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Multi-site universities face the challenge of integrating campuses that may have different profiles and orientations arising from place-specific attachments. Multi-campus universities created via mergers seeking to ensure long-term financial sustainability, and increasing their attractiveness to students, create a tension in campuses’ purposes. We explore how mergers in Wales created ‘inadvertent’ multi-campus universities whilst attempting to increase their overall competitiveness. We highlight three tensions that mergers created for contributing to local places, firstly a tendency for internal concentration, investing for growth in metropolitan not peripheral campuses; secondly, to looking beyond traditional local campuses and creating external campuses (in this case in London); and thirdly, to specialise campuses on the basis of attracting external students not local needs. This creates a substantial challenge for managing multi-campus universities if they are to continue to be able to support the prosperity of more remote regions in an increasingly knowledge-based economy. 相似文献
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Susan J. Hillman Kylie H. Bloodsworth Charles E. Tilburg Stephan I. Zeeman Henrietta E. List 《International Journal of Science Education》2013,35(15):2580-2595
This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a scientist. Since finding a valid instrument is critical, the study involved (1) determining the validity of the commonly administered Draw-A-Scientist Test (DAST) against a newly designed six-question survey and (2) using a combination of both instruments to determine what stereotypes are currently held by children. A pretest–posttest design was used on 485 students, grades 3–11, attending 6 different schools in suburban and rural Maine communities. A significant but low positive correlation was found between the DAST and the survey; therefore, it is imperative that the DAST not be used alone, but corroboration with interviews or survey questions should occur. Pretest results revealed that the children held common stereotypes of scientists, but these stereotypes were neither as extensive nor did they increase with the grade level as past research has indicated, suggesting that a shift has occurred with children having a broader concept of who a scientist can be. Finally, the presence of an STEM Fellow corresponded with decreased stereotypes in middle school and high school, but no change in elementary age children. More research is needed to determine whether this reflects resiliency in elementary children's perceptions or limitations in either drawing or in writing out their responses. 相似文献
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Pieter Zeeman 《Journal of The Franklin Institute》1925,199(5):585-596
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Susan J. Hillman Stephan I. Zeeman Charles E. Tilburg Henrietta E. List 《Learning Environments Research》2016,19(2):203-219
The number of students in the United States choosing science, technology, engineering or mathematics careers is declining at a time when demand for these occupations is rapidly increasing. Numerous efforts have been undertaken to reverse this trend, yet results are uncertain. One’s attitude is key to many choices one makes, and this includes, for many, what career is pursued. Hence, teachers, informal science educators and researchers often wish to measure children’s attitudes towards science using a pretest and a posttest to determine the effects of a curriculum, an activity or an intervention. However, measuring children’s attitudes toward science has been problematic because of both the limited use of basic psychometrics in checking reliability and validity of instruments and the lack of a single construct of students’ attitudes towards science being surveyed. This article reports the development and testing of an instrument for measuring students’ science attitudes across several dimensions. Thirty-two scientists and teachers from the northeastern and south central United States participated in content validity trials. The instrument was field tested with 549 children (92 elementary-school students, 327 middle-school students and 130 high-school students) from 6 rural and suburban school systems located in the northeastern United States to determine inter-item reliability for each dimension. The resulting instrument, entitled My Attitudes Toward Science (MATS), has 40 items that measure four dimensions: (1) Attitude towards the subject of science; (2) Desire to become a scientist; (3) Value of science to society; and (4) Perception of scientists. The MATS, as a multidimensional instrument, can measure several facets of students’ attitude toward science and is designed to be used across grades levels and to be scored easily. 相似文献
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