Taking stock of sustainability in higher education: a review of the policy literature     

Adam Cheeseman  Jaylene Murray  Marcia McKenzie 《Environmental Education Research》2019,25(12):1697-1712

Abstract

This paper provides a review of the current literature that examines the uptake of sustainability policies in higher education. Articles were retrieved from both ERIC and Scopus databases and then manually reviewed to ensure that they focused on each of: higher education; sustainability; and policy. A total of 91 articles were analysed using a multi-stage process that involved sorting data according to typologies (i.e. temporal, terminology, methodology, geography), coding the text of the articles based on topical content, and an indexing method used to label data for further analysis and the development of broader code categories. Results suggest that drivers and barriers associated with the integration of sustainability policy in higher education are well known; yet increased research is needed to understand best practices and processes by which sustainability can be furthered through higher education policy. In addition, findings demonstrate the need for future research to focus on various aspects of the policy process, including policy development and enactment, and on implications of policy for practice. While there have been some reviews of sustainability policy in higher education research to date, this review contributes to this literature by highlighting research primarily focused on sustainability policy within higher education.  相似文献   

The Positive Role of Religion and Religious Communities in Child Protection     

Marcia J. Bunge 《Child abuse & neglect》2014

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Personal Leadership in Practice: A Critical Approach to Instructional Design Innovation Work     

Marcia L Ashbaugh 《TechTrends》2013,57(5):74-82

An argument is made in this article for a link between leadership and innovation, when innovation is an outcome of the work approaches and practices that underpin an educational technologist’s academic course designs. The practice of instructional design (ID) is continually being challenged to rethink its conceptualization of academic course designs, especially for web-based affordances, to release designers to new processes that more align with the modern use of communication devices and networks. I suggest here that the time has come for ID to leave non-adaptive, linear thinking behind not only in how and when to prescribe certain technologies but in how to approach educational change with an adaptation of personal leadership that drives innovation (Ashbaugh, 2012).  相似文献   

A framework for assessing market entry opportunities for internet‐based TV     

Claudia Löbbecke  Marcia Falkenberg 《媒体管理杂志》2013,15(2):95-104

Abstract

The advent of the Internet alleviates the access bottleneck to TV distribution channels and softens licensing requirements. This lowers entry barriers to TV markets via the Internet in various forms. This paper takes the German TV sector as an example to analyse the attractiveness of TV markets for new entrants. A sequential framework for entering TV markets is introduced. The skills set of an Internet‐based TV provider for such an entry is examined. Technical feasibility, legal aspects, and potential sources of revenue are considered.

Potential above average profits due to the market's oligopolistic structure, as well as an increased contestability thanks to lower market entry barriers seem to render the German TV market attractive for new entrants. In early 2002, Internet‐based TV still faced severe technical and legal constraints. The analysis suggests that once these constraints have been overcome, the Internet could be an attractive additional distribution channel for some types of television content. While existing revenue sources from the TV sector are expected to be transferable to a certain degree, the value of innovative revenue sources based on online sales cannot yet be determined. This value will depend on the future acceptance of interactivity by the viewer (e. g. Owen 1999).  相似文献   

A Review of “RDA Vocabularies for a Twenty-First-Century Data Environment”     

Marcia Salmon 《Cataloging & classification quarterly》2013,51(1):49-51

Automation and economic cutbacks are forcing many large libraries to alter traditional organizational structures. This paper describes the reorganization of technical and public service activities in the University of Illinois Library at Urbana-Champaign. The decentralization of original cataloging functions is examined, particularly as implemented in the Education and Social Science Library (ESSL), and the effect on management of original cataloging activities and cataloging norms is discussed.  相似文献   

Guest editors' introduction     

Mary G. Rizza  Marcia Gentry 《The Teacher Educator》2013,48(3):2-3

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Technology and science education: Starting points,research programs,and trends     

Marcia Linn 《International Journal of Science Education》2013,35(6):727-758

Over the past 25 years, information and communication technologies have had a convoluted but ultimately advantageous impact on science teaching and learning. To highlight the past, present, and future of technology in science education, this paper explores the trajectories in five areas: science texts and lectures; science discussions and collaboration; data collection and representation; science visualization; and science simulation and modeling. These trajectories reflect two overall trends in technological advance. First, designers have tailored general tools to specific disciplines, offering users features specific to the topic or task. For example, developers target visualization tools to molecules, crystals, earth structures, or chemical reactions. Second, new technologies generally support user customization, enabling individuals to personalize their modeling tool, Internet portal, or discussion board. In science education, designers have tailored instructional resources based on advances in understanding of the learner. More recently, designers have created ways for teachers and students to customize learning tools to specific courses, geological formations, interests, or learning preferences.  相似文献   

Scaffolding learning from molecular visualizations     

Hsin‐Yi Chang  Marcia C. Linn 《科学教学研究杂志》2013,50(7):858-886

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Advancing intercultural competency: Canadian engineering employers’ experiences with immigrant engineers     

Marcia Friesen  Sandra Ingram 《European Journal of Engineering Education》2013,38(2):219-227

This paper explores Canadian engineering employers’ perceptions of and experiences with internationally educated engineers (recent immigrants to Canada) employed in their organisations for varying lengths of time. Qualitative data were collected from employers using focus group methodology. Findings reflected employers’ observations of culturally different behaviours and characteristics in their internationally educated employees, employers’ reactions to cultural differences ranging from negative attributions to tolerance, and the implementation of largely ad hoc intra-organisational strategies for managing cultural differences in employer–employee relationships. Findings exposed the lack of corporate intercultural competency in the Canadian engineering profession. Equity and gatekeeping implications are discussed.  相似文献   

Education for Interdisciplinary Community Collaboration and Development: The Components of a Core Curriculum by Community Practitioners     

Martha Lucia Garcia  Terry Mizrahi  Marcia Bayne-Smith 《Journal of Teaching in Social Work》2013,33(2):175-194

Social workers are actively engaging in the practice of interdisciplinary community collaboration (ICC) with the goal of bringing diverse groups together to improve the conditions of communities and enhance the quality of life of population groups. Yet, collaborations are challenging and require great skill and commitment. The pedagogy and the content of curricula have become a more prominent part of teaching to macro practice students and practitioners the art of effectively convening and moving collaborative efforts forward. This article adds to the literature on the content and methods of teaching students and novice practitioners the competencies embedded in ICC. It provides empirical data from six focus groups of experienced community practitioners (social workers and others) in New York City who identified components of a core curriculum for this work. Eight months later, these 33 community practitioners were asked to reprioritize the topics and concepts that they had collectively identified at the earlier time. Skills such as the ability to share power, manage differences, include the constituency and diplomacy are among those discussed. Core curriculum themes, the pedagogy and process, and the attributes and values necessary for training an ICC practitioner are presented.  相似文献