The climate for entrepreneurship at higher education institutions     

Heiko Bergmann  Mario Geissler  Christian Hundt  Barbara Grave 《Research Policy》2018,47(4):700-716

While the importance of a supportive context for entrepreneurship is widely acknowledged, its antecedents are rarely investigated. We apply the concept of organizational climate to higher education institutions and examine the drivers of students’ perceptions of the entrepreneurial climate in their university. Combining data from two unique datasets and using multilevel techniques, we analyze the relationship between university characteristics and such climate perceptions of 8009 students at public universities in Germany. We find university entrepreneurship measures to have a positive effect on students’ climate perceptions, which also depend on students’ background and gender. In addition, we find evidence for different peer effects, depending on students’ affinity for entrepreneurship. For the general student population, including entrepreneurship content in their normal studies seems to be required to initiate a social process of sensemaking. However, students’ perception of the entrepreneurial climate only depend to a certain degree on intentional entrepreneurship measures. In our study, general university characteristics have the strongest influence on climate perceptions. Overall, our study adds to our understanding of which parameters are important for establishing a more favorable and inspiring climate for becoming an entrepreneur at higher education institutions.  相似文献   

Sozialer Status und Spendenverhalten Ehrenamtlicher in Sportvereinen     

Eike Emrich  Martin Hämmerle  Christoph Behrens  Tim Meyer  Christian Pierdzioch 《Sportwissenschaft》2018,48(4):560-572

While much research has been done to analyze whether socioeconomic status influences prosocial behavior in the form of donations, no consensus has yet emerged in the relevant literature. We contribute to this research by studying, based on a dataset from a questionnaire of volunteers of sports clubs in Palatinate (part of Rhineland–Palatinate, Germany) whether social status affects donations. We measured social status of volunteers of sports clubs along the dimensions income, vocation, education and we considered status crystallization. Results showed that social status has a positive effect on the likelihood of donations. We report similarities and differences across different categories of donations (donations to one’s own sports club, to other clubs, to aid projects, and political parties).  相似文献   

Engines at top speed! Using the adventures of a comic book motorsports hero as an approach to understanding recent French history     

Sébastien Laffage-Cosnier  Noemi García-Arjona  Christian Vivier 《Sport in History》2018,38(1):1-22

Jean Graton created a series of comic books called Michel Vaillant, and its motorsports hero bore the same name. Michel Vaillant made his first appearance in 1957 in the weekly Tintin. Young French boys who loved adventure, sports and car racing greeted this publication with great enthusiasm. We studied the first series of Michel Vaillant, composed of 16 comic books produced in the 1960s. We have departed from traditional approaches and have based our method on the analysis of the sources of Graton’s inspiration. We link these sources to the comics’ text bubbles, visual signs and iconic meanings of the drawings. Our analysis of the comics’ iconography based on the establishment of a mass culture dedicated to the automobile brings to light the existence of an urge to go beyond the limits of tradition. Our research highlights that the success of Michel Vaillant is due, in the main, to the series’ detailed knowledge of the automobile sports industry, and to the myths of speed, youth and progress that it promulgates – myths in which its young male readers could see themselves reflected and which would also prepare them for the future.  相似文献   

Improving Silent Reading Performance Through Feedback on Eye Movements: A Feasibility Study     

Sebastian P. Korinth  Christian J. Fiebach 《Scientific Studies of Reading》2018,22(4):289-307

This feasibility study investigated if feedback about individual eye movements, reflecting varying word processing stages, can improve reading performance. Twenty-five university students read 90 newspaper articles during 9 eye-tracking sessions. Training group participants (n = 12) were individually briefed before each session, which eye movement parameter(s) (fixation count, first fixation duration, regression, and/or skipping) to address, and informed about changes achieved in preceding sessions. Control group participants (n = 13) were told that self-instruction to read faster would produce training gains. Total fixation times decreased significantly more for training than for control group participants. Important to note, faster reading did not impair comprehension. Results are interpreted as first indications for a possible applicability of the feedback approach to silent reading. In addition to implications for future studies, alternative result interpretations (e.g., motivational effects, reduction of mindless reading) are discussed.  相似文献   

Northeast Under/graduate Research Organization for Neuroscience (NEURON): Our 13th Conference for Neuroscience Trainees and Educators          下载免费PDF全文

Jay P. McLaughlin  Stacey Gomes  Angela Seliga  Sharon Ramos-Goyette  Amy Morrison  Christian G. Reich    Cheryl A. Frye 《CBE life sciences education》2009,8(2):111-113

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Creatine kinase,myosin heavy chains and magnetic resonance imaging after eccentric exercise     

Stephan Sorichter  Johannes Mair  Arnold Koller  Erich Muller  Christian Kremser  Werner Judmaier 《Journal of sports sciences》2013,31(9):687-691

The aim of this study was to examine the relationship between myosin heavy chain (MHC) release as a specific marker of slow-twitch muscle fibre breakdown and magnetic resonance imaging (MRI) of skeletal muscle injury after eccentric exercise. The effects of a single series of 70 high-intensity eccentric contractions of the quadriceps femoris muscle group (single leg) on plasma concentrations of creatine kinase and MHC fragments were assessed in 10 young male sport education trainees before and 1 and 4 days after exercise. To visualize muscle injury, MRI of the loaded thigh was performed before and 4 days after the eccentric exercise. All participants recorded an increase ( P ? 0.05) in creatine kinase after exercise. In five participants, T2 signal intensity was unchanged post-exercise compared with pre-exercise and MHC plasma concentration was normal; however, they showed an increase ( P ? 0.05) in creatine kinase after exercise. For the remaining five participants, there was an increase in T2 signal intensity of the loaded vastus intermedius and vastus lateralis. These changes in MRI were accompanied by an increase in MHC plasma concentration ( P ? 0.01) as well as an increase in creatine kinase ( P ? 0.01). We suggest that changes in MRI T2 signal intensity after muscle damage induced by eccentric exercise are closely related to damage to structurally bound contractile filaments of some muscle fibres. Additionally, MHC plasma release indicates that this damage affects not only fast-twitch fibres but also some slow-twitch fibres.  相似文献   

A citation and co-citation analysis of 10 years of KM theory and practices     

Christian?Walter  Vincent?RibièreEmail author 《知识管理研究与实践》2013,11(3):221-229

In a previous issue of Knowledge Management Research & Practice (KMRP), we analysed the content and keywords of all articles published in the first decade of KMRP. With this article, we extend our preliminary analysis to the citation and co-citations made by these articles. The study covers all the 256 articles published. The most cited article was A dynamic theory of organisational knowledge creation by Nonaka. The most cited KMRP article was by Nonaka and Toyama: The knowledge-creating theory revisited: knowledge creation as a synthesizing process. The co-citation analysis of the 100 most cited articles in KMRP publications showed that four groups of topics emerged, one around communities and situated learning, the second group around networks, knowledge transfer and research methods, a third group around the foundations of knowledge management and a fourth group around intellectual capital.  相似文献   

The relevance of innovative school architecture for school principals     

Alfred Schabmann  Vera Popper  Barbara Maria Schmidt  Christian Kühn  Ulrike Pitro  Christiane Spiel 《School Leadership & Management》2016,36(2):184-203

In many cases, innovative forms of learning require innovative concepts of using space in school. However, so far there has been a lack of research concerning the perspectives of school principals as important stakeholders in the adoption of alternative school architecture. The present study examines the importance of alternative school architecture in a sample of 1164 principals (56% females, mean-age 52.7 years) in Austria. An online questionnaire was conducted, containing questions about the school building, innovative forms of learning, and principals’ level of information, perceptions, and thoughts on the relevance of school architecture, as well as their motivation and self-efficacy. Results showed that principals are aware of the advantages of certain architectural elements, although these elements have been implemented in only a few schools. A high proportion of respondents report a lack of information about configurations of space that go beyond the traditional corridor-scheme. We conclude that although principals are in general open for the alternative configuration of space further efforts have to be made to overcome the obstacles that prevent principals from launching new concepts of using space, which are a lack of competitive resources and knowledge as well as an inadequate professional network.  相似文献   

Searching for Data Ethics Courses          下载免费PDF全文

Dane Christian Joseph 《Assessment Update》2016,28(5):3-14

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Learning oceanography from a computer simulation compared with direct experience at sea     

William Winn  Frederick Stahr  Christian Sarason  Ruth Fruland  Peter Oppenheimer  Yen‐Ling Lee 《科学教学研究杂志》2006,43(1):25-42

Considerable research has compared how students learn science from computer simulations with how they learn from “traditional” classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three‐dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 25–42, 2006  相似文献