performance was improved in all groups (heavy: P = 0.005, ES = 0.56; explosive: P = 0.034, ES = 0.39; muscle endurance: P = 0.001, ES = 0.94), with small though not statistically significant improvements in [V·]O(?max) (heavy: ES = 0.08; explosive: ES = 0.29; muscle endurance: ES = 0.65) and running economy (ES in all groups < 0.08). All three modes of strength training used concurrently with endurance training were effective in improving treadmill running endurance performance. However, both heavy and explosive strength training were beneficial in improving neuromuscular characteristics, and heavy resistance training in particular contributed to improvements in high-intensity running characteristics. Thus, endurance runners should include heavy resistance training in their training programmes to enhance endurance performance, such as improving sprinting ability at the end of a race. 相似文献
35.
Victor Wennemar Wiltmann Hans-Christer Holmberg Pasi Pelttari Jussi Mikkola Keijo Häkkinen Olli Ohtonen 《European Journal of Sport Science》2016,16(8):1111-1120
The present study was designed to analyse and compare the kinetics and kinematics associated with three different starting strategies during classic cross-country ski racing. Inside a ski tunnel, 12 elite male skiers performed three sets of three 38?m starts. Each set included one start using: double poling only (DP), diagonal stride only (DIA) and freely chosen (FREE) (i.e. where subjects used the strategy or combination of strategies they felt was fastest) in random order. The first 18?m was performed on a series of force plates that measured horizontal and vertical forces followed by 20?m of a standard snow track. Additionally, cycle characteristics and joint angles were measured. DIA and FREE were faster over 38?m than DP (P?.01). Net horizontal impulse (taking into account both positive and negative impulses) 5–10?m after the start was lower during DP than during DIA and FREE (both P?<?.05). All subjects skied faster when using only DIA for the entire 38?m. Furthermore, the sum duration and frequency of propulsive contacts over the first 18?m was less in DP than DIA and FREE (P?相似文献
36.
Jussi Välimaa 《Higher Education》2004,48(1):27-54
This article analyses and discusses the interplay between the social processes of nationalisation, localisation and globalisation in a single European nation state. The view of nationalisation put forward draws on a national case study based on historical and sociological research findings. The second part of the article presents a case study of the nature of globalisation and localisation in an average Finnish university. The article shows that nationalisation of Finnish higher education has created a cultural understanding of higher education institutions important for competition with other nations. As for localisation, on the one hand higher education institutions support their local communities and provinces to gain social and economic benefits. On the other hand, local communities and provinces support their higher education institutions in the hope of benefiting from them. The case studies also suggest that economic globalisation creates new dynamics within higher education institutions both through strategic alliances between higher education and commercial enterprises and through the emergence of alternative new funding sources for research. 相似文献
37.
Jussi Mikkola Ville Vesterinen Ritva Taipale Benoit Capostagno Keijo Häkkinen Ari Nummela 《Journal of sports sciences》2013,31(13):1359-1371
Abstract The purpose of this study was to assess the effects of heavy resistance, explosive resistance, and muscle endurance training on neuromuscular, endurance, and high-intensity running performance in recreational endurance runners. Twenty-seven male runners were divided into one of three groups: heavy resistance, explosive resistance or muscle endurance training. After 6 weeks of preparatory training, the groups underwent an 8-week resistance training programme as a supplement to endurance training. Before and after the 8-week training period, maximal strength (one-repetition maximum), electromyographic activity of the leg extensors, countermovement jump height, maximal speed in the maximal anaerobic running test, maximal endurance performance, maximal oxygen uptake ([Vdot]O2max), and running economy were assessed. Maximal strength improved in the heavy (P = 0.034, effect size ES = 0.38) and explosive resistance training groups (P = 0.003, ES = 0.67) with increases in leg muscle activation (heavy: P = 0.032, ES = 0.38; explosive: P = 0.002, ES = 0.77). Only the heavy resistance training group improved maximal running speed in the maximal anaerobic running test (P = 0.012, ES = 0.52) and jump height (P = 0.006, ES = 0.59). Maximal endurance running performance was improved in all groups (heavy: P = 0.005, ES = 0.56; explosive: P = 0.034, ES = 0.39; muscle endurance: P = 0.001, ES = 0.94), with small though not statistically significant improvements in [Vdot]O2max (heavy: ES = 0.08; explosive: ES = 0.29; muscle endurance: ES = 0.65) and running economy (ES in all groups < 0.08). All three modes of strength training used concurrently with endurance training were effective in improving treadmill running endurance performance. However, both heavy and explosive strength training were beneficial in improving neuromuscular characteristics, and heavy resistance training in particular contributed to improvements in high-intensity running characteristics. Thus, endurance runners should include heavy resistance training in their training programmes to enhance endurance performance, such as improving sprinting ability at the end of a race. 相似文献
38.
The existence of information asymmetry has ascended to a significant role in higher education systems. The article makes an attempt to conceptualise the interaction of universities with their environment, stakeholders, and the state by paying special attention to the role and substance of information asymmetry. The existence of information asymmetries has spurred a range of actions by external stakeholders of universities to overcome information asymmetries. The article specifies the nature of these actions and analyses their impact and potential for the reduction of information asymmetry.
相似文献39.
The present study analyses Finnish higher education steering system, management by results, from the perspective of higher education institutions. We ask what happens inside a higher education institution, called here the “Campus University”, during the actual negotiations related to the national steering system. We analyse not only the management by results as a steering system but pay close attention to the social space created by this managerial fad. The social space of the negotiations is constructed by different kinds of unofficial elements of social interaction; the physical space, the expected behaviour of the negotiators, the seating arrangements, the coffee servings, and the “small talk”. These elements of interaction are part of the polity of the negotiations and they are controlled by the chairperson of the negotiations. They form the modes of the social space of these negotiations. Therefore, the social space of the negotiations not only supports the hierarchical character of the ritual, but also makes it natural for the Rector to use power to allocate resources because s/he represents the institution. The analysis is based on qualitative and ethnographic methods of research. 相似文献
40.
Suomi Kati Kuoppakangas Päivikki Kivistö Jussi Stenvall Jari Pekkola Elias 《Tertiary Education and Management》2020,26(4):397-414
Doctoral employment outside universities has been increasing, as universities cannot employ all doctorate holders. Nevertheless, it has been argued that the shift from doctoral programs to the non-academic labour market has been limited. In this qualitative study, more than 800 verbal answers given by doctorate holders to a pair of open-ended questions were content-analysed to explore doctorate holders’ perceptions of the non-academic labour market and the reputational problems they relate to their employment. The study identifies four reputational problems which doctorate holders relate to their employment: the oversupply problem, the overeducation problem, the consistency problem and the communication problem. By identifying potential reputational problems on the doctorate holders level, this research contributes novel information in terms of both theory development and practitioner insights.
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