Factors related to university presidents' pay: An examination of private colleges and universities     

Thomas Li-Ping Tang  David Shin-Hsiung Tang  Cindy Shin-Yi Tang 《Higher Education》2000,39(4):393-415

In this research, we used institutionalcharacteristics and market-related factors to predictuniversity president's pay, benefits, and totalcompensation at 190 private colleges and universities. Results showed that university CEOs' pay was relatedto the expenditures, type of institution, theexistence of professional schools, and academicreputation ranking, while their benefits package wasrelated to the expenditure, type of institution,reputation ranking, and undergraduate student'stuition. CEOs' total compensation (pay and benefitscombined) was related to the expenditures, type ofinstitution, reputation ranking, and tuition. Resultsof this study support the notion that agency theorycan be used to provide a theoretical framework topredict university CEOs' pay, benefits, and totalcompensation.  相似文献   

Educational Governance and Social Inclusion and Exclusion: Some conceptual difficulties and problematics in policy and research1     

Thomas Popkewitz  Sverker Lindblad 《Discourse: Studies in the Cultural Politics of Education》2000,21(1):5-44

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An Investigation of Development Toward Instructional Design Expertise     

Patricia L. Hardr  Xun Ge  Michael K. Thomas 《Performance Improvement Quarterly》2006,19(4):63-90

This research investigated expertise development among instructional designers by tracking novice designers' unfolding perceptions of instructional design (ID), design‐related self‐perceptions, and other individual differences. It examined development toward ID expertise from multiple aspects: processes, product, and cognition, through a case study approach. Evidence included qualitative data from interviews, design artifacts, and metacognitive essays, along with quantitative data from questionnaires which assessed goals, need for structure, need for cognition, previous design competence, and design self‐efficacy. Findings indicated that it was not one single characteristic, but the interaction of various factors, that most profoundly seem to influence the development of ID expertise. Relevant characteristics included: perceptions about learning, knowledge and ID; individual needs and learning strategies; and background experiences and orientations. Research in this field will help us to better understand the processes that lead to the development of ID expertise, and to develop better approaches to preparing future instructional designers.  相似文献   

A Framework for New Scholarship in Human Performance Technology     

Thomas M. Schwen  Howard K. Kaiman  Michael A. Evans 《Performance Improvement Quarterly》2006,19(2):5-26

This article introduces a strategic argument and examples, in subsequent articles in this special issue, about sociocultural research opportunities for HPT practitioners and scholars. The authors take the view that recent criticisms of Instructional Systems Design have merit when considered from an organizational performance point of view. We see the problem as historic overuse of one theoretical perspective at a microlevel of theory and application. We argue that adding recent sociocultural perspectives and expanding the levels of theory to include groups and complex organizational structures will offer an opportunity for more rigorous and diverse research agenda and create new insights for problem solving in practice.  相似文献   

Evaluation in the Design of Complex Systems     

Li‐An Ho  Thomas M. Schwen 《Performance Improvement Quarterly》2006,19(2):135-154

We identify literature that argues the process of creating knowledge‐based system is often imbalanced. In most knowledge‐based systems, development is often technology‐driven instead of requirement‐driven. Therefore, we argue designers must recognize that evaluation is a critical link in the application of requirement‐driven development models because it provides the information that keeps the iterative developmental process on track. In this study we took a closer look at the decision‐making in the design of a complex performance system in a non‐profit organization. The purpose was to gain insights into the roles and functions of evaluation during the process of building a performance support system. This study adopted an exploratory case study as its inquiry method. Findings suggested that effective communication is as important a function to evaluation as is decision‐making, and that the implementation of evaluation seldom follows the textbook guidelines. That is, evaluation practice is a patchwork history of the designers' knowledge and experience. Further, neither complexity nor the informality of the evaluation protocols seems to influence the quality of decision‐making.  相似文献   

Public sector strategic planning: An emergent approach     

Thomas Plant 《Performance Improvement》2006,45(5):5-6

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Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland          下载免费PDF全文

Thomas D. Richardson  Divya Jindal‐Snape  Elizabeth F. S. Hannah 《British Journal of Special Education》2017,44(3):239-256

A longitudinal study was conducted to understand post‐school transition practice for young people with additional support needs (ASN) before and after the implementation of key legislation, the Education (Additional Support for Learning) (Scotland) Act 2004, amended in 2009. Primary data were collected from one local authority in Scotland. Twelve professionals involved in post‐school transition planning were interviewed in 2004 and eight in 2010. Minutes of transition meetings from one school for three young people prior to the implementation of the Act and four after the implementation were analysed. Results show some changes since the implementation of the Act.  相似文献   

A Meta‐Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties     

Minyi Shih Dennis  Emily Sharp  Jacquelyn Chovanes  Amanda Thomas  Raquel M. Burns  Beth Custer  Junkoung Park 《Learning disabilities research & practice》2016,31(3):156-168

This article quantitatively summarizes experimental and quasi‐experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention parameters, domains of mathematics interventions, and instructional approaches and components. Results indicate that several participant characteristics (e.g., grade level and level of mathematics difficulties) and intervention parameters (e.g., methodological soundness, intervention agent, and grouping) mediated the treatment effects. In addition, different types of instructional approaches and several instructional components contributed to the improvements in mathematics performance in students with MD.  相似文献   

Bread and roses: voices of Australian academics from the working class,edited by Dee Michell,Jacqueline Z. Wilson and Verity Archer,Rotterdam, Sense Publishers, 2015, xvi+186 pp., $43.00 (paperback), ISBN 9789463001250     

Thomas Klikauer 《Journal of Higher Education Policy & Management》2016,38(1):102-106

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Gallery of the Top Four Submissions from the 2018 Cover Graphic/Data Visualization Competition          下载免费PDF全文

Ally Shay Thomas 《Educational Measurement》2018,37(2):5-8

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