The way deans run their faculties in Indonesian universities     

Ngo  Jenny  de Boer  Harry  Enders  Jurgen 《Tertiary Education and Management》2014,20(1):1-13

Using the theory of reasoned action in combination with the Competing Values Framework of organizational leadership, our study examines how deans at Indonesian universities lead and manage their faculties. Based on a large-scale survey with responses from more than 200 Indonesian deans, the study empirically identifies a number of deanship styles: the Master, the Competitive Consultant, the Focused Team Captain, the Consensual Goal-Setter and the Informed Trust-Builder style. Further, the study investigates determinants of deans’ leadership styles, pointing at the important role of their attitudes towards leadership, while their perceived behavioural control only explains some of the styles. The study also suggests that faculty culture is important to take into consideration if we want to gain further understanding of the deanship, since culture turned out to effect the deans’ attitudes and hence their leadership style.  相似文献   

What Will I Like Best When I'm All Grown Up? Preschoolers' Understanding of Future Preferences     

Michèle J. Bélanger  Cristina M. Atance  Anisha L. Varghese  Victoria Nguyen  Corrie Vendetti 《Child development》2014,85(6):2419-2431

Three experiments investigated 3‐, 4‐, and 5‐year‐olds' (N = 240) understanding that their future or “grown‐up” preferences may differ from their current ones (self‐future condition). This understanding was compared to children's understanding of the preferences of a grown‐up (adult‐now condition) or the grown‐up preferences of a same‐aged peer (peer‐future condition). Children's performance across all three conditions improved significantly with age. Moreover, children found it significantly more difficult to reason about their own future preferences than they did to reason either about an adult's preferences or the future preferences of a peer. These results have important implications for theories about future thinking and perspective‐taking abilities, more broadly.  相似文献   

Visuospatial anatomy comprehension: The role of spatial visualization ability and problem‐solving strategies          下载免费PDF全文

Ngan Nguyen  Ali Mulla  Andrew J. Nelson  Timothy D. Wilson 《Anatomical sciences education》2014,7(4):280-288

The present study explored the problem‐solving strategies of high‐ and low‐spatial visualization ability learners on a novel spatial anatomy task to determine whether differences in strategies contribute to differences in task performance. The results of this study provide further insights into the processing commonalities and differences among learners beyond the classification of spatial visualization ability alone, and help elucidate what, if anything, high‐ and low‐spatial visualization ability learners do differently while solving spatial anatomy task problems. Forty‐two students completed a standardized measure of spatial visualization ability, a novel spatial anatomy task, and a questionnaire involving personal self‐analysis of the processes and strategies used while performing the spatial anatomy task. Strategy reports revealed that there were different ways students approached answering the spatial anatomy task problems. However, chi‐square test analyses established that differences in problem‐solving strategies did not contribute to differences in task performance. Therefore, underlying spatial visualization ability is the main source of variation in spatial anatomy task performance, irrespective of strategy. In addition to scoring higher and spending less time on the anatomy task, participants with high spatial visualization ability were also more accurate when solving the task problems. Anat Sci Educ 7: 280–288. © 2013 American Association of Anatomists.  相似文献   

Barriers to and facilitators of female Deans’ career advancement in higher education: an exploratory study in Vietnam     

Thi Lan Huong Nguyen 《Higher Education》2013,66(1):123-138

Although the slow progress of female academics compared to their male colleagues and the challenges that female academic leaders have to face in taking leadership roles have been well-documented, very little is known about female academic leaders and managers’ career advancement in developing countries like Vietnam. This paper reports on an exploratory study of a research project funded by the Cambridge—Viet Nam Women Leadership Programme, which aims to advance an understanding of the status of, and identify strategies to empower, female academic managers in Vietnamese higher education. The focus of this paper is on university leaders and female Deans’ perceptions of the barriers to female academic Deanship and female Deans’ reflections on the facilitators for their career advancement. The study found that the main barriers are strong family obligations, negative gender stereotypes regarding females as leaders, and female academics’ unwillingness to take management positions. The major facilitators of female Deans’ career advancement are self-effort, strong family support, and, what is perceived to be, a favourable or ‘lucky’ selection context. The paper provides empirical evidence to support the view that family support is a crucial factor for female academic career advancement in Vietnam. Women are both an agent and an object of change in empowering female academic leadership.  相似文献   

Middle-level Academic Management: A case study on the roles of the Heads of Department at a Vietnamese university     

Nguyen  Thi Lan Huong 《Tertiary Education and Management》2013,19(1):1-17

Although information technology is increasingly used to deliver distance and conventional courses, there have been few studies of the effect of technology‐enhanced education on the organization and purposes of academics’ instructional work. I explore this issue in undergraduate and masters level education through the vehicle of case analyses of technology‐rich classes taught in a public research university in the United States. What the cases illustrate is an emergent pattern of what I am calling ‘Mode III’ instructional production, in which the production of a course involves a matrix of non‐faculty support personnel, and may be oriented to commercial purposes reflective of an increasingly embedded academic capitalism in the new economy.  相似文献   

Deconstructing Education for All: discourse,power and the politics of inclusion     

Thi Xuan Thuy Nguyen 《International Journal of Inclusive Education》2013,17(4):341-355

The UNESCO World Declaration on Education for All from 1990 sets in motion the new agenda for educational reform that provides basic education for all disadvantaged children and adults in the global context. Since its formulation, a set of consecutive policy texts has been issued by international agencies to monitor, evaluate, and strengthen the capacity of governments to ensure that the goals of Education for All are met by 2015. This paper applies critical theory and discourse theory to provide an in‐depth analysis of the hegemonic ideologies of this global policy framework through the deconstruction of policy texts and discourses. It is argued that Education for All is a modernist project of the new imperialism, structured through the selecting, assembling and underpinning of policy discourses, to expand the ideological project of new capitalism in the global context. Discourse of inclusion is discussed both at the educational and political levels to portray the tensions of the global community in grappling with the issues of justice at the international, national, and local context.  相似文献   

Emotion and its relation to cognition from Vygotsky’s perspective     

Cong-Lem  Ngo 《European Journal of Psychology of Education - EJPE》2023,38(2):865-880

Vygotsky’s sociocultural theory (VST) has been increasingly utilised as an effective framework to account for the role of emotions in learning and development. Yet, within VST, emotion has neither been systemically theorised nor investigated. This paper contributes to the literature by offering a theoretical discussion of Vygotsky’s perspective on emotion and its relation to cognition. Employing a content analysis approach, three of Vygotsky’s key texts on emotions were closely read and analysed with emerging themes grouped into a system of interrelated theoretical tenets. The insights gained from this paper benefit scholars who are interested in understanding and researching emotions from a VST perspective as well as provide important implications for educational practices.

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Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images     

Ngo  Thu  Unsworth  Len  Herrington  Michele 《Research in Science Education》2022,52(3):1013-1030

Research in Science Education - Students’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of...  相似文献   

Multiple linear regression: Identify potential health care stocks for investments using out-of-sample predictions     

Thinh Kieu  Phong Luu  Noah Yoon 《Teaching Statistics》2020,42(3):98-107

College-level statistics courses emphasize the use of the coefficient of determination, R-squared, in evaluating a linear regression model: higher R-squared is better. This often gives students an impression that higher R-squared implies better predictability since textbooks tend to use sample data to support the theory and students rarely have an opportunity to work on real data. In this paper, health care stocks are used as predictors and the result demonstrates that high R-squared does not necessarily mean high predictability and that multiple linear regression can be used in the study of data behavior. In particular, by learning the pattern of the near and far out-of-sample-prediction errors for different time periods throughout a dataset, the near out-of-sample prediction errors can be used to control the prediction errors and identify a subset of predictors that can well reflect the trend of S&P 500.  相似文献   

Racial hierarchy and masculine space: Participatory in/equity in computational physics classrooms     

Niral Shah  Julie A. Christensen  Nickolaus A. Ortiz  Ai-Khanh Nguyen  Sunghwan Byun  David Stroupe 《Computer Science Education》2020,30(3):254-278

ABSTRACT