The experiences of Vietnamese university faculty in relation to their faculty development     

Tam T. Phuong  Gary N. McLean 《Asia Pacific Education Review》2016,17(4):599-608

As Vietnam higher education has explored ways to integrate into the international community, professional development of faculty is becoming a key element. However, there is a significant shortage of faculty development (FD) in Vietnam, resulting in a large gap in quality, quantity, and qualifications between Vietnamese faculty and their colleagues in Southeast Asia. We conducted a phenomenological study to gain insights into the experiences of Vietnamese faculty in their FD. Four themes emerged: faculty’s perceptions of faculty roles, FD activity participation, factors affecting their FD, and FD desires. To improve the quality of FD in Vietnam, we offered a number of recommendations for faculty members, policymakers at different levels, and further research.  相似文献   

The fluid and electrolyte balance of New Zealand European and Māori/Pacific Island athletes: An observational study     

Andrew McLean  Rachel Clare Brown 《European Journal of Sport Science》2016,16(3):336-343

Observational research on professional athletes from the USA suggests differences may exist in sweat sodium loss based on ethnic differences. The New Zealand (NZ) sporting population is mainly of European or Māori/Pacific Island origin. Therefore, this study aimed to describe the fluid-electrolyte balance of athletes by ethnicity. A total of 20 Māori/Pacific Islanders (MP; body mass 100.97 ± 13.05 kg) and 29 NZ European (NZE; body mass 89.11 ± 11.56 kg) elite male athletes were recruited. Sweat rates were determined by body mass change during a 1-h spin cycle exercise session, during which fluid intakes and heart rate were recorded. Sweat samples were analysed for sodium concentration. Mean ± SD sweat sodium concentrations were 73.4 ± 27.2 mmol·L^?1 and 55.5 ± 26.8 mmol·L^?1 for the MP and NZE groups, respectively (p = 0.070). Sweat rate was 0.93 ± 0.26 L·h^?1 for the MP group and 0.89 ± 0.33 L·h^?1 for the NZE group (p = 0.357). Fluid intake was 1.05 ± 0.48 L and 0.93 ± 0.49 L for MP and NZE, respectively (p = 0.395). Half of the MP group gained weight during the exercise session compared to 37% of the NZE group. Pre-exercise urine specific gravity was significantly lower amongst the NZE group (1.016 ± 0.009 g mL^?1) than the MP group (1.024 ± 0.008 g mL^?1) p = 0.001. There was no significant difference in heart rate between the groups, p = 0.082. Hydration practices of athletes in NZ may differ by ethnicity, and this may highlight the need for more targeted education by ethnicity.  相似文献   

How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge?     

Paul Ashwin  Andrea Abbas  Monica McLean 《Assessment & Evaluation in Higher Education》2017,42(4):517-530

Dissertations are positioned as the capstone of an undergraduate degree, bringing together what students have previously learned from their programmes through a piece of independent research. However, there is limited research into the ways in which engaging in a dissertation has an impact on students’ understandings of disciplinary knowledge. In this article, we explore the relations between students’ accounts of sociological knowledge in their second and third years and how they engage with sociological knowledge in their dissertations. We argue that for the work of the dissertation to have an impact on students’ understanding of sociological knowledge, students need to see their discipline as providing a way of answering their research questions. We explore the implications of this argument for both our understanding of the role of dissertations and research-based learning in universities more generally.  相似文献   

Networked learning for agricultural extension: a framework for analysis and two cases     

Nick Kelly  John McLean Bennett  Ann Starasts 《The Journal of Agricultural Education and Extension》2017,23(5):399-414

Purpose: This paper presents economic and pedagogical motivations for adopting information and communications technology (ICT)-mediated learning networks in agricultural education and extension. It proposes a framework for networked learning in agricultural extension and contributes a theoretical and case-based rationale for adopting the networked learning paradigm.

Design/methodology/approach: A review of the literature highlights the economic and pedagogical need for adopting a networked learning approach. Two examples are described to instantiate the language for learning networks: a small community of farmers in India and large Twitter community of Australian farmers.

Findings: This paper reviews evidence that successful networked learning interventions are already occurring within agricultural extension. It provides a framework for describing these interventions and for helping future designers of learning networks in agricultural extension.

Practical implication: Facilitation of learning networks can serve to achieve efficient agricultural extension that connects farmers across distances for constructivist learning. To realize these benefits, designers of learning networks need to consider set design, social design and epistemic design.

Theoretical implication: This paper contributes a theoretical framework for designing, implementing and analysing learning networks in agriculture. It does this by integrating existing ideas from networked learning and applying them to the agricultural context through examples.

Originality/value: This paper contributes an understanding of the value of networked learning for extension in terms of economic and pedagogical benefits. It provides a language for talking about learning networks that is useful for future researchers and for practitioners.  相似文献   

Going Global: The implications for students with a disability     

Patricia McLean  Margaret Heagney  Kay Gardner 《高等教育研究与发展》2003,22(2):217-228

Equitable educational access is a hallmark of truly international universities, and higher education institutions operating in an international context have a responsibility to incorporate the principles of equity and justice espoused under international conventions. This paper considers the implications of internationalisation for students with a disability, it focuses on study abroad, exchange and international students travelling to Australia, and Australian students travelling to universities outside Australia. The paper considers the curriculum implications of the internationalisation of education for students with a disability and utilises Murray-Seegert's (1993) ecological theory of diversity to explore the ways cultural factors affect opportunities for inclusion of students with a disability in the higher education sector. The authors also examine the effect of the advance in information technology, the implications for inclusive curriculum, and the complexities inherent in cross-cultural expectations on students with a disability.  相似文献   

Students' perceptions of clinical attachments across rural and metropolitan settings     

Patricia M. Lyon  Rick McLean  Sarah Hyde  Graham Hendry 《Assessment & Evaluation in Higher Education》2008,33(1):63-73

For many years, medical students at the University of Sydney undertook their clinical clerkships in traditional metropolitan teaching hospitals, which were regarded as the ‘gold standard’ for clinical training. In 2001 the university established a rural clinical school at which increasing numbers of students now complete a significant proportion of their medical education. The aim of the study reported here is to examine students’ perceptions of what facilitates their learning in clinical settings and to compare their perceptions across rural and metropolitan settings. Focus groups were conducted to collect students’ views on their experiences of learning in clinical settings. The findings were used to generate a questionnaire with items designed directly from focus‐group data ensuring content validity. The questionnaire was sent to all students in the 2004 cohort. Exploratory factor analysis was used to provide evidence of construct validity. The internal consistency reliability of the questionnaire was assessed using Cronbach’s alpha. Factor scores were computed to compare students’ perceptions across the two settings. Four factors were extracted: (1) clinical teachers’ orientation to teaching; (2) opportunities to develop clinical skills; (3) supportiveness of the clinical setting; and (4) student confidence and sense of self‐efficacy. Students rated the rural experience more highly and positively than the metropolitan hospital experience with regard to all four factors. This study highlights the positive role that rural attachments can play in providing an educationally sound learning experience. The findings are important in the context of both the drive, among medical programs worldwide, to seek out additional and alternative settings for clinical education and the national agenda to foster student interest in rural careers through positive rural training experiences.  相似文献   

The role of education in driving conflict and building peace: The case of Rwanda     

Lyndsay?McLean HilkerEmail author 《Prospects》2011,41(2):267-282

This article considers the relationship between education, conflict, and peacebuilding in Rwanda. First, it examines the role that education played in the lead-up to the 1994 genocide, discussing whether and how the low levels of educational attainment, inequalities of access, curricular content, and teaching methods contributed to the conditions for violence. It then looks at approaches to rebuilding the education sector since 1994. Despite significant progress, for example in widening access and achieving gender parity at primary level, three significant challenges remain. First, educational opportunity continues to be unequal in the post-primary sector, with disparities of access between rich and poor, a severe lack of alternative and non-formal educational opportunities, and some ethnic dimensions to the disparities. Second, tensions remain over history teaching due to government attempts to impose a single “official” narrative of Rwanda’s history. Finally, teaching methods remain largely teacher-centred, with little open debate and teaching of critical thinking skills. The article cautions that, despite progress, some dimensions of Rwanda’s current education policy and practice may continue to exacerbate tensions. It concludes by outlining some future priorities and urges the Rwandan government and its international development partners to more rigorously assess the potential impact of education policies on fragile social relations, and to embrace opportunities for education to play a more central role in peacebuilding in Rwanda.  相似文献   

Organization development: Principles,process, performance     

Gary N. McLean  Shane K. DeMars 《Performance Improvement》2006,45(8):41-43

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The influence of moisture upon the D.C. conductivity of impregnated paper     

D.A. McLean  G.T. Kohman 《Journal of The Franklin Institute》1938,226(2):203-220

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South African universities and human development: Towards a theorisation and operationalisation of professional capabilities for poverty reduction     

Melanie Walker  Monica McLean  Arona Dison  Rosie Peppin-Vaughan 《International Journal of Educational Development》2009,29(6):565-572

This paper reports on a research project investigating the role of universities in South Africa in contributing to poverty reduction through the quality of their professional education programmes. The focus here is on theorising and the early operationalisation of multi-layered, multi-dimensional transformation based on ideas from Amartya Sen's capability approach. Key features of a professionalism oriented to public service, which in South Africa must mean the needs and lives of the poor, are outlined. These features include: the demand from justice; the expansion of the comprehensive capabilities both of the poor and professional capability formation to be able to act in ‘pro-poor’ ways; and, praxis pedagogies which shape this connected process. This theorisation is then tentatively operationalised in a process of selecting transformation dimensions.  相似文献