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In higher education research, theoretical approaches stressing isomorphism dominate the discourse on how higher education institutions ‘behave’ in their higher education and research systems. We argue that research should address both instances of similarity and differences. Using theoretical notions from institutionalism and the branding/marketing literature, and focusing on how UK universities are different and similar in their welcome addresses—as expressions of the institutions’ images—we are able to offer a balanced view of patterns of similarities and differences as well as share findings of patterns over time (2005–2015). Using quantitative and qualitative content analysis, our findings show overall high levels of homogeneity of images across the universities. But younger and less prestigious institutions were (both in 2005 and 2015) more inclined to show distinctive images. 相似文献
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Branding of higher education institutions (HEIs) is an expanding area of research. The existing literature mainly draws on the strategic management perspective that argues that HEIs are pressured to develop brands which differentiate them from their competitors. Past studies, however, do insufficiently take into account that most HEIs are positioned in systems that contain both competitive pressures (to differentiate) and institutional pressures (to meet taken-for-granted expectations), where neither of the pressures is clearly dominant. Our multiple case study of the five Flemish universities finds that branding can simultaneously address competitive and institutional pressures and that the universities studied combine aspects of distinctiveness with elements of similarity. 相似文献
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De Loof Haydée Boeve-de Pauw Jelle Van Petegem Peter 《International Journal of Science and Mathematics Education》2022,20(7):1291-1313
International Journal of Science and Mathematics Education - The “leaky pipeline” with regard to students’ engagement in Science, Technology, Engineering, and Mathematics (STEM)... 相似文献
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Martina Kneevi&#x; Kim Veroude Jelle Jolles Lydia Krabbendam 《Mind, Brain, and Education》2016,10(2):81-90
Cognitive challenges during transition to adulthood are generally high and require particular skills, such as self‐control, performance evaluation, and behavioral adjustment for success in everyday living. However, age and sex differences in timing and efficiency of brain maturational processes in the early twenties are not well known. We used a go/no‐go paradigm and fMRI to focus on the neural processes underlying response inhibition and performance monitoring during the transition from late adolescence (aged 18–19) to young adulthood (aged 23–25). During performance monitoring, late adolescents showed more activation in right inferior frontal gyrus than young adults, while males showed more activation in left inferior parietal lobe than females. No effects of age and sex were found for response inhibition. Our findings suggest that age and sex‐related differences in neural basis of performance monitoring continue to change between late adolescence and young adulthood. 相似文献
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This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we specifically investigate the role of ethnic majority staff in the reproduction of monocultural school practices through a discursive theoretical lens. The study advances the current literature on institutional racism by showing how situated meanings of monocultural school practices at the micro level of individuals are discursively inter-linked with the macro-level monocultural model of education. 相似文献
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Wassenberg R Feron FJ Kessels AG Hendriksen JG Kalff AC Kroes M Hurks PP Beeren M Jolles J Vles JS 《Child development》2005,76(5):1092-1103
The relation between cognitive and motor performance was studied in a sample of 378 children aged 5-6. Half of these children had no behavior problems; the others were selected for externalizing (38%) or internalizing problems (12%). Quantitative and qualitative aspects of motor performance were related to several aspects of cognition, after controlling for the influence of attention. No relation between global aspects of cognitive and motor performance was found. Specific positive relations were found between both aspects of motor performance, visual motor integration and working memory, and between quantitative aspects of motor performance and fluency. These findings reveal interesting parallels between normal cognitive and motor development in 5- to 6-year-old children that cannot be ascribed to attention processes. 相似文献
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Anton J.H. Boonen Menno van der SchootFloryt van Wesel Meinou H. de VriesJelle Jolles 《Contemporary educational psychology》2013
Two component skills are thought to be necessary for successful word problem solving: (1) the production of visual-schematic representations and (2) the derivation of the correct relations between the solution-relevant elements from the text base. The first component skill is grounded in the visual–spatial domain, and presumed to be influenced by spatial ability, whereas the latter is seated in the linguistic–semantic domain, and presumed to be influenced by reading comprehension. These component skills as well as their underlying basic abilities are examined in 128 sixth grade students through path analysis. The results of the path analysis showed that both component skills and their underlying basic abilities explained 49% of students’ word problem solving performance. Furthermore, spatial ability and reading comprehension both had a direct and an indirect relation (via the component skills) with word problem solving performance. These results contribute to the development of instruction methods that help students using these components while solving word problems. 相似文献
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Jelle de Boer Piet A. M. Kommers Bert de Brock Jos Tolboom 《Education and Information Technologies》2016,21(5):1135-1151
Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled environment, 115 students watched a number of instructional videos about the technical equipment needed in a course on digital photography. Every second student was instructed about other possible viewing behaviours. A pre-post-retention test was carried out to calculate learning effects. The differences with respect to the learning effects of students who received an awareness instruction on an alternative viewing strategy were not significantly different. The differences as observed in our earlier experiment however could not be reproduced. Students with a broad viewing repertoire showed higher learning effects than students with a narrow repertoire. Furthermore, students with a strategic viewing approach also showed higher learning effects. Certain conditions have to be met: the technical and didactical quality of the video must be good, the integration in a learning task must be apparent, students must be aware of their viewing behaviour, and teachers must be aware of their students’ viewing behaviour in order to enrich the viewing repertoire of students when they have at least some basic knowledge e.g. after several lessons on the topics at hand. In future research, this study should be replicated using more complex video episodes than the instruction videos we used in our experiments that were only on the factual knowledge level of the taxonomy of Bloom. Moreover, replication of this study with a larger sample size could yield a significant improvement in learning effects. This is plausible because students need an amount of prior knowledge beyond a certain threshold value in order to be able to expand their knowledge network in their long term memory. Finally, additional media player functionality, facilitating effective student learning from video, can be described based on the results of this study. 相似文献
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当科学与宗教在古希腊神示所狭路相逢,它们的关系比学者们原先预想的要融洽得多. 举世闻名的阿波罗神殿,座落在希腊德尔斐风景如画的山区,是古希腊最重要的宗教场所,因为法力无边的德尔斐神示所就在这座神殿里.在重男轻女的古希腊异乎寻常的是,Pythia必须是女性,而且职位的继承与家族的显赫无关. 相似文献