An introduction to entrepreneurial separation to transfer technology programs     

Marcel Minutolo  Jodi Potter 《The Journal of High Technology Management Research》2011,22(2):114-120

There is an ever increasing interest in the development of within firm mechanisms to augment the transfer of intellectual property from laboratory environments to commercialization. The Federal Laboratory System is an example of where policy has recently been developed to strengthen their efforts in the technology transfer process. Entrepreneurial separation to transfer technology programs (ESTT) represent one mechanism that laboratories have to assist with the transfer of intellectual property across boundaries, especially in situations where initial efforts at commercialization have failed. However, no formal research exists on the effectiveness of these programs as a boundary spanning device. This work is based on a preliminary study in the ESTT domain placed in the technology transfer body of literature. In depth interviews were conducted with four organizations, along with a review of more than fifty organizational policies in order to develop an initial framework of ESTT programs. We introduce the concept of ESTT programs and discuss how inventor motivations and characteristics of the invention itself might influence the success of ESTT.  相似文献   

Library abuse in academic institutions: A comparative study     

Marcel C. Obiagwu 《International Information and Library Review》1992,24(4)

The abuse of library materials defined in terms of theft, mutilation, unauthorized borrowing and vandalism was investigated in University of Port Harcourt (Uniport) in Nigeria and King Fahd University of Petroleum and Minerals (KFUPM) in Saudi Arabia. The study sought to find out the ways the collections of the two institutions were abused by various classes of readers and for various reasons. By interviewing librarians, and analysis of collection use records, it was revealed that students, as well as faculty, staff and external readers indulged in abuse of library materials, motivated by situational, conceptual, attitudinal and other factors. It was observed, however, that Uniport had more problems with the misuse of library materials than KFUPM. Recommendations relating to library building design, tightening of security, generous and flexible loans policies, etc., were made for improved collection protection. Besides, public relations campaign and multilateral co-operation on book theft detection would help to discourage in particular the uninitiated or new converts from any acts of library abuse.  相似文献   

Interdisciplinarity in Adapted Physical Activity     

Marcel Bouffard  Nancy Spencer-Cavaliere 《Quest (Human Kinetics)》2016,68(1):4-14

ABSTRACT

It is commonly accepted that inquiry in adapted physical activity involves the use of different disciplines to address questions. It is often advanced today that complex problems of the kind frequently encountered in adapted physical activity require a combination of disciplines for their solution. At the present time, individual research questions in adapted physical activity are most often developed and pursued by researchers from a single discipline despite incentives to the contrary. However, the inclusion of multiple disciplines to address research questions raises a number of challenges. A major one is effective communication. The language related to the use of multiple disciplines is often used loosely. Key terms, such as multi-disciplinary, interdisciplinary, transdisciplinary, and cross-disciplinary, are often used interchangeably. We introduce the technical meaning of these terms and outline some key epistemic challenges to communication across disciplines and highlight the importance of willingness, on the part of researchers, to carefully listen to each other.  相似文献   

'Horrors of Holland': Explaining Attitude Change Towards Euthanasia and Homosexuals in The Netherlands, 1970 1998     

Jaspers  Eva; Lubbers  Marcel; de Graaf  Nan Dirk 《Int. Journal of Public Opinion Research》2007,19(4):451-473

In this article, we investigate changes in public opinion inthe Netherlands toward two controversial issues: homosexualsand euthanasia. We find that a rapid decrease in oppositionto both issues in the seventies and early eighties was followedby a period of a stable minority opposition. We identify relevantperiod and cohort indicators to test which characteristics areassociated with the changes in the attitudes. We collected periodand cohort characteristics that are applicable to both of theattitudes, but specific attitude-related circumstantial conditionsas well. For both attitudes, it turns out that the changingcomposition of Dutch society with regard to religiousness accountsfor the largest changes in public opinion. Furthermore, we findthat the influence of religion on both the attitude towardseuthanasia and the attitude towards homosexuals became strongerover time, whereas the influence of educational attainment weakenedover time. Received for publication April 13, 2006. Accepted for publication April 23, 2007.  相似文献   

Assessment criteria for competency-based education: a study in nursing education     

Greet M. J. Fastré  Marcel R. van der Klink  Pauline Amsing-Smit  Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(6):971-994

This study examined the effects of type of assessment criteria (performance-based vs. competency-based), the relevance of assessment criteria (relevant criteria vs. all criteria), and their interaction on secondary vocational education students’ performance and assessment skills. Students on three programmes in the domain of nursing and care (N = 93) participated in the study. Results show that students who were given the relevant criteria made more accurate assessments of an expert model, performed better on a test and achieved higher instructional efficiency (defined as the relationship between performance and mental effort) compared to students who were given all criteria. Students who were given performance-based assessment criteria made more accurate assessments of an expert model and scored higher on task performance during practice compared to students who were given competency-based assessment criteria. They invested less mental effort in the assessments, resulting in higher instructional efficiency. An interaction effect for the concreteness of answers shows that the combination of performance-based and relevant criteria leads to superior analysis of worked examples compared to the other combinations of criteria.  相似文献   

The assessment and instruction of self-regulation in computer-based environments: a discussion     

Marcel V. J. Veenman 《Metacognition and Learning》2007,2(2-3):177-183

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The effect of contrasting cases during problem solving prior to and after instruction     

Loibl  Katharina  Tillema  Marcel  Rummel  Nikol  van Gog  Tamara 《Instructional Science》2020,48(2):115-136

Instructional Science - Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior...  相似文献   

Individualizing instruction in higher education: A review     

Goldschmid  Barbara  Goldschmid  Marcel L. 《Higher Education》1974,3(1):1-24

The salient characteristics of a variety of approaches to individualizing instruction are described and their respective merits with regard to higher education discussed. The review includes: programmed instruction, computer-assisted instruction and -management, information retrieval systems, audio-tutorial and modular instruction, contingency management and contracting, and personalized and individually prescribed instruction. While these approaches differ from each other in some respects, they all share an overriding concern for individual differences among students and seek to better adapt instruction to the learner.A section on general issues regarding the degree of individualisation, the role of the professor, institutional support for improving instruction, the role of the student, content and method, evaluation, and the future of individualized instruction concludes the review.Formerly, Centre for Learning and Development, McGill University, Montreal, Quebec, Canada.  相似文献   

The relation between intellectual and metacognitive skills in early adolescence.     

Marcel?V.?J.?VeenmanEmail author  Rosalie?Kok  Anke?W.?Bl?te 《Instructional Science》2005,33(3):193-211

The first objective of this study was establishing to what extent metacognitive skill is associated with intelligence. As a second objective, the impact of hints on the execution of metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills during performance on a representative school task. First, a standardized intelligence-test was administered to a group of first-year secondary-school students. Next, these students solved six math word problems, three without metacognitive hints and three including these hints. Metacognitive skilfullness was assessed through systematical observation, while learning performance consisted of performance on a math task and grade point average (GPA). Results show that without hints metacognitive skilfulness is the main predictor of initial learning, while intelligence additionally enters the regression equation after the presentation of metacognitive hints. GPA also appears to be predicted by a combination of intellectual and metacognitive skills. Consequences for the early acquisition of metacognitive skills are discussed.  相似文献   

Leadership for team learning: the case of university teacher teams     

Mieke G.M. Koeslag-Kreunen  Marcel R. Van der Klink  Piet Van den Bossche  Wim H. Gijselaers 《Higher Education》2018,75(2):191-207

Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members’ perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.  相似文献