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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Higher Education</h1><div class="u-tcGrayDark">908,473 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Higher Education</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Higher_Education">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Higher_Education/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Higher_Education/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Higher_Education/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Higher_Education">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41495497" data-work_id="41495497" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41495497/Revisi%C3%B3n_de_educaci%C3%B3n_en_valores_para_el_nivel_superior_en_Latinoam%C3%A9rica">Revisión de educación en valores para el nivel superior en Latinoamérica</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41495497" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7146258404fcbcbc1dca4596c87ae6ea" rel="nofollow" data-download="{"attachment_id":61666667,"asset_id":41495497,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61666667/download_file?st=MTczMjQwNTEwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3344588" href="https://cinco-itesm.academia.edu/LeticiaRam%C3%ADrez">Leticia Ramírez</a><script data-card-contents-for-user="3344588" type="text/json">{"id":3344588,"first_name":"Leticia","last_name":"Ramírez","domain_name":"cinco-itesm","page_name":"LeticiaRamírez","display_name":"Leticia Ramírez","profile_url":"https://cinco-itesm.academia.edu/LeticiaRam%C3%ADrez?f_ri=2621","photo":"https://0.academia-photos.com/3344588/1120531/16584344/s65_leticia.ram_rez.jpg"}</script></span></span></li><li class="js-paper-rank-work_41495497 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41495497"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41495497, container: ".js-paper-rank-work_41495497", }); });</script></li><li class="js-percentile-work_41495497 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41495497; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41495497"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41495497 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41495497"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41495497; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41495497]").text(description); $(".js-view-count-work_41495497").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41495497").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41495497"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41495497]'), work: {"id":41495497,"title":"Revisión de educación en valores para el nivel superior en Latinoamérica","created_at":"2020-01-02T21:58:55.644-08:00","url":"https://www.academia.edu/41495497/Revisi%C3%B3n_de_educaci%C3%B3n_en_valores_para_el_nivel_superior_en_Latinoam%C3%A9rica?f_ri=2621","dom_id":"work_41495497","summary":null,"downloadable_attachments":[{"id":61666667,"asset_id":41495497,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3344588,"first_name":"Leticia","last_name":"Ramírez","domain_name":"cinco-itesm","page_name":"LeticiaRamírez","display_name":"Leticia Ramírez","profile_url":"https://cinco-itesm.academia.edu/LeticiaRam%C3%ADrez?f_ri=2621","photo":"https://0.academia-photos.com/3344588/1120531/16584344/s65_leticia.ram_rez.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2071892" data-work_id="2071892" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2071892/What_we_say_is_not_what_we_do_effective_evaluation_of_faculty_professional_development_programs">What we say is not what we do: effective evaluation of faculty professional development programs</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Professional development (PD) workshops designed to help faculty move from teacher- to learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that address faculty’s satisfaction with a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2071892" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Professional development (PD) workshops designed to help faculty move from teacher- to learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that address faculty’s satisfaction with a workshop, what they learned, and what they applied in the classroom. Professional development outcomes are seldom evaluated through analysis of observed teaching practices. We analyzed videotapes of biology faculty teaching following PD to address three questions: (1) How learner centered was their teaching? (2) Did self-reported data about faculty teaching differ from the data from independent observers? (3) What variables predict teaching practices by faculty? Following PD, 89% of the respondents stated that they made changes in their courses that included active, learner-centered instruction. In contrast, observational data showed that participation in PD did not result in learner-centered teaching. The majority of faculty (75%) used lecture-based, teacher-centered pedagogy, showing a clear disconnect between faculty’s perceptions of their teaching and their actual practices.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2071892" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="72e11505940904f29b788919a5e79fb0" rel="nofollow" data-download="{"attachment_id":29769857,"asset_id":2071892,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/29769857/download_file?st=MTczMjQwNTEwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="795133" href="https://salisbury.academia.edu/SarahJardeleza">Sarah Jardeleza</a><script data-card-contents-for-user="795133" type="text/json">{"id":795133,"first_name":"Sarah","last_name":"Jardeleza","domain_name":"salisbury","page_name":"SarahJardeleza","display_name":"Sarah Jardeleza","profile_url":"https://salisbury.academia.edu/SarahJardeleza?f_ri=2621","photo":"https://0.academia-photos.com/795133/271244/15087818/s65_sarah.jardeleza.jpg"}</script></span></span></li><li class="js-paper-rank-work_2071892 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2071892"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2071892, container: ".js-paper-rank-work_2071892", }); 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$(".js-view-count[data-work-id=2071892]").text(description); $(".js-view-count-work_2071892").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2071892").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2071892"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4878" href="https://www.academia.edu/Documents/in/Learner_Centered_Approach">Learner Centered Approach</a>, <script data-card-contents-for-ri="4878" type="text/json">{"id":4878,"name":"Learner Centered Approach","url":"https://www.academia.edu/Documents/in/Learner_Centered_Approach?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5957" href="https://www.academia.edu/Documents/in/Student_Centered_Learning">Student Centered Learning</a>, <script data-card-contents-for-ri="5957" type="text/json">{"id":5957,"name":"Student Centered Learning","url":"https://www.academia.edu/Documents/in/Student_Centered_Learning?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6668" href="https://www.academia.edu/Documents/in/Faculty_Development">Faculty Development</a><script data-card-contents-for-ri="6668" type="text/json">{"id":6668,"name":"Faculty Development","url":"https://www.academia.edu/Documents/in/Faculty_Development?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2071892]'), work: {"id":2071892,"title":"What we say is not what we do: effective evaluation of faculty professional development programs","created_at":"2012-10-31T05:35:26.435-07:00","url":"https://www.academia.edu/2071892/What_we_say_is_not_what_we_do_effective_evaluation_of_faculty_professional_development_programs?f_ri=2621","dom_id":"work_2071892","summary":"Professional development (PD) workshops designed to help faculty move from teacher- to learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that address faculty’s satisfaction with a workshop, what they learned, and what they applied in the classroom. Professional development outcomes are seldom evaluated through analysis of observed teaching practices. We analyzed videotapes of biology faculty teaching following PD to address three questions: (1) How learner centered was their teaching? (2) Did self-reported data about faculty teaching differ from the data from independent observers? (3) What variables predict teaching practices by faculty? Following PD, 89% of the respondents stated that they made changes in their courses that included active, learner-centered instruction. In contrast, observational data showed that participation in PD did not result in learner-centered teaching. The majority of faculty (75%) used lecture-based, teacher-centered pedagogy, showing a clear disconnect between faculty’s perceptions of their teaching and their actual practices.","downloadable_attachments":[{"id":29769857,"asset_id":2071892,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":795133,"first_name":"Sarah","last_name":"Jardeleza","domain_name":"salisbury","page_name":"SarahJardeleza","display_name":"Sarah Jardeleza","profile_url":"https://salisbury.academia.edu/SarahJardeleza?f_ri=2621","photo":"https://0.academia-photos.com/795133/271244/15087818/s65_sarah.jardeleza.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":4878,"name":"Learner Centered Approach","url":"https://www.academia.edu/Documents/in/Learner_Centered_Approach?f_ri=2621","nofollow":false},{"id":5957,"name":"Student Centered Learning","url":"https://www.academia.edu/Documents/in/Student_Centered_Learning?f_ri=2621","nofollow":false},{"id":6668,"name":"Faculty Development","url":"https://www.academia.edu/Documents/in/Faculty_Development?f_ri=2621","nofollow":false},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=2621"},{"id":28055,"name":"Faculty Professional Development","url":"https://www.academia.edu/Documents/in/Faculty_Professional_Development?f_ri=2621"},{"id":37270,"name":"Biology Education","url":"https://www.academia.edu/Documents/in/Biology_Education?f_ri=2621"},{"id":175427,"name":"Undergraduate Education","url":"https://www.academia.edu/Documents/in/Undergraduate_Education?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23770616" data-work_id="23770616" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23770616/Gerontological_nursing_content_in_baccalaureate_nursing_programs_comparison_of_findings_from_1997_and_2003">Gerontological nursing content in baccalaureate nursing programs: comparison of findings from 1997 and 2003</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In 2003, the John A. Hartford Foundation Institute for Geriatric Nursing (Hartford Institute), in collaboration with the American Association of Colleges of Nursing, conducted a survey of baccalaureate schools of nursing in the United... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23770616" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In 2003, the John A. Hartford Foundation Institute for Geriatric Nursing (Hartford Institute), in collaboration with the American Association of Colleges of Nursing, conducted a survey of baccalaureate schools of nursing in the United States to compare gerontological content to baseline data collected by the Hartford Institute in 1997. Since last surveyed in 1997, baccalaureate nursing programs have been the recipients of substantial new resources and initiatives focused on gerontological curriculum enhancement. While these initiatives are ongoing, and some are in an early stage of development, resurveying baccalaureate programs was seen as a means of taking a midcourse &quot;pulse&quot; as to the effectiveness of these efforts. Data suggest that there has been a fundamental shift in baccalaureate curriculum toward incorporation of a greater amount of gerontological content, integration of gerontological content in a greater number of nursing courses, and more diversity of clinical ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23770616" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="79ca83b84c5217cb515339be5dfb6a9a" rel="nofollow" data-download="{"attachment_id":44212190,"asset_id":23770616,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44212190/download_file?st=MTczMjQwNTEwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46006276" href="https://independent.academia.edu/DeirdreThornlow">Deirdre Thornlow</a><script data-card-contents-for-user="46006276" type="text/json">{"id":46006276,"first_name":"Deirdre","last_name":"Thornlow","domain_name":"independent","page_name":"DeirdreThornlow","display_name":"Deirdre Thornlow","profile_url":"https://independent.academia.edu/DeirdreThornlow?f_ri=2621","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_23770616 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23770616"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23770616, container: ".js-paper-rank-work_23770616", }); 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$(".js-view-count[data-work-id=23770616]").text(description); $(".js-view-count-work_23770616").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23770616").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23770616"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">27</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="202" href="https://www.academia.edu/Documents/in/Program_Evaluation">Program Evaluation</a>, <script data-card-contents-for-ri="202" type="text/json">{"id":202,"name":"Program Evaluation","url":"https://www.academia.edu/Documents/in/Program_Evaluation?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="588" href="https://www.academia.edu/Documents/in/Nursing">Nursing</a>, <script data-card-contents-for-ri="588" type="text/json">{"id":588,"name":"Nursing","url":"https://www.academia.edu/Documents/in/Nursing?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="617" href="https://www.academia.edu/Documents/in/Geriatrics">Geriatrics</a>, <script data-card-contents-for-ri="617" type="text/json">{"id":617,"name":"Geriatrics","url":"https://www.academia.edu/Documents/in/Geriatrics?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2506" href="https://www.academia.edu/Documents/in/Gerontology">Gerontology</a><script data-card-contents-for-ri="2506" type="text/json">{"id":2506,"name":"Gerontology","url":"https://www.academia.edu/Documents/in/Gerontology?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23770616]'), work: {"id":23770616,"title":"Gerontological nursing content in baccalaureate nursing programs: comparison of findings from 1997 and 2003","created_at":"2016-03-29T12:34:03.144-07:00","url":"https://www.academia.edu/23770616/Gerontological_nursing_content_in_baccalaureate_nursing_programs_comparison_of_findings_from_1997_and_2003?f_ri=2621","dom_id":"work_23770616","summary":"In 2003, the John A. Hartford Foundation Institute for Geriatric Nursing (Hartford Institute), in collaboration with the American Association of Colleges of Nursing, conducted a survey of baccalaureate schools of nursing in the United States to compare gerontological content to baseline data collected by the Hartford Institute in 1997. Since last surveyed in 1997, baccalaureate nursing programs have been the recipients of substantial new resources and initiatives focused on gerontological curriculum enhancement. While these initiatives are ongoing, and some are in an early stage of development, resurveying baccalaureate programs was seen as a means of taking a midcourse \u0026quot;pulse\u0026quot; as to the effectiveness of these efforts. Data suggest that there has been a fundamental shift in baccalaureate curriculum toward incorporation of a greater amount of gerontological content, integration of gerontological content in a greater number of nursing courses, and more diversity of clinical ...","downloadable_attachments":[{"id":44212190,"asset_id":23770616,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46006276,"first_name":"Deirdre","last_name":"Thornlow","domain_name":"independent","page_name":"DeirdreThornlow","display_name":"Deirdre Thornlow","profile_url":"https://independent.academia.edu/DeirdreThornlow?f_ri=2621","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":202,"name":"Program Evaluation","url":"https://www.academia.edu/Documents/in/Program_Evaluation?f_ri=2621","nofollow":false},{"id":588,"name":"Nursing","url":"https://www.academia.edu/Documents/in/Nursing?f_ri=2621","nofollow":false},{"id":617,"name":"Geriatrics","url":"https://www.academia.edu/Documents/in/Geriatrics?f_ri=2621","nofollow":false},{"id":2506,"name":"Gerontology","url":"https://www.academia.edu/Documents/in/Gerontology?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621"},{"id":4205,"name":"Data Analysis","url":"https://www.academia.edu/Documents/in/Data_Analysis?f_ri=2621"},{"id":6668,"name":"Faculty Development","url":"https://www.academia.edu/Documents/in/Faculty_Development?f_ri=2621"},{"id":14238,"name":"Survey Research","url":"https://www.academia.edu/Documents/in/Survey_Research?f_ri=2621"},{"id":42588,"name":"Philosophy of Nursing","url":"https://www.academia.edu/Documents/in/Philosophy_of_Nursing?f_ri=2621"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=2621"},{"id":45142,"name":"Staff Development","url":"https://www.academia.edu/Documents/in/Staff_Development?f_ri=2621"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans?f_ri=2621"},{"id":65981,"name":"Needs Assessment","url":"https://www.academia.edu/Documents/in/Needs_Assessment?f_ri=2621"},{"id":66956,"name":"Geriatric Nursing","url":"https://www.academia.edu/Documents/in/Geriatric_Nursing?f_ri=2621"},{"id":86507,"name":"Nursing Education","url":"https://www.academia.edu/Documents/in/Nursing_Education?f_ri=2621"},{"id":88908,"name":"Elderly People","url":"https://www.academia.edu/Documents/in/Elderly_People?f_ri=2621"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States?f_ri=2621"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection?f_ri=2621"},{"id":159215,"name":"Professional","url":"https://www.academia.edu/Documents/in/Professional?f_ri=2621"},{"id":181467,"name":"Nursing Education and Research in Nursing","url":"https://www.academia.edu/Documents/in/Nursing_Education_and_Research_in_Nursing?f_ri=2621"},{"id":254314,"name":"Educational Models","url":"https://www.academia.edu/Documents/in/Educational_Models?f_ri=2621"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=2621"},{"id":353644,"name":"Certification","url":"https://www.academia.edu/Documents/in/Certification?f_ri=2621"},{"id":389381,"name":"Health Care System","url":"https://www.academia.edu/Documents/in/Health_Care_System?f_ri=2621"},{"id":458190,"name":"Organizational Innovation","url":"https://www.academia.edu/Documents/in/Organizational_Innovation?f_ri=2621"},{"id":704648,"name":"Clinical Competence","url":"https://www.academia.edu/Documents/in/Clinical_Competence?f_ri=2621"},{"id":1341358,"name":"Credentialing","url":"https://www.academia.edu/Documents/in/Credentialing?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30992350" data-work_id="30992350" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30992350/Flipped_Learning_Course_Design_Tool_Kit">Flipped Learning Course Design Tool Kit</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This presentation describes the theories and practice behind flipped learning course design at MEF University.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30992350" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9093dc5f0c7ce69650dc13f6d006b843" rel="nofollow" data-download="{"attachment_id":51424642,"asset_id":30992350,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51424642/download_file?st=MTczMjQwNTEwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13875350" href="https://mef-tr.academia.edu/CarolineFellKurban">Caroline Fell Kurban</a><script data-card-contents-for-user="13875350" type="text/json">{"id":13875350,"first_name":"Caroline","last_name":"Fell Kurban","domain_name":"mef-tr","page_name":"CarolineFellKurban","display_name":"Caroline Fell Kurban","profile_url":"https://mef-tr.academia.edu/CarolineFellKurban?f_ri=2621","photo":"https://0.academia-photos.com/13875350/14827092/15617391/s65_caroline.fell_kurban.jpg"}</script></span></span></li><li class="js-paper-rank-work_30992350 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view 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InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="30992350"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30992350; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30992350]").text(description); $(".js-view-count-work_30992350").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30992350").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30992350"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1752" href="https://www.academia.edu/Documents/in/Curriculum_Design">Curriculum Design</a>, <script data-card-contents-for-ri="1752" type="text/json">{"id":1752,"name":"Curriculum Design","url":"https://www.academia.edu/Documents/in/Curriculum_Design?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10059" href="https://www.academia.edu/Documents/in/Curriculum_Theory">Curriculum Theory</a>, <script data-card-contents-for-ri="10059" type="text/json">{"id":10059,"name":"Curriculum Theory","url":"https://www.academia.edu/Documents/in/Curriculum_Theory?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17951" href="https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education">Learning And Teaching In Higher Education</a><script data-card-contents-for-ri="17951" type="text/json">{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30992350]'), work: {"id":30992350,"title":"Flipped Learning Course Design Tool Kit","created_at":"2017-01-19T04:31:59.988-08:00","url":"https://www.academia.edu/30992350/Flipped_Learning_Course_Design_Tool_Kit?f_ri=2621","dom_id":"work_30992350","summary":"This presentation describes the theories and practice behind flipped learning course design at MEF University.","downloadable_attachments":[{"id":51424642,"asset_id":30992350,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13875350,"first_name":"Caroline","last_name":"Fell Kurban","domain_name":"mef-tr","page_name":"CarolineFellKurban","display_name":"Caroline Fell Kurban","profile_url":"https://mef-tr.academia.edu/CarolineFellKurban?f_ri=2621","photo":"https://0.academia-photos.com/13875350/14827092/15617391/s65_caroline.fell_kurban.jpg"}],"research_interests":[{"id":1752,"name":"Curriculum Design","url":"https://www.academia.edu/Documents/in/Curriculum_Design?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":10059,"name":"Curriculum Theory","url":"https://www.academia.edu/Documents/in/Curriculum_Theory?f_ri=2621","nofollow":false},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=2621","nofollow":false},{"id":18911,"name":"Curriculum Development","url":"https://www.academia.edu/Documents/in/Curriculum_Development?f_ri=2621"},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=2621"},{"id":295014,"name":"Flipped Classroom","url":"https://www.academia.edu/Documents/in/Flipped_Classroom?f_ri=2621"},{"id":543199,"name":"Flipped learning","url":"https://www.academia.edu/Documents/in/Flipped_learning?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3320282 coauthored" data-work_id="3320282" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3320282/Stakeholders_in_Universities_and_Colleges_in_Flanders">Stakeholders in Universities and Colleges in Flanders</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper discusses the way in which governance structures in higher education institutions have changed as a consequentie of the rise of the Stakeholder Society. The researchers examine changes in the stakeholders' roles in Flemish... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3320282" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper discusses the way in which governance structures in higher education institutions have changed as a consequentie of the rise of the Stakeholder Society. The researchers examine changes in the stakeholders' roles in Flemish higher education. The central question concerns the issue whether external stakeholders have become more influential with regard to the educational activities of universities and colleges. Like Larsen, they use a neo-institutional perspective. They conclude that all Flemish higher education institutions experience growing pressures from the `outside world', but that the way in which stakeholders are actually involved in the internal affairs of the institutions differs remarkably between universities and colleges.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3320282" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f5e0dba41937bc26cbe4e78dbd746708" rel="nofollow" data-download="{"attachment_id":34965314,"asset_id":3320282,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34965314/download_file?st=MTczMjQwNTEwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3518" href="https://kuleuven.academia.edu/KurtDeWit">Kurt De Wit</a><script data-card-contents-for-user="3518" type="text/json">{"id":3518,"first_name":"Kurt","last_name":"De Wit","domain_name":"kuleuven","page_name":"KurtDeWit","display_name":"Kurt De Wit","profile_url":"https://kuleuven.academia.edu/KurtDeWit?f_ri=2621","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-3320282">+1</span><div class="hidden js-additional-users-3320282"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://kuleuven.academia.edu/JefVerhoeven">Jef Verhoeven</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-3320282'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-3320282').html(); 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The researchers examine changes in the stakeholders' roles in Flemish higher education. The central question concerns the issue whether external stakeholders have become more influential with regard to the educational activities of universities and colleges. Like Larsen, they use a neo-institutional perspective. They conclude that all Flemish higher education institutions experience growing pressures from the `outside world', but that the way in which stakeholders are actually involved in the internal affairs of the institutions differs remarkably between universities and colleges.","downloadable_attachments":[{"id":34965314,"asset_id":3320282,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3518,"first_name":"Kurt","last_name":"De Wit","domain_name":"kuleuven","page_name":"KurtDeWit","display_name":"Kurt De Wit","profile_url":"https://kuleuven.academia.edu/KurtDeWit?f_ri=2621","photo":"/images/s65_no_pic.png"},{"id":3842451,"first_name":"Jef","last_name":"Verhoeven","domain_name":"kuleuven","page_name":"JefVerhoeven","display_name":"Jef Verhoeven","profile_url":"https://kuleuven.academia.edu/JefVerhoeven?f_ri=2621","photo":"https://0.academia-photos.com/3842451/1407435/1728731/s65_jef.verhoeven.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":5107,"name":"Stakeholders","url":"https://www.academia.edu/Documents/in/Stakeholders?f_ri=2621","nofollow":false},{"id":5167,"name":"Governance","url":"https://www.academia.edu/Documents/in/Governance?f_ri=2621","nofollow":false},{"id":10823,"name":"History of Universities","url":"https://www.academia.edu/Documents/in/History_of_Universities?f_ri=2621","nofollow":false},{"id":25212,"name":"Higher Education Policy","url":"https://www.academia.edu/Documents/in/Higher_Education_Policy?f_ri=2621"},{"id":25417,"name":"Attitude change","url":"https://www.academia.edu/Documents/in/Attitude_change?f_ri=2621"},{"id":60461,"name":"Neo-institutional theory","url":"https://www.academia.edu/Documents/in/Neo-institutional_theory?f_ri=2621"},{"id":159736,"name":"Universities","url":"https://www.academia.edu/Documents/in/Universities?f_ri=2621"},{"id":583383,"name":"Stakeholders’ Perceptions","url":"https://www.academia.edu/Documents/in/Stakeholders_Perceptions?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23905765" data-work_id="23905765" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23905765/Diversity_in_the_Academy_Staff_Perceptions_of_Equality_Policies_in_Six_Contemporary_Higher_Education_Institutions">Diversity in the Academy? 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An Introduction into Postcolonial Concepts and the Cultural Sector</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This paper describes how colonial concepts, perceptions and stereotypes still influence arts and culture as well as research and education in these fields.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44723462" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="83a1724a784f160a5c20b1ba91740551" rel="nofollow" data-download="{"attachment_id":65205600,"asset_id":44723462,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65205600/download_file?st=MTczMjQwNTEwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2689724" href="https://independent.academia.edu/KristinOswald">Kristin Oswald</a><script data-card-contents-for-user="2689724" type="text/json">{"id":2689724,"first_name":"Kristin","last_name":"Oswald","domain_name":"independent","page_name":"KristinOswald","display_name":"Kristin Oswald","profile_url":"https://independent.academia.edu/KristinOswald?f_ri=2621","photo":"https://0.academia-photos.com/2689724/860959/1073956/s65_kristin.oswald.jpg"}</script></span></span></li><li class="js-paper-rank-work_44723462 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44723462"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44723462, container: ".js-paper-rank-work_44723462", }); 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Understanding the Difference Diversity Makes: Assessing Campus Diversity Initiatives Series</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31465772" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b55eff35363678f72eb64ed5b01abce1" rel="nofollow" data-download="{"attachment_id":51821057,"asset_id":31465772,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51821057/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="60111367" href="https://umcp.academia.edu/WilliamSedlacek">William Sedlacek</a><script data-card-contents-for-user="60111367" type="text/json">{"id":60111367,"first_name":"William","last_name":"Sedlacek","domain_name":"umcp","page_name":"WilliamSedlacek","display_name":"William Sedlacek","profile_url":"https://umcp.academia.edu/WilliamSedlacek?f_ri=2621","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_31465772 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31465772"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31465772, container: ".js-paper-rank-work_31465772", }); 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$(".js-view-count[data-work-id=31465772]").text(description); $(".js-view-count-work_31465772").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31465772").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31465772"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="202" href="https://www.academia.edu/Documents/in/Program_Evaluation">Program Evaluation</a>, <script data-card-contents-for-ri="202" type="text/json">{"id":202,"name":"Program Evaluation","url":"https://www.academia.edu/Documents/in/Program_Evaluation?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="56990" href="https://www.academia.edu/Documents/in/Racial_discrimination">Racial discrimination</a>, <script data-card-contents-for-ri="56990" type="text/json">{"id":56990,"name":"Racial discrimination","url":"https://www.academia.edu/Documents/in/Racial_discrimination?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="61864" href="https://www.academia.edu/Documents/in/Cultural_Differences">Cultural Differences</a><script data-card-contents-for-ri="61864" type="text/json">{"id":61864,"name":"Cultural Differences","url":"https://www.academia.edu/Documents/in/Cultural_Differences?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31465772]'), work: {"id":31465772,"title":"To Form a More Perfect Union: Campus Diversity Initiatives. 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As the public university increasingly adopts<br />neoliberal practices, however, such as shifting its governing power to private funders and by emphasizing its marketable versus non-marketable benefits to wider society, critical university studies (CUS) argues that academic freedom—the bedrock of the U.S. university system—is under threat. This project contributes to CUS scholarship by examining how academics who are committed to advancing social justice and who actively engage with broad audiences, experience the protection of academic freedom while employed at U.S. public universities. Are faculty members who publicly critique systemic injustice protected by academic freedom? More specifically, using in-depth interviews, I inquire: 1) What are the motivations for, and experiences of scholars when exercising their academic freedom in politically controversial ways? 2) To what extent do economic, racial and gendered politics, as well as faculty members’ institutional status impact public universities’ commitment to academic freedom? I draw on 31 in-depth interviews with publicly-engaged<br />scholars from three Research One public universities who reflect a diverse range of academic ranks and disciplines as well as racial and gender positionalities in order to better understand what it is like for those who consistently take stands on controversial political issues. This project reveals that, in general, academic freedom is a stratified freedom drawn across academic-rank lines, reflecting the racial and gender hierarchies of larger society. This research argues that while the culture of the academy encourages conformity rather than ethical risk-taking, the university is still a space of edifying possibilities. By examining the effectiveness of academic freedom and the commendable dissidence of activistscholars, this dissertation aims to contribute to higher education accountability<br />efforts that seek to reinforce the academy’s connection to, and responsibility for the public that it is tasked to serve.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/82081083" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="12887671b641a61f692dcab6a0dfee9e" rel="nofollow" data-download="{"attachment_id":87900719,"asset_id":82081083,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/87900719/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="18922633" href="https://ucberkeley.academia.edu/NICOLERANGEL">NICOLE RANGEL</a><script data-card-contents-for-user="18922633" type="text/json">{"id":18922633,"first_name":"NICOLE","last_name":"RANGEL","domain_name":"ucberkeley","page_name":"NICOLERANGEL","display_name":"NICOLE RANGEL","profile_url":"https://ucberkeley.academia.edu/NICOLERANGEL?f_ri=2621","photo":"https://0.academia-photos.com/18922633/5255821/79258145/s65_nicole.rangel.jpg"}</script></span></span></li><li class="js-paper-rank-work_82081083 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="82081083"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 82081083, container: ".js-paper-rank-work_82081083", }); 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$(".js-view-count[data-work-id=82081083]").text(description); $(".js-view-count-work_82081083").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_82081083").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="82081083"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="974" href="https://www.academia.edu/Documents/in/Sociology_of_Education">Sociology of Education</a>, <script data-card-contents-for-ri="974" type="text/json">{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2333" href="https://www.academia.edu/Documents/in/Academic_Freedom">Academic Freedom</a>, <script data-card-contents-for-ri="2333" type="text/json">{"id":2333,"name":"Academic Freedom","url":"https://www.academia.edu/Documents/in/Academic_Freedom?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="12420" href="https://www.academia.edu/Documents/in/Neoliberalism">Neoliberalism</a><script data-card-contents-for-ri="12420" type="text/json">{"id":12420,"name":"Neoliberalism","url":"https://www.academia.edu/Documents/in/Neoliberalism?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=82081083]'), work: {"id":82081083,"title":"Public Intellectuals in the Era of Privatization: An Examination of Academic Freedom and its Protection of Dissident Scholars at U.S. Public Universities","created_at":"2022-06-22T14:58:19.312-07:00","url":"https://www.academia.edu/82081083/Public_Intellectuals_in_the_Era_of_Privatization_An_Examination_of_Academic_Freedom_and_its_Protection_of_Dissident_Scholars_at_U_S_Public_Universities?f_ri=2621","dom_id":"work_82081083","summary":"The university is often celebrated as a site for critique where intellectual\nlaborers, protected by academic freedom, may address the pressing social\nissues of their time and thus contribute to public opinion and to the\nadvancement of knowledge. As the public university increasingly adopts\nneoliberal practices, however, such as shifting its governing power to private funders and by emphasizing its marketable versus non-marketable benefits to wider society, critical university studies (CUS) argues that academic freedom—the bedrock of the U.S. university system—is under threat. This project contributes to CUS scholarship by examining how academics who are committed to advancing social justice and who actively engage with broad audiences, experience the protection of academic freedom while employed at U.S. public universities. Are faculty members who publicly critique systemic injustice protected by academic freedom? More specifically, using in-depth interviews, I inquire: 1) What are the motivations for, and experiences of scholars when exercising their academic freedom in politically controversial ways? 2) To what extent do economic, racial and gendered politics, as well as faculty members’ institutional status impact public universities’ commitment to academic freedom? I draw on 31 in-depth interviews with publicly-engaged\nscholars from three Research One public universities who reflect a diverse range of academic ranks and disciplines as well as racial and gender positionalities in order to better understand what it is like for those who consistently take stands on controversial political issues. This project reveals that, in general, academic freedom is a stratified freedom drawn across academic-rank lines, reflecting the racial and gender hierarchies of larger society. This research argues that while the culture of the academy encourages conformity rather than ethical risk-taking, the university is still a space of edifying possibilities. By examining the effectiveness of academic freedom and the commendable dissidence of activistscholars, this dissertation aims to contribute to higher education accountability\nefforts that seek to reinforce the academy’s connection to, and responsibility for the public that it is tasked to serve. ","downloadable_attachments":[{"id":87900719,"asset_id":82081083,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":18922633,"first_name":"NICOLE","last_name":"RANGEL","domain_name":"ucberkeley","page_name":"NICOLERANGEL","display_name":"NICOLE RANGEL","profile_url":"https://ucberkeley.academia.edu/NICOLERANGEL?f_ri=2621","photo":"https://0.academia-photos.com/18922633/5255821/79258145/s65_nicole.rangel.jpg"}],"research_interests":[{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=2621","nofollow":false},{"id":2333,"name":"Academic Freedom","url":"https://www.academia.edu/Documents/in/Academic_Freedom?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":12420,"name":"Neoliberalism","url":"https://www.academia.edu/Documents/in/Neoliberalism?f_ri=2621","nofollow":false},{"id":64041,"name":"Public Intellectuals","url":"https://www.academia.edu/Documents/in/Public_Intellectuals?f_ri=2621"},{"id":402342,"name":"Critical University Studies","url":"https://www.academia.edu/Documents/in/Critical_University_Studies?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72415763" data-work_id="72415763" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72415763/Merit_Aid_and_Inequality_Evidence_from_Baccalaureate_and_Beyond">Merit Aid and Inequality: Evidence from Baccalaureate & Beyond</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72415763" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4023da03e78c16abae631b93ed9fc587" rel="nofollow" data-download="{"attachment_id":81349590,"asset_id":72415763,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81349590/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41502563" href="https://independent.academia.edu/DerekPrice3">Derek Price</a><script data-card-contents-for-user="41502563" type="text/json">{"id":41502563,"first_name":"Derek","last_name":"Price","domain_name":"independent","page_name":"DerekPrice3","display_name":"Derek Price","profile_url":"https://independent.academia.edu/DerekPrice3?f_ri=2621","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_72415763 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72415763"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72415763, container: ".js-paper-rank-work_72415763", }); 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$(".js-view-count[data-work-id=72415763]").text(description); $(".js-view-count-work_72415763").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72415763").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72415763"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="724" href="https://www.academia.edu/Documents/in/Economics">Economics</a>, <script data-card-contents-for-ri="724" type="text/json">{"id":724,"name":"Economics","url":"https://www.academia.edu/Documents/in/Economics?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="226330" href="https://www.academia.edu/Documents/in/Socioeconomic_Status">Socioeconomic Status</a>, <script data-card-contents-for-ri="226330" type="text/json">{"id":226330,"name":"Socioeconomic Status","url":"https://www.academia.edu/Documents/in/Socioeconomic_Status?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="262061" href="https://www.academia.edu/Documents/in/Student_Financial_Aid">Student Financial Aid</a><script data-card-contents-for-ri="262061" type="text/json">{"id":262061,"name":"Student Financial Aid","url":"https://www.academia.edu/Documents/in/Student_Financial_Aid?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72415763]'), work: {"id":72415763,"title":"Merit Aid and Inequality: Evidence from Baccalaureate \u0026 Beyond","created_at":"2022-02-24T07:22:31.921-08:00","url":"https://www.academia.edu/72415763/Merit_Aid_and_Inequality_Evidence_from_Baccalaureate_and_Beyond?f_ri=2621","dom_id":"work_72415763","summary":null,"downloadable_attachments":[{"id":81349590,"asset_id":72415763,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41502563,"first_name":"Derek","last_name":"Price","domain_name":"independent","page_name":"DerekPrice3","display_name":"Derek Price","profile_url":"https://independent.academia.edu/DerekPrice3?f_ri=2621","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":724,"name":"Economics","url":"https://www.academia.edu/Documents/in/Economics?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":226330,"name":"Socioeconomic Status","url":"https://www.academia.edu/Documents/in/Socioeconomic_Status?f_ri=2621","nofollow":false},{"id":262061,"name":"Student Financial Aid","url":"https://www.academia.edu/Documents/in/Student_Financial_Aid?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43115731 coauthored" data-work_id="43115731" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43115731/Huitante_ou_quatre_vingts_Im_mobilit%C3%A9_et_stratification_sociale_%C3%A0_luniversit%C3%A9">Huitante ou quatre-vingts? (Im)mobilité et stratification sociale à l'université</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43115731" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b4f102a642311f449b68ef0c0f0f1158" rel="nofollow" data-download="{"attachment_id":63371263,"asset_id":43115731,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63371263/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11594003" href="https://unil.academia.edu/GillesMerminod">Gilles Merminod</a><script data-card-contents-for-user="11594003" type="text/json">{"id":11594003,"first_name":"Gilles","last_name":"Merminod","domain_name":"unil","page_name":"GillesMerminod","display_name":"Gilles Merminod","profile_url":"https://unil.academia.edu/GillesMerminod?f_ri=2621","photo":"https://0.academia-photos.com/11594003/3544329/28860325/s65_gilles.merminod.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-43115731">+1</span><div class="hidden js-additional-users-43115731"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/C%C3%A9dricMargot">Cédric Margot</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-43115731'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-43115731').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43115731 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43115731"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43115731; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43115731]").text(description); $(".js-view-count-work_43115731").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43115731").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43115731"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2524" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a>, <script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43115731]'), work: {"id":43115731,"title":"Huitante ou quatre-vingts? (Im)mobilité et stratification sociale à l'université","created_at":"2020-05-20T03:24:29.200-07:00","url":"https://www.academia.edu/43115731/Huitante_ou_quatre_vingts_Im_mobilit%C3%A9_et_stratification_sociale_%C3%A0_luniversit%C3%A9?f_ri=2621","dom_id":"work_43115731","summary":null,"downloadable_attachments":[{"id":63371263,"asset_id":43115731,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11594003,"first_name":"Gilles","last_name":"Merminod","domain_name":"unil","page_name":"GillesMerminod","display_name":"Gilles Merminod","profile_url":"https://unil.academia.edu/GillesMerminod?f_ri=2621","photo":"https://0.academia-photos.com/11594003/3544329/28860325/s65_gilles.merminod.jpg"},{"id":159409709,"first_name":"Cédric","last_name":"Margot","domain_name":"independent","page_name":"CédricMargot","display_name":"Cédric Margot","profile_url":"https://independent.academia.edu/C%C3%A9dricMargot?f_ri=2621","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26222187" data-work_id="26222187" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26222187/What_Role_Does_Grit_Play_in_the_Academic_Success_of_Black_Male_Collegians_at_Predominantly_White_Institutions">What Role Does Grit Play in the Academic Success of Black Male Collegians at Predominantly White Institutions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study tests the importance of a noncognitive trait, grit, to predicting grades for a sample of Black males attending a predominantly White institution. Using multivariate statistics and hierarchical regression techniques, results... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26222187" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study tests the importance of a noncognitive trait, grit, to predicting grades for a sample of Black males attending a predominantly White institution. Using multivariate statistics and hierarchical regression techniques, results suggest that grit is positively related to college grades for Black males and that background traits, academic factors, and grit explain 24 % of the variance in Black male's college grades. Grit, alone, added incremental predictive validity over and beyond traditional measures of academic success such as high school grade point average and American College Test scores. Implications for policy and practice are highlighted.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26222187" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="841520036095770d5427996004e2917f" rel="nofollow" data-download="{"attachment_id":46540843,"asset_id":26222187,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46540843/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4803905" href="https://vuu.academia.edu/TerrellStrayhorn">Terrell L Strayhorn</a><script data-card-contents-for-user="4803905" type="text/json">{"id":4803905,"first_name":"Terrell","last_name":"Strayhorn","domain_name":"vuu","page_name":"TerrellStrayhorn","display_name":"Terrell L Strayhorn","profile_url":"https://vuu.academia.edu/TerrellStrayhorn?f_ri=2621","photo":"https://0.academia-photos.com/4803905/2047946/36525701/s65_terrell.strayhorn.png"}</script></span></span></li><li class="js-paper-rank-work_26222187 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26222187"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26222187, container: ".js-paper-rank-work_26222187", }); });</script></li><li class="js-percentile-work_26222187 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26222187; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_26222187"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26222187 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26222187"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26222187; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26222187]").text(description); $(".js-view-count-work_26222187").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26222187").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26222187"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a><script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26222187]'), work: {"id":26222187,"title":"What Role Does Grit Play in the Academic Success of Black Male Collegians at Predominantly White Institutions","created_at":"2016-06-16T07:28:52.199-07:00","url":"https://www.academia.edu/26222187/What_Role_Does_Grit_Play_in_the_Academic_Success_of_Black_Male_Collegians_at_Predominantly_White_Institutions?f_ri=2621","dom_id":"work_26222187","summary":"This study tests the importance of a noncognitive trait, grit, to predicting grades for a sample of Black males attending a predominantly White institution. Using multivariate statistics and hierarchical regression techniques, results suggest that grit is positively related to college grades for Black males and that background traits, academic factors, and grit explain 24 % of the variance in Black male's college grades. Grit, alone, added incremental predictive validity over and beyond traditional measures of academic success such as high school grade point average and American College Test scores. Implications for policy and practice are highlighted.","downloadable_attachments":[{"id":46540843,"asset_id":26222187,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4803905,"first_name":"Terrell","last_name":"Strayhorn","domain_name":"vuu","page_name":"TerrellStrayhorn","display_name":"Terrell L Strayhorn","profile_url":"https://vuu.academia.edu/TerrellStrayhorn?f_ri=2621","photo":"https://0.academia-photos.com/4803905/2047946/36525701/s65_terrell.strayhorn.png"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=2621","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74523709" data-work_id="74523709" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74523709/Facebook_usage_by_students_in_higher_education">Facebook usage by students in higher education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this paper I measure first year student Facebook usage as part of a broader PhD study into the influence of social media usage on the success of students in higher education. A total of 906 students were asked to complete 3 surveys on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74523709" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this paper I measure first year student Facebook usage as part of a broader PhD study into the influence of social media usage on the success of students in higher education. A total of 906 students were asked to complete 3 surveys on Facebook usage with their peers, for two consecutive years (2011-2012 and 2012-2013). The different purposes for Facebook usage, in addition to whether or not students used (self-created) Facebook-groups, were measured and the relationship between the use of pages compared to the purpose of Facebook usage. This resulted in significant correlations between the purpose of Facebook usage and the use of different pages, as well as correlations between the purpose and use of different pages. This study hereby explores the variances in student Facebook usage and provides valuable insight into the potential value of Facebook for students in an educational setting, without the interference of teachers. It is also the next logical step in revising existing i...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74523709" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0e9b4d624d25386e01016aa7acc2b677" rel="nofollow" data-download="{"attachment_id":82645391,"asset_id":74523709,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82645391/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15683762" href="https://hvadoo.academia.edu/nathaliewesseling">Nathalie Wesseling</a><script data-card-contents-for-user="15683762" type="text/json">{"id":15683762,"first_name":"Nathalie","last_name":"Wesseling","domain_name":"hvadoo","page_name":"nathaliewesseling","display_name":"Nathalie Wesseling","profile_url":"https://hvadoo.academia.edu/nathaliewesseling?f_ri=2621","photo":"https://0.academia-photos.com/15683762/19422259/19339996/s65_nathalie.wesseling.jpg"}</script></span></span></li><li class="js-paper-rank-work_74523709 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74523709"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74523709, container: ".js-paper-rank-work_74523709", }); 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A total of 906 students were asked to complete 3 surveys on Facebook usage with their peers, for two consecutive years (2011-2012 and 2012-2013). The different purposes for Facebook usage, in addition to whether or not students used (self-created) Facebook-groups, were measured and the relationship between the use of pages compared to the purpose of Facebook usage. This resulted in significant correlations between the purpose of Facebook usage and the use of different pages, as well as correlations between the purpose and use of different pages. This study hereby explores the variances in student Facebook usage and provides valuable insight into the potential value of Facebook for students in an educational setting, without the interference of teachers. It is also the next logical step in revising existing i...","downloadable_attachments":[{"id":82645391,"asset_id":74523709,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15683762,"first_name":"Nathalie","last_name":"Wesseling","domain_name":"hvadoo","page_name":"nathaliewesseling","display_name":"Nathalie Wesseling","profile_url":"https://hvadoo.academia.edu/nathaliewesseling?f_ri=2621","photo":"https://0.academia-photos.com/15683762/19422259/19339996/s65_nathalie.wesseling.jpg"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=2621","nofollow":false},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=2621","nofollow":false},{"id":103108,"name":"Headache","url":"https://www.academia.edu/Documents/in/Headache?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42142132" data-work_id="42142132" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42142132/Student_agency_analytics_learning_analytics_as_a_tool_for_analysing_student_agency_in_higher_education">Student agency analytics: learning analytics as a tool for analysing student agency in higher education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper presents a novel approach and a method of learning analytics to study student agency in higher education. Agency is a concept that holistically depicts important constituents of intentional, purposeful, and meaningful learning.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42142132" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper presents a novel approach and a method of learning analytics to study student agency in higher education. Agency is a concept that holistically depicts important constituents of intentional, purposeful, and meaningful learning. Within workplace learning research, agency is seen at the core of expertise. However, in the higher education field, agency is an empirically less studied phenomenon with also lacking coherent conceptual base. Furthermore, tools for students and teachers need to be developed to support learners in their agency construction. We study student agency as a multidimensional phenomenon centring on student-experienced resources of their agency. We call the analytics process developed here student agency analytics, referring to the application of learning analytics methods for data on student agency collected using a validated instrument. The data are analysed with unsupervised and supervised methods. The whole analytics process will be automated using microservice architecture. We provide empirical characterisations of student-perceived agency resources by applying the analytics process in two university courses. Finally, we discuss the possibilities of using agency analytics in supporting students to recognise their resources for agentic learning and consider contributions of agency analytics to improve academic advising and teachers' pedagogical knowledge.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42142132" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c4ba2dd00d53754271f740fc08f1a737" rel="nofollow" data-download="{"attachment_id":66552536,"asset_id":42142132,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66552536/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="144073013" href="https://jyu.academia.edu/VilleHeilala">Ville Heilala</a><script data-card-contents-for-user="144073013" type="text/json">{"id":144073013,"first_name":"Ville","last_name":"Heilala","domain_name":"jyu","page_name":"VilleHeilala","display_name":"Ville Heilala","profile_url":"https://jyu.academia.edu/VilleHeilala?f_ri=2621","photo":"https://0.academia-photos.com/144073013/91671761/80471189/s65_ville.heilala.jpg"}</script></span></span></li><li class="js-paper-rank-work_42142132 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42142132"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42142132, container: ".js-paper-rank-work_42142132", }); 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Agency is a concept that holistically depicts important constituents of intentional, purposeful, and meaningful learning. Within workplace learning research, agency is seen at the core of expertise. However, in the higher education field, agency is an empirically less studied phenomenon with also lacking coherent conceptual base. Furthermore, tools for students and teachers need to be developed to support learners in their agency construction. We study student agency as a multidimensional phenomenon centring on student-experienced resources of their agency. We call the analytics process developed here student agency analytics, referring to the application of learning analytics methods for data on student agency collected using a validated instrument. The data are analysed with unsupervised and supervised methods. The whole analytics process will be automated using microservice architecture. We provide empirical characterisations of student-perceived agency resources by applying the analytics process in two university courses. Finally, we discuss the possibilities of using agency analytics in supporting students to recognise their resources for agentic learning and consider contributions of agency analytics to improve academic advising and teachers' pedagogical knowledge.","downloadable_attachments":[{"id":66552536,"asset_id":42142132,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":144073013,"first_name":"Ville","last_name":"Heilala","domain_name":"jyu","page_name":"VilleHeilala","display_name":"Ville Heilala","profile_url":"https://jyu.academia.edu/VilleHeilala?f_ri=2621","photo":"https://0.academia-photos.com/144073013/91671761/80471189/s65_ville.heilala.jpg"}],"research_interests":[{"id":2008,"name":"Machine Learning","url":"https://www.academia.edu/Documents/in/Machine_Learning?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics?f_ri=2621","nofollow":false},{"id":2142760,"name":"Student Agency","url":"https://www.academia.edu/Documents/in/Student_Agency?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_56842530" data-work_id="56842530" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/56842530/The_Writing_Program_Administrator_As_Researcher_Inquiry_In_Action_and_Reflection">The Writing Program Administrator As Researcher: Inquiry In Action & Reflection</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">ED436029 - The Writing Program Administrator as Researcher: Inquiry in Action & Reflection.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/56842530" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cc05f3476886b4a04d327591d083c588" rel="nofollow" data-download="{"attachment_id":72029878,"asset_id":56842530,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/72029878/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="181476661" href="https://independent.academia.edu/ShirleyRose3">Shirley Rose</a><script data-card-contents-for-user="181476661" type="text/json">{"id":181476661,"first_name":"Shirley","last_name":"Rose","domain_name":"independent","page_name":"ShirleyRose3","display_name":"Shirley Rose","profile_url":"https://independent.academia.edu/ShirleyRose3?f_ri=2621","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_56842530 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="56842530"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 56842530, container: ".js-paper-rank-work_56842530", }); 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$(".js-view-count[data-work-id=56842530]").text(description); $(".js-view-count-work_56842530").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_56842530").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="56842530"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=56842530]'), work: {"id":56842530,"title":"The Writing Program Administrator As Researcher: Inquiry In Action \u0026 Reflection","created_at":"2021-10-09T15:21:54.243-07:00","url":"https://www.academia.edu/56842530/The_Writing_Program_Administrator_As_Researcher_Inquiry_In_Action_and_Reflection?f_ri=2621","dom_id":"work_56842530","summary":"ED436029 - The Writing Program Administrator as Researcher: Inquiry in Action \u0026 Reflection.","downloadable_attachments":[{"id":72029878,"asset_id":56842530,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":181476661,"first_name":"Shirley","last_name":"Rose","domain_name":"independent","page_name":"ShirleyRose3","display_name":"Shirley Rose","profile_url":"https://independent.academia.edu/ShirleyRose3?f_ri=2621","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38217438" data-work_id="38217438" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38217438/Responding_to_Student_Voice_Insights_into_International_Practice">Responding to Student Voice: Insights into International Practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Responding to Student Voice: Insights into international practice arose from research conducted on behalf of QAA Scotland, as part of the current Enhancement Theme (see <a href="http://www.enhancementthemes.ac.uk/current-enhancement-theme" rel="nofollow">www.enhancementthemes.ac.uk/current-enhancement-theme</a>). This research... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38217438" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Responding to Student Voice: Insights into international practice arose from research conducted on behalf of QAA Scotland, as part of the current Enhancement Theme<br />(see <a href="http://www.enhancementthemes.ac.uk/current-enhancement-theme" rel="nofollow">www.enhancementthemes.ac.uk/current-enhancement-theme</a>). This research included a scan of the published literature, which found very little systematic analysis of practices concerned with feeding back to students about the changes made in response to student input. While there was some ‘grey’ literature, this tended to make claims without supporting them with evidence of the effectiveness or sustainability of initiatives. Literature tended<br />to be older and to blur distinctions between taking action based on student voice and communicating the action taken back to students.<br />We found the term ‘student voice’ being used to mean many different things in the literature and arrived at the following working definition for this report:<br /> <br />Student voice entails the engagement of students in shaping their studies and study contexts through expressing their views, needs and concerns. It puts students into working relationships (including, but not limited<br />to, partnership) with policy makers, providers, practitioners and other agencies, and challenges organisations to respond appropriately to the issues student voices raise<br />Primary data was collected through an online survey and Skype interviews, with informants at universities in Wales, England, Switzerland, Australia, South Africa and the USA,<br />and are augmented by data from a workshop with the European Students Union conducted by sparqs (student partnerships in quality Scotland). The data revealed a continuum of practices, from informing practices (such as ‘you said, we did’ posters), consultative practices (often, but not only, involving student representatives), negotiation practices (with students and staff working together in full partnership on communication initiatives) and student- initiated practices, where the action is taken (or initiated) by students. Themes which emerged from this data considered trust, institutional culture, time, and power. Concerns about reaching ‘hard to hear’ students, whose voices are often silenced or unheard, were cited and some mechanisms for reaching some of these students noted.<br />A table of practices follows, compiled from those detailed by our informants, together with advantages and disadvantages, and the report concludes with some considerations to bear in mind when responding to student voice, distilled from the contributions of our informants.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38217438" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b71f145166659a0a2b2d634eeba0f5dc" rel="nofollow" data-download="{"attachment_id":58257295,"asset_id":38217438,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58257295/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="172596" href="https://hud.academia.edu/VickiTrowler">Vicki Trowler</a><script data-card-contents-for-user="172596" type="text/json">{"id":172596,"first_name":"Vicki","last_name":"Trowler","domain_name":"hud","page_name":"VickiTrowler","display_name":"Vicki Trowler","profile_url":"https://hud.academia.edu/VickiTrowler?f_ri=2621","photo":"https://0.academia-photos.com/172596/4232638/17673504/s65_vicki.trowler.jpeg"}</script></span></span></li><li class="js-paper-rank-work_38217438 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38217438"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38217438, container: ".js-paper-rank-work_38217438", }); });</script></li><li class="js-percentile-work_38217438 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38217438; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38217438"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38217438 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38217438"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38217438; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38217438]").text(description); $(".js-view-count-work_38217438").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38217438").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38217438"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="59060" href="https://www.academia.edu/Documents/in/Student_activism_in_higher_education">Student activism in higher education</a>, <script data-card-contents-for-ri="59060" type="text/json">{"id":59060,"name":"Student activism in higher education","url":"https://www.academia.edu/Documents/in/Student_activism_in_higher_education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="91548" href="https://www.academia.edu/Documents/in/Student_participation_in_HE_governance">Student participation in HE governance</a>, <script data-card-contents-for-ri="91548" type="text/json">{"id":91548,"name":"Student participation in HE governance","url":"https://www.academia.edu/Documents/in/Student_participation_in_HE_governance?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="94982" href="https://www.academia.edu/Documents/in/Student_Voice">Student Voice</a><script data-card-contents-for-ri="94982" type="text/json">{"id":94982,"name":"Student Voice","url":"https://www.academia.edu/Documents/in/Student_Voice?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38217438]'), work: {"id":38217438,"title":"Responding to Student Voice: Insights into International Practice","created_at":"2019-01-25T00:26:27.236-08:00","url":"https://www.academia.edu/38217438/Responding_to_Student_Voice_Insights_into_International_Practice?f_ri=2621","dom_id":"work_38217438","summary":"Responding to Student Voice: Insights into international practice arose from research conducted on behalf of QAA Scotland, as part of the current Enhancement Theme\n(see www.enhancementthemes.ac.uk/current-enhancement-theme). This research included a scan of the published literature, which found very little systematic analysis of practices concerned with feeding back to students about the changes made in response to student input. While there was some ‘grey’ literature, this tended to make claims without supporting them with evidence of the effectiveness or sustainability of initiatives. Literature tended\nto be older and to blur distinctions between taking action based on student voice and communicating the action taken back to students.\nWe found the term ‘student voice’ being used to mean many different things in the literature and arrived at the following working definition for this report:\n \nStudent voice entails the engagement of students in shaping their studies and study contexts through expressing their views, needs and concerns. It puts students into working relationships (including, but not limited\nto, partnership) with policy makers, providers, practitioners and other agencies, and challenges organisations to respond appropriately to the issues student voices raise\nPrimary data was collected through an online survey and Skype interviews, with informants at universities in Wales, England, Switzerland, Australia, South Africa and the USA,\nand are augmented by data from a workshop with the European Students Union conducted by sparqs (student partnerships in quality Scotland). The data revealed a continuum of practices, from informing practices (such as ‘you said, we did’ posters), consultative practices (often, but not only, involving student representatives), negotiation practices (with students and staff working together in full partnership on communication initiatives) and student- initiated practices, where the action is taken (or initiated) by students. Themes which emerged from this data considered trust, institutional culture, time, and power. Concerns about reaching ‘hard to hear’ students, whose voices are often silenced or unheard, were cited and some mechanisms for reaching some of these students noted.\nA table of practices follows, compiled from those detailed by our informants, together with advantages and disadvantages, and the report concludes with some considerations to bear in mind when responding to student voice, distilled from the contributions of our informants.","downloadable_attachments":[{"id":58257295,"asset_id":38217438,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":172596,"first_name":"Vicki","last_name":"Trowler","domain_name":"hud","page_name":"VickiTrowler","display_name":"Vicki Trowler","profile_url":"https://hud.academia.edu/VickiTrowler?f_ri=2621","photo":"https://0.academia-photos.com/172596/4232638/17673504/s65_vicki.trowler.jpeg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":59060,"name":"Student activism in higher education","url":"https://www.academia.edu/Documents/in/Student_activism_in_higher_education?f_ri=2621","nofollow":false},{"id":91548,"name":"Student participation in HE governance","url":"https://www.academia.edu/Documents/in/Student_participation_in_HE_governance?f_ri=2621","nofollow":false},{"id":94982,"name":"Student Voice","url":"https://www.academia.edu/Documents/in/Student_Voice?f_ri=2621","nofollow":false},{"id":125727,"name":"Youth voice, student participation","url":"https://www.academia.edu/Documents/in/Youth_voice_student_participation?f_ri=2621"},{"id":166441,"name":"Student Participation","url":"https://www.academia.edu/Documents/in/Student_Participation?f_ri=2621"},{"id":171187,"name":"Student Surveys","url":"https://www.academia.edu/Documents/in/Student_Surveys?f_ri=2621"},{"id":583873,"name":"Students' Voices","url":"https://www.academia.edu/Documents/in/Students_Voices?f_ri=2621"},{"id":608010,"name":"Student Activism","url":"https://www.academia.edu/Documents/in/Student_Activism?f_ri=2621"},{"id":1113474,"name":"Student Voices and Experiences In Higher Education","url":"https://www.academia.edu/Documents/in/Student_Voices_and_Experiences_In_Higher_Education?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45562297" data-work_id="45562297" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45562297/Just_Universities_Catholic_Social_Teaching_Confronts_Corporatized_Higher_Education">Just Universities: Catholic Social Teaching Confronts Corporatized Higher Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The first chapter and table of contents of Just Universities can be read at the publisher's website: <a href="https://www.fordhampress.com/9780823289967/just-universities/" rel="nofollow">https://www.fordhampress.com/9780823289967/just-universities/</a>. Abstract: Gerald J. Beyer’s Just Universities discusses ways that U.S.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45562297" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The first chapter and table of contents of Just Universities can be read at the publisher's website: <a href="https://www.fordhampress.com/9780823289967/just-universities/" rel="nofollow">https://www.fordhampress.com/9780823289967/just-universities/</a>.  Abstract: <br />Gerald J. Beyer’s Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices that hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of Catholic Social Teaching such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adversely affected efforts at Catholic schools to promote worker justice on campus; equitable admissions; financial aid; retention policies; diversity and inclusion policies that treat people of color, women, and LGBTQ persons as full community members; just investment; and stewardship of resources and the environment.  The fir</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45562297" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="261e8561320c59aa679e8d709f495302" rel="nofollow" data-download="{"attachment_id":66036529,"asset_id":45562297,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66036529/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5441991" href="https://villanova.academia.edu/GeraldBeyer">Gerald J. Beyer</a><script data-card-contents-for-user="5441991" type="text/json">{"id":5441991,"first_name":"Gerald J.","last_name":"Beyer","domain_name":"villanova","page_name":"GeraldBeyer","display_name":"Gerald J. Beyer","profile_url":"https://villanova.academia.edu/GeraldBeyer?f_ri=2621","photo":"https://0.academia-photos.com/5441991/2390394/20513326/s65_gerald_j..beyer.jpg"}</script></span></span></li><li class="js-paper-rank-work_45562297 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45562297"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45562297, container: ".js-paper-rank-work_45562297", }); });</script></li><li class="js-percentile-work_45562297 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45562297; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_45562297"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45562297 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45562297"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45562297; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45562297]").text(description); $(".js-view-count-work_45562297").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45562297").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45562297"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3392" href="https://www.academia.edu/Documents/in/Critical_Pedagogy">Critical Pedagogy</a>, <script data-card-contents-for-ri="3392" type="text/json">{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6645" href="https://www.academia.edu/Documents/in/Catholic_Social_Teaching">Catholic Social Teaching</a>, <script data-card-contents-for-ri="6645" type="text/json">{"id":6645,"name":"Catholic Social Teaching","url":"https://www.academia.edu/Documents/in/Catholic_Social_Teaching?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18004" href="https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education">Equity and Social Justice in Higher Education</a><script data-card-contents-for-ri="18004" type="text/json">{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45562297]'), work: {"id":45562297,"title":"Just Universities: Catholic Social Teaching Confronts Corporatized Higher Education","created_at":"2021-03-16T13:52:41.418-07:00","url":"https://www.academia.edu/45562297/Just_Universities_Catholic_Social_Teaching_Confronts_Corporatized_Higher_Education?f_ri=2621","dom_id":"work_45562297","summary":"The first chapter and table of contents of Just Universities can be read at the publisher's website: https://www.fordhampress.com/9780823289967/just-universities/. Abstract: \nGerald J. Beyer’s Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices that hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of Catholic Social Teaching such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adversely affected efforts at Catholic schools to promote worker justice on campus; equitable admissions; financial aid; retention policies; diversity and inclusion policies that treat people of color, women, and LGBTQ persons as full community members; just investment; and stewardship of resources and the environment. The fir","downloadable_attachments":[{"id":66036529,"asset_id":45562297,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5441991,"first_name":"Gerald J.","last_name":"Beyer","domain_name":"villanova","page_name":"GeraldBeyer","display_name":"Gerald J. 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education","url":"https://www.academia.edu/Documents/in/Catholic_higher_education?f_ri=2621"},{"id":47830,"name":"Solidarity","url":"https://www.academia.edu/Documents/in/Solidarity?f_ri=2621"},{"id":47944,"name":"Catholic Moral Theology","url":"https://www.academia.edu/Documents/in/Catholic_Moral_Theology?f_ri=2621"},{"id":63766,"name":"Supporting Adjunct Faculty","url":"https://www.academia.edu/Documents/in/Supporting_Adjunct_Faculty?f_ri=2621"},{"id":107322,"name":"Commodification","url":"https://www.academia.edu/Documents/in/Commodification?f_ri=2621"},{"id":216779,"name":"Commodification of Education","url":"https://www.academia.edu/Documents/in/Commodification_of_Education?f_ri=2621"},{"id":453278,"name":"Neoliberalism and Education","url":"https://www.academia.edu/Documents/in/Neoliberalism_and_Education?f_ri=2621"},{"id":512994,"name":"Access to Higher Education","url":"https://www.academia.edu/Documents/in/Access_to_Higher_Education?f_ri=2621"},{"id":635998,"name":"Teacher Unions and Education Politics","url":"https://www.academia.edu/Documents/in/Teacher_Unions_and_Education_Politics?f_ri=2621"},{"id":1864686,"name":"Corporatization of Universities","url":"https://www.academia.edu/Documents/in/Corporatization_of_Universities?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1186317" data-work_id="1186317" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1186317/BR_319_A_rodovia_Manaus_Porto_Velho_e_o_impacto_potencial_de_conectar_o_arco_de_desmatamento_%C3%A0_Amaz%C3%B4nia_central">BR-319: A rodovia Manaus-Porto Velho e o impacto potencial de conectar o arco de desmatamento à Amazônia central.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x 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hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1186317"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1186317; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1186317]").text(description); $(".js-view-count-work_1186317").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1186317").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1186317"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3827" href="https://www.academia.edu/Documents/in/Brazilian_Studies">Brazilian Studies</a>, <script data-card-contents-for-ri="3827" type="text/json">{"id":3827,"name":"Brazilian Studies","url":"https://www.academia.edu/Documents/in/Brazilian_Studies?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9821" href="https://www.academia.edu/Documents/in/Brazil">Brazil</a>, <script data-card-contents-for-ri="9821" type="text/json">{"id":9821,"name":"Brazil","url":"https://www.academia.edu/Documents/in/Brazil?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9821" href="https://www.academia.edu/Documents/in/Brazil">Brazil</a><script data-card-contents-for-ri="9821" type="text/json">{"id":9821,"name":"Brazil","url":"https://www.academia.edu/Documents/in/Brazil?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1186317]'), work: {"id":1186317,"title":"BR-319: A rodovia Manaus-Porto Velho e o impacto potencial de conectar o arco de desmatamento à Amazônia central.","created_at":"2011-12-29T01:20:15.516-08:00","url":"https://www.academia.edu/1186317/BR_319_A_rodovia_Manaus_Porto_Velho_e_o_impacto_potencial_de_conectar_o_arco_de_desmatamento_%C3%A0_Amaz%C3%B4nia_central?f_ri=2621","dom_id":"work_1186317","summary":null,"downloadable_attachments":[{"id":7341008,"asset_id":1186317,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":647636,"first_name":"Philip","last_name":"Fearnside","domain_name":"inpa","page_name":"PhilipFearnside","display_name":"Philip M Fearnside","profile_url":"https://inpa.academia.edu/PhilipFearnside?f_ri=2621","photo":"https://0.academia-photos.com/647636/1056970/1319834/s65_philip.fearnside.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":3827,"name":"Brazilian 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sustainable development, biodiversity, agroecology, amazonia, brazil, global change, environmental actors, protect areas, nature conservation.","url":"https://www.academia.edu/Documents/in/Political_ecology_NGOs_sustainable_development_biodiversity_agroecology_amazonia_brazil_globa?f_ri=2621"},{"id":146421,"name":"Deforestation","url":"https://www.academia.edu/Documents/in/Deforestation?f_ri=2621"},{"id":181083,"name":"REDD+ or Reducing Emissions form Deforestation and (Forest) Degradation","url":"https://www.academia.edu/Documents/in/REDD_or_Reducing_Emissions_form_Deforestation_and_Forest_Degradation?f_ri=2621"},{"id":200385,"name":"Roads","url":"https://www.academia.edu/Documents/in/Roads?f_ri=2621"},{"id":200385,"name":"Roads","url":"https://www.academia.edu/Documents/in/Roads?f_ri=2621"},{"id":354728,"name":"Rodovias","url":"https://www.academia.edu/Documents/in/Rodovias?f_ri=2621"},{"id":354800,"name":"Desmatamento","url":"https://www.academia.edu/Documents/in/Desmatamento?f_ri=2621"},{"id":354800,"name":"Desmatamento","url":"https://www.academia.edu/Documents/in/Desmatamento?f_ri=2621"},{"id":650586,"name":"BR 319","url":"https://www.academia.edu/Documents/in/BR_319?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_58919831" data-work_id="58919831" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/58919831/Validaci%C3%B3n_de_una_escala_para_medir_afrontamiento_ante_ciberagresiones_entre_universitarios">Validación de una escala para medir afrontamiento ante ciberagresiones entre universitarios</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">En el estudio se analizaron las propiedades psicométricas de una escala para medir afrontamiento de estudiantes universitarios a ciberagresiones. Se seleccionó de forma no probabilística a 346 estudiantes de educación superior, 85.8%... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_58919831" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">En el estudio se analizaron las propiedades psicométricas de una escala para medir afrontamiento de estudiantes universitarios a ciberagresiones. Se seleccionó de forma no probabilística a 346 estudiantes de educación superior, 85.8% mujeres (M=20.74, DE=3.33 años) y 14.2% hombres (M=20.84, DE=2.30 años) de una universidad pública del sur de Sonora (México). Se llevó a cabo el análisis factorial exploratorio y confirmatorio, así como de fiabilidad con los coeficientes de Alfa de Cronbach, Omega de McDonald y el análisis de la varianza media extractada. Los resultados arrojaron un modelo de medida sustentable del afrontamiento a la ciberagresión integrado por tres factores: búsqueda de apoyo social, solución técnica evasiva y solución técnica proactiva. Se concluye que la escala cuenta con las propiedades psicométricas necesarias para su empleo en la medición del constructo entre estudiantes universitarios.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/58919831" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="669cdbe3e9d15e0866b48e2323289491" rel="nofollow" data-download="{"attachment_id":73096519,"asset_id":58919831,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73096519/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="51026780" href="https://independent.academia.edu/GiselaAcuna">Gisela Margarita Torres Acuña</a><script data-card-contents-for-user="51026780" type="text/json">{"id":51026780,"first_name":"Gisela Margarita","last_name":"Torres Acuña","domain_name":"independent","page_name":"GiselaAcuna","display_name":"Gisela Margarita Torres Acuña","profile_url":"https://independent.academia.edu/GiselaAcuna?f_ri=2621","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_58919831 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="58919831"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 58919831, container: ".js-paper-rank-work_58919831", }); });</script></li><li class="js-percentile-work_58919831 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 58919831; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_58919831"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_58919831 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="58919831"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 58919831; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=58919831]").text(description); $(".js-view-count-work_58919831").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_58919831").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="58919831"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="203835" href="https://www.academia.edu/Documents/in/Psychometric_Properties">Psychometric Properties</a>, <script data-card-contents-for-ri="203835" type="text/json">{"id":203835,"name":"Psychometric Properties","url":"https://www.academia.edu/Documents/in/Psychometric_Properties?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="323676" href="https://www.academia.edu/Documents/in/Ciberbullying">Ciberbullying</a>, <script data-card-contents-for-ri="323676" type="text/json">{"id":323676,"name":"Ciberbullying","url":"https://www.academia.edu/Documents/in/Ciberbullying?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2224138" href="https://www.academia.edu/Documents/in/Revista_Electr%C3%B3nica_de_Investigaci%C3%B3n_Educativa">Revista Electrónica de Investigación Educativa</a><script data-card-contents-for-ri="2224138" type="text/json">{"id":2224138,"name":"Revista Electrónica de Investigación Educativa","url":"https://www.academia.edu/Documents/in/Revista_Electr%C3%B3nica_de_Investigaci%C3%B3n_Educativa?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=58919831]'), work: {"id":58919831,"title":"Validación de una escala para medir afrontamiento ante ciberagresiones entre universitarios","created_at":"2021-10-18T16:05:58.516-07:00","url":"https://www.academia.edu/58919831/Validaci%C3%B3n_de_una_escala_para_medir_afrontamiento_ante_ciberagresiones_entre_universitarios?f_ri=2621","dom_id":"work_58919831","summary":"En el estudio se analizaron las propiedades psicométricas de una escala para medir afrontamiento de estudiantes universitarios a ciberagresiones. Se seleccionó de forma no probabilística a 346 estudiantes de educación superior, 85.8% mujeres (M=20.74, DE=3.33 años) y 14.2% hombres (M=20.84, DE=2.30 años) de una universidad pública del sur de Sonora (México). Se llevó a cabo el análisis factorial exploratorio y confirmatorio, así como de fiabilidad con los coeficientes de Alfa de Cronbach, Omega de McDonald y el análisis de la varianza media extractada. Los resultados arrojaron un modelo de medida sustentable del afrontamiento a la ciberagresión integrado por tres factores: búsqueda de apoyo social, solución técnica evasiva y solución técnica proactiva. Se concluye que la escala cuenta con las propiedades psicométricas necesarias para su empleo en la medición del constructo entre estudiantes universitarios.","downloadable_attachments":[{"id":73096519,"asset_id":58919831,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51026780,"first_name":"Gisela Margarita","last_name":"Torres Acuña","domain_name":"independent","page_name":"GiselaAcuna","display_name":"Gisela Margarita Torres Acuña","profile_url":"https://independent.academia.edu/GiselaAcuna?f_ri=2621","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":203835,"name":"Psychometric Properties","url":"https://www.academia.edu/Documents/in/Psychometric_Properties?f_ri=2621","nofollow":false},{"id":323676,"name":"Ciberbullying","url":"https://www.academia.edu/Documents/in/Ciberbullying?f_ri=2621","nofollow":false},{"id":2224138,"name":"Revista Electrónica de Investigación Educativa","url":"https://www.academia.edu/Documents/in/Revista_Electr%C3%B3nica_de_Investigaci%C3%B3n_Educativa?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39500440" data-work_id="39500440" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39500440/Enhancing_learners_professional_competence_via_Duolingo_classroom">Enhancing learners’ professional competence via Duolingo classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39500440" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are used for in class tests, so tutors generally agree that students need to practise their skills outside the classroom in order to pass the module. One way of doing this was to use the language learning app, Duolingo, which helps students to gradually broaden their linguistic, professional competence, and digital fluency through increased learner autonomy. How effective this approach is, however, has never been measured. The project ran from January to April 2018 and explored whether a correlation exists between regular use of the app by IWLP learners at Common European Framework of Reference (CEFR) level A1 of French, German, Italian, Portuguese, and Spanish, and achieving a high formal coursework assessment mark. The views of both learners and tutors of their experiences of using the software, and the tutor tools provided by Duolingo Schools, will also be canvassed. A virtual classroom was set up within Duolingo Schools for each participating cohort of students and they were encouraged to use the app on a regular basis. The tutor tools allowed the monitoring of how many days learners were active, how many lessons they completed, how many courses they completed, and how many points they were awarded while using Duolingo. These statistics were compared with</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39500440" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9e1e164d0fc01ab1328e43266ab4623a" rel="nofollow" data-download="{"attachment_id":59648318,"asset_id":39500440,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59648318/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4866138" href="https://retired.academia.edu/BillyBrick">Billy Brick</a><script data-card-contents-for-user="4866138" type="text/json">{"id":4866138,"first_name":"Billy","last_name":"Brick","domain_name":"retired","page_name":"BillyBrick","display_name":"Billy Brick","profile_url":"https://retired.academia.edu/BillyBrick?f_ri=2621","photo":"https://0.academia-photos.com/4866138/2087292/2455092/s65_billy.brick.jpg"}</script></span></span></li><li class="js-paper-rank-work_39500440 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39500440"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39500440, container: ".js-paper-rank-work_39500440", }); });</script></li><li class="js-percentile-work_39500440 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39500440; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39500440"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39500440 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39500440"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39500440; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39500440]").text(description); $(".js-view-count-work_39500440").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39500440").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39500440"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="101" href="https://www.academia.edu/Documents/in/Languages">Languages</a>, <script data-card-contents-for-ri="101" type="text/json">{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a><script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39500440]'), work: {"id":39500440,"title":"Enhancing learners’ professional competence via Duolingo classroom","created_at":"2019-06-10T05:09:14.252-07:00","url":"https://www.academia.edu/39500440/Enhancing_learners_professional_competence_via_Duolingo_classroom?f_ri=2621","dom_id":"work_39500440","summary":"Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are used for in class tests, so tutors generally agree that students need to practise their skills outside the classroom in order to pass the module. One way of doing this was to use the language learning app, Duolingo, which helps students to gradually broaden their linguistic, professional competence, and digital fluency through increased learner autonomy. How effective this approach is, however, has never been measured. The project ran from January to April 2018 and explored whether a correlation exists between regular use of the app by IWLP learners at Common European Framework of Reference (CEFR) level A1 of French, German, Italian, Portuguese, and Spanish, and achieving a high formal coursework assessment mark. The views of both learners and tutors of their experiences of using the software, and the tutor tools provided by Duolingo Schools, will also be canvassed. A virtual classroom was set up within Duolingo Schools for each participating cohort of students and they were encouraged to use the app on a regular basis. The tutor tools allowed the monitoring of how many days learners were active, how many lessons they completed, how many courses they completed, and how many points they were awarded while using Duolingo. These statistics were compared with","downloadable_attachments":[{"id":59648318,"asset_id":39500440,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4866138,"first_name":"Billy","last_name":"Brick","domain_name":"retired","page_name":"BillyBrick","display_name":"Billy Brick","profile_url":"https://retired.academia.edu/BillyBrick?f_ri=2621","photo":"https://0.academia-photos.com/4866138/2087292/2455092/s65_billy.brick.jpg"}],"research_interests":[{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages?f_ri=2621","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=2621","nofollow":false},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=2621","nofollow":false},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=2621"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy?f_ri=2621"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=2621"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=2621"},{"id":202887,"name":"ICT in teaching and learning English language","url":"https://www.academia.edu/Documents/in/ICT_in_teaching_and_learning_English_language?f_ri=2621"},{"id":583136,"name":"Modern Foreign Languages Teaching and Learning","url":"https://www.academia.edu/Documents/in/Modern_Foreign_Languages_Teaching_and_Learning?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74705956" data-work_id="74705956" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74705956/Cognitive_Tools_and_Mindtools_for_Collaborative_Learning">Cognitive Tools and Mindtools for Collaborative Learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">When a computer-based tool or application is used to carry out a specific task in a learning situation—that is, it is used for learning—more effectively or efficiently one speaks of learning with the tool or application. When, possibly,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74705956" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">When a computer-based tool or application is used to carry out a specific task in a learning situation—that is, it is used for learning—more effectively or efficiently one speaks of learning with the tool or application. When, possibly, that same tool or application is used to enhance the way a learner works and thinks, and as such has effects that reach further than the learning situation in which it is used, then one speaks of learning from the tool or application. This article concentrates on the latter. It zooms in on the use of mindtools in education—computer programs and applications that facilitate meaningful professional thinking and working—because this is the epitome of learning from ICT. Mindtools and cognitive tools help users represent what they know as they transform information into knowledge and are used to engage in, and facilitate, critical thinking and higher order learning. These tools can be as simple as email and or discussion lists and as complicated as argume...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74705956" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="30f200e9333dffaeb46803830346feaa" rel="nofollow" data-download="{"attachment_id":83632743,"asset_id":74705956,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83632743/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="286220" href="https://uu.academia.edu/GijsbertErkens">Gijsbert Erkens</a><script data-card-contents-for-user="286220" type="text/json">{"id":286220,"first_name":"Gijsbert","last_name":"Erkens","domain_name":"uu","page_name":"GijsbertErkens","display_name":"Gijsbert Erkens","profile_url":"https://uu.academia.edu/GijsbertErkens?f_ri=2621","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_74705956 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74705956"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74705956, container: ".js-paper-rank-work_74705956", }); });</script></li><li class="js-percentile-work_74705956 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74705956; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_74705956"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_74705956 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="74705956"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74705956; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74705956]").text(description); $(".js-view-count-work_74705956").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_74705956").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="74705956"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="422" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2971" href="https://www.academia.edu/Documents/in/Cognitive_development">Cognitive development</a><script data-card-contents-for-ri="2971" type="text/json">{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=74705956]'), work: {"id":74705956,"title":"Cognitive Tools and Mindtools for Collaborative Learning","created_at":"2022-03-27T09:52:08.927-07:00","url":"https://www.academia.edu/74705956/Cognitive_Tools_and_Mindtools_for_Collaborative_Learning?f_ri=2621","dom_id":"work_74705956","summary":"When a computer-based tool or application is used to carry out a specific task in a learning situation—that is, it is used for learning—more effectively or efficiently one speaks of learning with the tool or application. When, possibly, that same tool or application is used to enhance the way a learner works and thinks, and as such has effects that reach further than the learning situation in which it is used, then one speaks of learning from the tool or application. This article concentrates on the latter. It zooms in on the use of mindtools in education—computer programs and applications that facilitate meaningful professional thinking and working—because this is the epitome of learning from ICT. Mindtools and cognitive tools help users represent what they know as they transform information into knowledge and are used to engage in, and facilitate, critical thinking and higher order learning. These tools can be as simple as email and or discussion lists and as complicated as argume...","downloadable_attachments":[{"id":83632743,"asset_id":74705956,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":286220,"first_name":"Gijsbert","last_name":"Erkens","domain_name":"uu","page_name":"GijsbertErkens","display_name":"Gijsbert Erkens","profile_url":"https://uu.academia.edu/GijsbertErkens?f_ri=2621","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=2621","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=2621","nofollow":false},{"id":11006,"name":"Computer Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer_Mediated_Communication?f_ri=2621"},{"id":35254,"name":"Collaborative Learning","url":"https://www.academia.edu/Documents/in/Collaborative_Learning?f_ri=2621"},{"id":43968,"name":"Cooperation","url":"https://www.academia.edu/Documents/in/Cooperation?f_ri=2621"},{"id":69342,"name":"Educational computing","url":"https://www.academia.edu/Documents/in/Educational_computing?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36263610 coauthored" data-work_id="36263610" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36263610/TOWARDS_A_RESPONSE_ABLE_PEDAGOGY_ACROSS_HIGHER_EDUCATION_INSTITUTIONS_IN_POST_APARTHEID_SOUTH_AFRICA_AN_ETHICO_POLITICAL_ANALYSIS">TOWARDS A RESPONSE-ABLE PEDAGOGY ACROSS HIGHER EDUCATION INSTITUTIONS IN POST-APARTHEID SOUTH AFRICA: AN ETHICO-POLITICAL ANALYSIS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Internationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36263610" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Internationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a feminist new materialist perspective. By focusing on the analysis of an inter-institutional collaborative course which was constructed across three disciplines and two differently positioned universities in Cape Town, South Africa, this paper examines the design of the course retrospectively from a feminist new materialist theoretical framing. In so doing, it moves beyond more traditional understandings of critical pedagogy to consider the design and student engagement with the course from the perspective of what we call " response-able pedagogies. " Response-able pedagogies are not simply examples of the type of learning that can take place when power relations, materiality and entanglement are acknowledged; they also constitute ethico-political practices that incorporate a relational ontology into teaching and learning activities. We propose that ethico-political practices such as attentiveness, responsibility, curiosity, and rendering each other capable, constitute reponse-able pedagogies. The paper focuses on the transdisciplinary and interinstitutional course to consider how these ethico-political practices which constitute a response-able pedagogy might (be put to) work and how the students were both enabled and constrained by this design in terms of their responses to such ethico-political practices.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36263610" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e2c888a85b21e50edf51bcc586a4f733" rel="nofollow" data-download="{"attachment_id":56168955,"asset_id":36263610,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56168955/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2227945" href="https://uwc.academia.edu/VBozalek">Vivienne Bozalek</a><script data-card-contents-for-user="2227945" type="text/json">{"id":2227945,"first_name":"Vivienne","last_name":"Bozalek","domain_name":"uwc","page_name":"VBozalek","display_name":"Vivienne Bozalek","profile_url":"https://uwc.academia.edu/VBozalek?f_ri=2621","photo":"https://0.academia-photos.com/2227945/711952/884241/s65_vivienne.bozalek.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-36263610">+1</span><div class="hidden js-additional-users-36263610"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ouc.academia.edu/michalinoszembylas">michalinos zembylas</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-36263610'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-36263610').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_36263610 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36263610"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36263610, container: ".js-paper-rank-work_36263610", }); });</script></li><li class="js-percentile-work_36263610 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36263610; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36263610"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36263610 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36263610"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36263610; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36263610]").text(description); $(".js-view-count-work_36263610").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36263610").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36263610"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1014" href="https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning">Scholarship of Teaching and Learning</a>, <script data-card-contents-for-ri="1014" type="text/json">{"id":1014,"name":"Scholarship of Teaching and Learning","url":"https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3115" href="https://www.academia.edu/Documents/in/Posthumanism">Posthumanism</a>, <script data-card-contents-for-ri="3115" type="text/json">{"id":3115,"name":"Posthumanism","url":"https://www.academia.edu/Documents/in/Posthumanism?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3392" href="https://www.academia.edu/Documents/in/Critical_Pedagogy">Critical Pedagogy</a><script data-card-contents-for-ri="3392" type="text/json">{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36263610]'), work: {"id":36263610,"title":"TOWARDS A RESPONSE-ABLE PEDAGOGY ACROSS HIGHER EDUCATION INSTITUTIONS IN POST-APARTHEID SOUTH AFRICA: AN ETHICO-POLITICAL ANALYSIS","created_at":"2018-03-26T23:00:22.324-07:00","url":"https://www.academia.edu/36263610/TOWARDS_A_RESPONSE_ABLE_PEDAGOGY_ACROSS_HIGHER_EDUCATION_INSTITUTIONS_IN_POST_APARTHEID_SOUTH_AFRICA_AN_ETHICO_POLITICAL_ANALYSIS?f_ri=2621","dom_id":"work_36263610","summary":"Internationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a feminist new materialist perspective. By focusing on the analysis of an inter-institutional collaborative course which was constructed across three disciplines and two differently positioned universities in Cape Town, South Africa, this paper examines the design of the course retrospectively from a feminist new materialist theoretical framing. In so doing, it moves beyond more traditional understandings of critical pedagogy to consider the design and student engagement with the course from the perspective of what we call \" response-able pedagogies. \" Response-able pedagogies are not simply examples of the type of learning that can take place when power relations, materiality and entanglement are acknowledged; they also constitute ethico-political practices that incorporate a relational ontology into teaching and learning activities. We propose that ethico-political practices such as attentiveness, responsibility, curiosity, and rendering each other capable, constitute reponse-able pedagogies. The paper focuses on the transdisciplinary and interinstitutional course to consider how these ethico-political practices which constitute a response-able pedagogy might (be put to) work and how the students were both enabled and constrained by this design in terms of their responses to such ethico-political practices.","downloadable_attachments":[{"id":56168955,"asset_id":36263610,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2227945,"first_name":"Vivienne","last_name":"Bozalek","domain_name":"uwc","page_name":"VBozalek","display_name":"Vivienne Bozalek","profile_url":"https://uwc.academia.edu/VBozalek?f_ri=2621","photo":"https://0.academia-photos.com/2227945/711952/884241/s65_vivienne.bozalek.jpg"},{"id":1472789,"first_name":"michalinos","last_name":"zembylas","domain_name":"ouc","page_name":"michalinoszembylas","display_name":"michalinos zembylas","profile_url":"https://ouc.academia.edu/michalinoszembylas?f_ri=2621","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1014,"name":"Scholarship of Teaching and Learning","url":"https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":3115,"name":"Posthumanism","url":"https://www.academia.edu/Documents/in/Posthumanism?f_ri=2621","nofollow":false},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=2621","nofollow":false},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=2621"},{"id":10101,"name":"Critical Posthumanism","url":"https://www.academia.edu/Documents/in/Critical_Posthumanism?f_ri=2621"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=2621"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=2621"},{"id":20129,"name":"Social Justice Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Education?f_ri=2621"},{"id":39673,"name":"Feminism and Social Justice","url":"https://www.academia.edu/Documents/in/Feminism_and_Social_Justice?f_ri=2621"},{"id":40325,"name":"Vinciane Despret","url":"https://www.academia.edu/Documents/in/Vinciane_Despret?f_ri=2621"},{"id":40329,"name":"Donna Haraway","url":"https://www.academia.edu/Documents/in/Donna_Haraway?f_ri=2621"},{"id":66053,"name":"Joan Tronto","url":"https://www.academia.edu/Documents/in/Joan_Tronto?f_ri=2621"},{"id":76626,"name":"New Materialism","url":"https://www.academia.edu/Documents/in/New_Materialism?f_ri=2621"},{"id":82376,"name":"The Ethics of Care","url":"https://www.academia.edu/Documents/in/The_Ethics_of_Care?f_ri=2621"},{"id":563262,"name":"Feminist new materialism","url":"https://www.academia.edu/Documents/in/Feminist_new_materialism?f_ri=2621"},{"id":1019468,"name":"Teaching and Learning In Adult and Higher Education","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_In_Adult_and_Higher_Education?f_ri=2621"},{"id":1019469,"name":"Social Justice Issues In Adult and Higher Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Issues_In_Adult_and_Higher_Education?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28018896" data-work_id="28018896" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28018896/Rescaling_the_local_Multi_academy_trusts_private_monopoly_and_statecraft_in_England">Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To cite: Wilkins, A. 2017. Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49 (2), 171-185 For the past six years successive UK governments in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28018896" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To cite:<br />Wilkins, A. 2017. Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49 (2), 171-185<br /><br />For the past six years successive UK governments in England have introduced reforms intended to usher in less aggregated, top-down, bureaucratically overloaded models of service delivery as well as secure conditions for greater school autonomy.  Yet the ‘hollowing out’ of local government has not resulted in less bureaucracy on the ground or less regulation from above, nor has it diminished hierarchy as an organising principle of education governance.  In some cases, monopolies and monopolistic practices dominated by powerful bureaucracies and professional groups persist, albeit realised through the involvement of new actors and organisations from business and philanthropy.  In this paper I adopt a governmentality perspective to explore the political significance of large multi-academy trusts (MATs) – private sponsors contracted by central government to run publicly funded schools – to the generation of new scalar hierarchies and accountability infrastructures that assist in bringing the gaze of government to bear upon the actions of schools that are otherwise less visible under local government management.  On this account, it is argued, MATs are integral to statecraft and the invention and assemblage of particular apparatuses for intervening upon specific organisations, spaces and peoples.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28018896" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="142b18493523ed0ee16bf0ae2e489d75" rel="nofollow" data-download="{"attachment_id":103573744,"asset_id":28018896,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/103573744/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="303988" href="https://goldsmiths.academia.edu/AndrewWilkins">Andrew W Wilkins</a><script data-card-contents-for-user="303988" type="text/json">{"id":303988,"first_name":"Andrew","last_name":"Wilkins","domain_name":"goldsmiths","page_name":"AndrewWilkins","display_name":"Andrew W Wilkins","profile_url":"https://goldsmiths.academia.edu/AndrewWilkins?f_ri=2621","photo":"https://0.academia-photos.com/303988/61270/35413933/s65_andrew.wilkins.jpg"}</script></span></span></li><li class="js-paper-rank-work_28018896 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28018896"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28018896, container: ".js-paper-rank-work_28018896", }); 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href="https://www.academia.edu/18572228/Inside_outside_downside_up_Conservatoire_training_and_musicians_work">Inside, outside, downside up: Conservatoire training and musicians’ work</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18572228" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3e136248bae6769f252109dfc4237a93" rel="nofollow" data-download="{"attachment_id":40135132,"asset_id":18572228,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm 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class="js-view-count-work_51354662 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="51354662"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51354662; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51354662]").text(description); $(".js-view-count-work_51354662").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51354662").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51354662"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3470" href="https://www.academia.edu/Documents/in/Community_Engagement_and_Participation">Community Engagement & Participation</a>, <script data-card-contents-for-ri="3470" type="text/json">{"id":3470,"name":"Community Engagement \u0026 Participation","url":"https://www.academia.edu/Documents/in/Community_Engagement_and_Participation?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4901" href="https://www.academia.edu/Documents/in/Service_Learning">Service Learning</a>, <script data-card-contents-for-ri="4901" type="text/json">{"id":4901,"name":"Service Learning","url":"https://www.academia.edu/Documents/in/Service_Learning?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="24774" href="https://www.academia.edu/Documents/in/Women_of_Color_Feminism">Women of Color Feminism</a><script data-card-contents-for-ri="24774" type="text/json">{"id":24774,"name":"Women of Color Feminism","url":"https://www.academia.edu/Documents/in/Women_of_Color_Feminism?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51354662]'), work: {"id":51354662,"title":"Critical Emotionality: The Unspoken Pain of Latinx Womxn of Color Undergraduates in Higher Education Through their Community-Engaged Service","created_at":"2021-09-06T05:43:14.305-07:00","url":"https://www.academia.edu/51354662/Critical_Emotionality_The_Unspoken_Pain_of_Latinx_Womxn_of_Color_Undergraduates_in_Higher_Education_Through_their_Community_Engaged_Service?f_ri=2621","dom_id":"work_51354662","summary":null,"downloadable_attachments":[{"id":69113373,"asset_id":51354662,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":125442304,"first_name":"Gema","last_name":"Cardona","domain_name":"sjsu","page_name":"GemaCardona","display_name":"Gema Cardona","profile_url":"https://sjsu.academia.edu/GemaCardona?f_ri=2621","photo":"https://0.academia-photos.com/125442304/51943150/102344763/s65_gema.cardona.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":3470,"name":"Community Engagement \u0026 Participation","url":"https://www.academia.edu/Documents/in/Community_Engagement_and_Participation?f_ri=2621","nofollow":false},{"id":4901,"name":"Service Learning","url":"https://www.academia.edu/Documents/in/Service_Learning?f_ri=2621","nofollow":false},{"id":24774,"name":"Women of Color Feminism","url":"https://www.academia.edu/Documents/in/Women_of_Color_Feminism?f_ri=2621","nofollow":false},{"id":104995,"name":"Testimonio","url":"https://www.academia.edu/Documents/in/Testimonio?f_ri=2621"},{"id":164957,"name":"Critical Service Learning","url":"https://www.academia.edu/Documents/in/Critical_Service_Learning?f_ri=2621"},{"id":1179878,"name":"Critical Race Methodology","url":"https://www.academia.edu/Documents/in/Critical_Race_Methodology?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39693999" data-work_id="39693999" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39693999/Applicability_of_the_learning_organisation_idea_to_universities_in_Kenya">Applicability of the learning organisation idea to universities in Kenya</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The concept of the learning organisation is now gaining more prominence globally, yet there are few organisations that assert to be learning organizations, or identify with organizational learning. On the same breath, the learning... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39693999" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The concept of the learning organisation is now gaining more prominence globally, yet there are few organisations that assert to be learning organizations, or identify with organizational learning. On the same breath, the learning organisation concept and practice is voiced more in the developed nations than in the developing ones, more so, Africa. Further, the learning organization appears to be more practical in entrepreneurial organisations than in the educational enterprise. This is evidenced by the dearth of literature still seeking to establish whether the learning organization idea is relevant to universities specifically in Kenya, and also Africa. This article examines the concept of the learning organisation to elucidate the key components in relation to universities in the Kenyan context. The review is pegged on Ortenblad and Koris' typology of the learning organization. Literature review of existing prior works on the components of the learning organization and their relevance to universities, and a reflective discussion based of applicability of key characteristics of a learning organisation in public universities in Kenya is made. The review found the four-point typology limited and a fifth component identified as beneficial toward universities' reflection on their organisational learning status. The learning organisation idea was found relevant for universities in Kenya but needs to be applied thoughtfully and in cognisance of the unique nature of its operations and include the key consumer (university student bodies) perspective in the multi-stakeholder contingency approach. The highly mechanistic learning structure, practices that encourage negative learning, lack of research focusing on internal concerns and emphasis on formal courses at the exclusion of learning at work are obstacles that stand in the way of transformation of universities in Kenya into learning organisations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39693999" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="98290dd85ce0e1d4a1735f36d2a45476" rel="nofollow" data-download="{"attachment_id":59863988,"asset_id":39693999,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59863988/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15086111" href="https://mmust.academia.edu/ElisabethAbenga">Elizabeth S . B Abenga</a><script data-card-contents-for-user="15086111" type="text/json">{"id":15086111,"first_name":"Elizabeth","last_name":"Abenga","domain_name":"mmust","page_name":"ElisabethAbenga","display_name":"Elizabeth S . B Abenga","profile_url":"https://mmust.academia.edu/ElisabethAbenga?f_ri=2621","photo":"https://0.academia-photos.com/15086111/86494608/122635973/s65_elisabeth.abenga.jpeg"}</script></span></span></li><li class="js-paper-rank-work_39693999 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39693999"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39693999, container: ".js-paper-rank-work_39693999", }); });</script></li><li class="js-percentile-work_39693999 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39693999; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39693999"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39693999 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39693999"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39693999; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39693999]").text(description); $(".js-view-count-work_39693999").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39693999").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39693999"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39693999]'), work: {"id":39693999,"title":"Applicability of the learning organisation idea to universities in Kenya","created_at":"2019-06-25T12:06:07.062-07:00","url":"https://www.academia.edu/39693999/Applicability_of_the_learning_organisation_idea_to_universities_in_Kenya?f_ri=2621","dom_id":"work_39693999","summary":"The concept of the learning organisation is now gaining more prominence globally, yet there are few organisations that assert to be learning organizations, or identify with organizational learning. On the same breath, the learning organisation concept and practice is voiced more in the developed nations than in the developing ones, more so, Africa. Further, the learning organization appears to be more practical in entrepreneurial organisations than in the educational enterprise. This is evidenced by the dearth of literature still seeking to establish whether the learning organization idea is relevant to universities specifically in Kenya, and also Africa. This article examines the concept of the learning organisation to elucidate the key components in relation to universities in the Kenyan context. The review is pegged on Ortenblad and Koris' typology of the learning organization. Literature review of existing prior works on the components of the learning organization and their relevance to universities, and a reflective discussion based of applicability of key characteristics of a learning organisation in public universities in Kenya is made. The review found the four-point typology limited and a fifth component identified as beneficial toward universities' reflection on their organisational learning status. The learning organisation idea was found relevant for universities in Kenya but needs to be applied thoughtfully and in cognisance of the unique nature of its operations and include the key consumer (university student bodies) perspective in the multi-stakeholder contingency approach. The highly mechanistic learning structure, practices that encourage negative learning, lack of research focusing on internal concerns and emphasis on formal courses at the exclusion of learning at work are obstacles that stand in the way of transformation of universities in Kenya into learning organisations.","downloadable_attachments":[{"id":59863988,"asset_id":39693999,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15086111,"first_name":"Elizabeth","last_name":"Abenga","domain_name":"mmust","page_name":"ElisabethAbenga","display_name":"Elizabeth S . B Abenga","profile_url":"https://mmust.academia.edu/ElisabethAbenga?f_ri=2621","photo":"https://0.academia-photos.com/15086111/86494608/122635973/s65_elisabeth.abenga.jpeg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24360658" data-work_id="24360658" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24360658/Human_capital_career_creativities_for_creative_industries_work_Lessons_underpinned_by_Bourdieu_s_tools_for_thinking">Human capital career creativities for creative industries work Lessons underpinned by Bourdieu’s tools for thinking</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Since the DCMS Creative Industries Mapping Document highlighted the key role played by creative activities in the UK economy and society, the creative industries agenda has expanded across Europe and internationally. It has the support of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24360658" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Since the DCMS Creative Industries Mapping Document highlighted the key role played by creative activities in the UK economy and society, the creative industries agenda has expanded across Europe and internationally. It has the support of local authorities, regional development agencies, research councils, arts and cultural agencies and other sector organisations. Within this framework, higher education institutions have also engaged in the creative agenda but have struggled to define their role in this growing sphere of activities. Higher Education and the Creative Economy critically engages with the complex interconnections between higher education, geography, cultural policy and the creative economy. This book is organised into four sections which articulate the range of dynamics that can emerge between higher education and the creative economy: partnership and collaboration across higher education institutions and the creative and cultural industries; the development of creative human capital; connections between arts schools and local art scenes; and links with broader policy directions and work. While it has a strong UK component, it also includes international perspectives, specifically from Australia, Singapore, Europe and the USA. This authoritative collection challenges the boundaries of creative and cultural industry development by bringing together international experts from a range of subject areas, presenting researchers with a unique multidisciplinary approach to the topic. This edited collection will be of interest to researchers and policy-makers working in the area of creative and cultural industries development.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24360658" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="85cf2c06483175e94d03e16dda14dcee" rel="nofollow" data-download="{"attachment_id":44692196,"asset_id":24360658,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44692196/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="904879" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a><script data-card-contents-for-user="904879" type="text/json">{"id":904879,"first_name":"Dawn","last_name":"Bennett","domain_name":"bond","page_name":"DawnBennett","display_name":"Dawn Bennett","profile_url":"https://bond.academia.edu/DawnBennett?f_ri=2621","photo":"https://0.academia-photos.com/904879/334012/129628446/s65_dawn.bennett.jpg"}</script></span></span></li><li class="js-paper-rank-work_24360658 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24360658"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24360658, container: ".js-paper-rank-work_24360658", }); });</script></li><li class="js-percentile-work_24360658 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24360658; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_24360658"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24360658 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24360658"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24360658; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24360658]").text(description); $(".js-view-count-work_24360658").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24360658").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24360658"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="671" href="https://www.academia.edu/Documents/in/Music">Music</a>, <script data-card-contents-for-ri="671" type="text/json">{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="683" href="https://www.academia.edu/Documents/in/Music_Education">Music Education</a>, <script data-card-contents-for-ri="683" type="text/json">{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5745" href="https://www.academia.edu/Documents/in/Social_Capital">Social Capital</a><script data-card-contents-for-ri="5745" type="text/json">{"id":5745,"name":"Social Capital","url":"https://www.academia.edu/Documents/in/Social_Capital?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24360658]'), work: {"id":24360658,"title":"Human capital career creativities for creative industries work Lessons underpinned by Bourdieu’s tools for thinking","created_at":"2016-04-13T04:02:20.497-07:00","url":"https://www.academia.edu/24360658/Human_capital_career_creativities_for_creative_industries_work_Lessons_underpinned_by_Bourdieu_s_tools_for_thinking?f_ri=2621","dom_id":"work_24360658","summary":"Since the DCMS Creative Industries Mapping Document highlighted the key role played by creative activities in the UK economy and society, the creative industries agenda has expanded across Europe and internationally. It has the support of local authorities, regional development agencies, research councils, arts and cultural agencies and other sector organisations. Within this framework, higher education institutions have also engaged in the creative agenda but have struggled to define their role in this growing sphere of activities. Higher Education and the Creative Economy critically engages with the complex interconnections between higher education, geography, cultural policy and the creative economy. This book is organised into four sections which articulate the range of dynamics that can emerge between higher education and the creative economy: partnership and collaboration across higher education institutions and the creative and cultural industries; the development of creative human capital; connections between arts schools and local art scenes; and links with broader policy directions and work. While it has a strong UK component, it also includes international perspectives, specifically from Australia, Singapore, Europe and the USA. This authoritative collection challenges the boundaries of creative and cultural industry development by bringing together international experts from a range of subject areas, presenting researchers with a unique multidisciplinary approach to the topic. This edited collection will be of interest to researchers and policy-makers working in the area of creative and cultural industries development.","downloadable_attachments":[{"id":44692196,"asset_id":24360658,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":904879,"first_name":"Dawn","last_name":"Bennett","domain_name":"bond","page_name":"DawnBennett","display_name":"Dawn Bennett","profile_url":"https://bond.academia.edu/DawnBennett?f_ri=2621","photo":"https://0.academia-photos.com/904879/334012/129628446/s65_dawn.bennett.jpg"}],"research_interests":[{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=2621","nofollow":false},{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":5745,"name":"Social Capital","url":"https://www.academia.edu/Documents/in/Social_Capital?f_ri=2621","nofollow":false},{"id":11344,"name":"Creative Industries","url":"https://www.academia.edu/Documents/in/Creative_Industries?f_ri=2621"},{"id":13340,"name":"Pierre Bourdieu","url":"https://www.academia.edu/Documents/in/Pierre_Bourdieu?f_ri=2621"},{"id":14042,"name":"Human Capital","url":"https://www.academia.edu/Documents/in/Human_Capital?f_ri=2621"},{"id":30259,"name":"Bourdieu","url":"https://www.academia.edu/Documents/in/Bourdieu?f_ri=2621"},{"id":113566,"name":"Creative Economy","url":"https://www.academia.edu/Documents/in/Creative_Economy?f_ri=2621"},{"id":139593,"name":"Human Capital Development","url":"https://www.academia.edu/Documents/in/Human_Capital_Development?f_ri=2621"},{"id":179530,"name":"Creative and Cultural Industries","url":"https://www.academia.edu/Documents/in/Creative_and_Cultural_Industries?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11993990 coauthored" data-work_id="11993990" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11993990/The_Rationalization_of_Higher_Education">The Rationalization of Higher Education</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11993990" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f59825e1393d58d91adec1516e7cf4b0" rel="nofollow" data-download="{"attachment_id":37337603,"asset_id":11993990,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37337603/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2075990" href="https://uconn.academia.edu/GayeTuchman">Gaye Tuchman</a><script data-card-contents-for-user="2075990" type="text/json">{"id":2075990,"first_name":"Gaye","last_name":"Tuchman","domain_name":"uconn","page_name":"GayeTuchman","display_name":"Gaye Tuchman","profile_url":"https://uconn.academia.edu/GayeTuchman?f_ri=2621","photo":"https://0.academia-photos.com/2075990/678832/842370/s65_gaye.tuchman.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-11993990">+1</span><div class="hidden js-additional-users-11993990"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/TressieCottom">Tressie Cottom</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-11993990'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-11993990').html(); 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This précis forms the nucleus of a work I hope to launch in the coming year. Your comments are most... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17629520" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Just as no one saw the dissolution of the monasteries coming in 1535, so no one saw the dissolution of the universities coming in 2035. <br />This précis forms the nucleus of a work I hope to launch in the coming year. Your comments are most welcome</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17629520" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="20abdc28710f1b99c6e94ce499ed7767" rel="nofollow" data-download="{"attachment_id":51495319,"asset_id":17629520,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51495319/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9370138" href="https://italicapress.academia.edu/RonaldGMusto">Ronald G. Musto</a><script data-card-contents-for-user="9370138" type="text/json">{"id":9370138,"first_name":"Ronald G.","last_name":"Musto","domain_name":"italicapress","page_name":"RonaldGMusto","display_name":"Ronald G. Musto","profile_url":"https://italicapress.academia.edu/RonaldGMusto?f_ri=2621","photo":"https://0.academia-photos.com/9370138/2991413/3511763/s65_ronald_g..musto.jpg"}</script></span></span></li><li class="js-paper-rank-work_17629520 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17629520"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17629520, container: ".js-paper-rank-work_17629520", }); });</script></li><li class="js-percentile-work_17629520 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17629520; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_17629520"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_17629520 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="17629520"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17629520; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17629520]").text(description); $(".js-view-count-work_17629520").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17629520").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17629520"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5133" href="https://www.academia.edu/Documents/in/Reformation_Studies">Reformation Studies</a>, <script data-card-contents-for-ri="5133" type="text/json">{"id":5133,"name":"Reformation Studies","url":"https://www.academia.edu/Documents/in/Reformation_Studies?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5145" href="https://www.academia.edu/Documents/in/English_Reformation">English Reformation</a>, <script data-card-contents-for-ri="5145" type="text/json">{"id":5145,"name":"English Reformation","url":"https://www.academia.edu/Documents/in/English_Reformation?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10823" href="https://www.academia.edu/Documents/in/History_of_Universities">History of Universities</a><script data-card-contents-for-ri="10823" type="text/json">{"id":10823,"name":"History of Universities","url":"https://www.academia.edu/Documents/in/History_of_Universities?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17629520]'), work: {"id":17629520,"title":"The Dissolution of the Universities","created_at":"2015-11-02T17:00:07.853-08:00","url":"https://www.academia.edu/17629520/The_Dissolution_of_the_Universities?f_ri=2621","dom_id":"work_17629520","summary":"Just as no one saw the dissolution of the monasteries coming in 1535, so no one saw the dissolution of the universities coming in 2035. \nThis précis forms the nucleus of a work I hope to launch in the coming year. Your comments are most welcome\n","downloadable_attachments":[{"id":51495319,"asset_id":17629520,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9370138,"first_name":"Ronald G.","last_name":"Musto","domain_name":"italicapress","page_name":"RonaldGMusto","display_name":"Ronald G. Musto","profile_url":"https://italicapress.academia.edu/RonaldGMusto?f_ri=2621","photo":"https://0.academia-photos.com/9370138/2991413/3511763/s65_ronald_g..musto.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":5133,"name":"Reformation Studies","url":"https://www.academia.edu/Documents/in/Reformation_Studies?f_ri=2621","nofollow":false},{"id":5145,"name":"English Reformation","url":"https://www.academia.edu/Documents/in/English_Reformation?f_ri=2621","nofollow":false},{"id":10823,"name":"History of Universities","url":"https://www.academia.edu/Documents/in/History_of_Universities?f_ri=2621","nofollow":false},{"id":21987,"name":"Monasticism","url":"https://www.academia.edu/Documents/in/Monasticism?f_ri=2621"},{"id":30375,"name":"History of Monasticism","url":"https://www.academia.edu/Documents/in/History_of_Monasticism?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72300431" data-work_id="72300431" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72300431/Learning_in_Small_Task_Oriented_Connectivist_MOOCs_Pedagogical_Issues_and_Implications_for_Higher_Education">Learning in Small Task-Oriented Connectivist MOOCs : Pedagogical Issues and Implications for Higher Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC- Oxford Brookes University’s ‘First Steps... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72300431" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC- Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education ’ MOOC (FSLT12). FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education. The evidence shows that participants who completed the course were able to learn autonomously and na...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72300431" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="577205242f661e55fdf4d072b434c2a5" rel="nofollow" data-download="{"attachment_id":81282208,"asset_id":72300431,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81282208/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="491863" href="https://oxfordbrookes.academia.edu/ElizabethLovegrove">Elizabeth Lovegrove</a><script data-card-contents-for-user="491863" type="text/json">{"id":491863,"first_name":"Elizabeth","last_name":"Lovegrove","domain_name":"oxfordbrookes","page_name":"ElizabethLovegrove","display_name":"Elizabeth Lovegrove","profile_url":"https://oxfordbrookes.academia.edu/ElizabethLovegrove?f_ri=2621","photo":"https://0.academia-photos.com/491863/168072/25178610/s65_elizabeth.lovegrove.jpg"}</script></span></span></li><li class="js-paper-rank-work_72300431 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72300431"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72300431, container: ".js-paper-rank-work_72300431", }); 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$(".js-view-count[data-work-id=72300431]").text(description); $(".js-view-count-work_72300431").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72300431").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72300431"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="422" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="96047" href="https://www.academia.edu/Documents/in/Case_Study">Case Study</a>, <script data-card-contents-for-ri="96047" type="text/json">{"id":96047,"name":"Case Study","url":"https://www.academia.edu/Documents/in/Case_Study?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="124971" href="https://www.academia.edu/Documents/in/Education_Systems">Education Systems</a><script data-card-contents-for-ri="124971" type="text/json">{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72300431]'), work: {"id":72300431,"title":"Learning in Small Task-Oriented Connectivist MOOCs : Pedagogical Issues and Implications for Higher Education","created_at":"2022-02-23T01:36:31.067-08:00","url":"https://www.academia.edu/72300431/Learning_in_Small_Task_Oriented_Connectivist_MOOCs_Pedagogical_Issues_and_Implications_for_Higher_Education?f_ri=2621","dom_id":"work_72300431","summary":"Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC- Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education ’ MOOC (FSLT12). FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education. The evidence shows that participants who completed the course were able to learn autonomously and na...","downloadable_attachments":[{"id":81282208,"asset_id":72300431,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":491863,"first_name":"Elizabeth","last_name":"Lovegrove","domain_name":"oxfordbrookes","page_name":"ElizabethLovegrove","display_name":"Elizabeth Lovegrove","profile_url":"https://oxfordbrookes.academia.edu/ElizabethLovegrove?f_ri=2621","photo":"https://0.academia-photos.com/491863/168072/25178610/s65_elizabeth.lovegrove.jpg"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":96047,"name":"Case Study","url":"https://www.academia.edu/Documents/in/Case_Study?f_ri=2621","nofollow":false},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems?f_ri=2621","nofollow":false},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44947050" data-work_id="44947050" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44947050/%CE%9A%CE%BF%CE%B9%CE%BD%CF%89%CE%BD%CE%B9%CE%BA%CE%AC_%CF%80%CF%81%CE%BF%CF%83%CE%B4%CE%B9%CE%BF%CF%81%CE%B9%CF%83%CE%BC%CE%AD%CE%BD%CE%B5%CF%82_%CE%B1%CE%BD%CE%B9%CF%83%CF%8C%CF%84%CE%B7%CF%84%CE%B5%CF%82_%CF%80%CF%81%CF%8C%CF%83%CE%B2%CE%B1%CF%83%CE%B7%CF%82_%CF%83%CF%84%CE%B7%CE%BD_%CE%91%CE%BD%CF%8E%CF%84%CE%B1%CF%84%CE%B7_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7_%CF%83%CF%84%CE%B7%CE%BD_%CE%95%CE%BB%CE%BB%CE%AC%CE%B4%CE%B1_%CF%83%CE%B5_%CF%83%CF%85%CE%BD%CE%B8%CE%AE%CE%BA%CE%B5%CF%82_%CE%BF%CE%B9%CE%BA%CE%BF%CE%BD%CE%BF%CE%BC%CE%B9%CE%BA%CE%AE%CF%82_%CE%BA%CF%81%CE%AF%CF%83%CE%B7%CF%82">Κοινωνικά προσδιορισμένες ανισότητες πρόσβασης στην Ανώτατη Εκπαίδευση στην Ελλάδα σε συνθήκες οικονομικής κρίσης</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Το παρόν άρθρο αποσκοπεί στο να διερευνήσει τις επιπτώσεις της οικονομικής κρίσης στο εκπαιδευτικό σύστημα με έμφαση στη διαφοροποίηση των κοινωνικά προσδιορισμένων ανισοτήτων στην Ανώτατη Εκπαίδευση στην Ελλάδα. Όπως διαπιστώνεται, σε... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44947050" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Το παρόν άρθρο αποσκοπεί στο να διερευνήσει τις επιπτώσεις της οικονομικής κρίσης στο εκπαιδευτικό σύστημα με έμφαση στη διαφοροποίηση των κοινωνικά προσδιορισμένων ανισοτήτων στην Ανώτατη Εκπαίδευση στην Ελλάδα. Όπως διαπιστώνεται, σε συνθήκες προϊούσας οικονομικής κρίσης μειώνονται σημαντικά τόσο οι δημόσιες δαπάνες για εκπαίδευση, όσο  και η ιδιωτική κατανάλωση των νοικοκυριών για εκπαιδευτικά αγαθά. Επιπλέον διαπιστώνεται ότι σε όλη την προηγούμενη χρονική περίοδο, παρά τις όποιες «μεταρρυθμιστικές» προσπάθειες και την αύξηση του αριθμού των προπτυχιακών και των μεταπτυχιακών φοιτητών, οι κοινωνικά προσδιορισμένες ανισότητες πρόσβασης στην Ανώτατη Εκπαίδευση στην Ελλάδα, όχι μόνο επιμένουν διαχρονικά αλλά και διευρύνονται συνεχώς, ανάλογα με το εκάστοτε επίπεδο αναφοράς (Πανεπιστήμια / Τ.Ε.Ι., Τμήματα υψηλού / χαμηλού γοήτρου, κ.ο.κ.), σε συνάρτηση και με την κοινωνικοοικονομική κατάσταση των νοικοκυριών προέλευσης. Υπό τις συνθήκες αυτές, λόγω και της προϊούσας οξείας δημοσιονομικής κρίσης, η κατάσταση αυτή παγιώνεται και προσλαμβάνει νέες διαστάσεις καθιστώντας την ανάταξη του προβλήματος των κοινωνικά προσδιορισμένων ανισοτήτων πρόσβασης στην Ανώτατη Εκπαίδευση ένα ιδιαίτερα δύσκολο εγχείρημα.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44947050" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eb7bfc77e035e407044aaff1a91e28eb" rel="nofollow" data-download="{"attachment_id":71134974,"asset_id":44947050,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71134974/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47181116" href="https://eap.academia.edu/VGalata">Paraskevi-Viviane Galata</a><script data-card-contents-for-user="47181116" type="text/json">{"id":47181116,"first_name":"Paraskevi-Viviane","last_name":"Galata","domain_name":"eap","page_name":"VGalata","display_name":"Paraskevi-Viviane Galata","profile_url":"https://eap.academia.edu/VGalata?f_ri=2621","photo":"https://0.academia-photos.com/47181116/12646055/154370171/s65_paraskevi_-_viviane.galata.jpg"}</script></span></span></li><li class="js-paper-rank-work_44947050 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44947050"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44947050, container: ".js-paper-rank-work_44947050", }); });</script></li><li class="js-percentile-work_44947050 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44947050; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44947050"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44947050 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44947050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44947050; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44947050]").text(description); $(".js-view-count-work_44947050").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44947050").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44947050"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="32215" href="https://www.academia.edu/Documents/in/Social_Inequalities">Social Inequalities</a>, <script data-card-contents-for-ri="32215" type="text/json">{"id":32215,"name":"Social Inequalities","url":"https://www.academia.edu/Documents/in/Social_Inequalities?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="83222" href="https://www.academia.edu/Documents/in/Economic_Crisis">Economic Crisis</a><script data-card-contents-for-ri="83222" type="text/json">{"id":83222,"name":"Economic Crisis","url":"https://www.academia.edu/Documents/in/Economic_Crisis?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44947050]'), work: {"id":44947050,"title":"Κοινωνικά προσδιορισμένες ανισότητες πρόσβασης στην Ανώτατη Εκπαίδευση στην Ελλάδα σε συνθήκες οικονομικής κρίσης","created_at":"2021-01-21T03:59:43.316-08:00","url":"https://www.academia.edu/44947050/%CE%9A%CE%BF%CE%B9%CE%BD%CF%89%CE%BD%CE%B9%CE%BA%CE%AC_%CF%80%CF%81%CE%BF%CF%83%CE%B4%CE%B9%CE%BF%CF%81%CE%B9%CF%83%CE%BC%CE%AD%CE%BD%CE%B5%CF%82_%CE%B1%CE%BD%CE%B9%CF%83%CF%8C%CF%84%CE%B7%CF%84%CE%B5%CF%82_%CF%80%CF%81%CF%8C%CF%83%CE%B2%CE%B1%CF%83%CE%B7%CF%82_%CF%83%CF%84%CE%B7%CE%BD_%CE%91%CE%BD%CF%8E%CF%84%CE%B1%CF%84%CE%B7_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7_%CF%83%CF%84%CE%B7%CE%BD_%CE%95%CE%BB%CE%BB%CE%AC%CE%B4%CE%B1_%CF%83%CE%B5_%CF%83%CF%85%CE%BD%CE%B8%CE%AE%CE%BA%CE%B5%CF%82_%CE%BF%CE%B9%CE%BA%CE%BF%CE%BD%CE%BF%CE%BC%CE%B9%CE%BA%CE%AE%CF%82_%CE%BA%CF%81%CE%AF%CF%83%CE%B7%CF%82?f_ri=2621","dom_id":"work_44947050","summary":"Το παρόν άρθρο αποσκοπεί στο να διερευνήσει τις επιπτώσεις της οικονομικής κρίσης στο εκπαιδευτικό σύστημα με έμφαση στη διαφοροποίηση των κοινωνικά προσδιορισμένων ανισοτήτων στην Ανώτατη Εκπαίδευση στην Ελλάδα. Όπως διαπιστώνεται, σε συνθήκες προϊούσας οικονομικής κρίσης μειώνονται σημαντικά τόσο οι δημόσιες δαπάνες για εκπαίδευση, όσο και η ιδιωτική κατανάλωση των νοικοκυριών για εκπαιδευτικά αγαθά. Επιπλέον διαπιστώνεται ότι σε όλη την προηγούμενη χρονική περίοδο, παρά τις όποιες «μεταρρυθμιστικές» προσπάθειες και την αύξηση του αριθμού των προπτυχιακών και των μεταπτυχιακών φοιτητών, οι κοινωνικά προσδιορισμένες ανισότητες πρόσβασης στην Ανώτατη Εκπαίδευση στην Ελλάδα, όχι μόνο επιμένουν διαχρονικά αλλά και διευρύνονται συνεχώς, ανάλογα με το εκάστοτε επίπεδο αναφοράς (Πανεπιστήμια / Τ.Ε.Ι., Τμήματα υψηλού / χαμηλού γοήτρου, κ.ο.κ.), σε συνάρτηση και με την κοινωνικοοικονομική κατάσταση των νοικοκυριών προέλευσης. Υπό τις συνθήκες αυτές, λόγω και της προϊούσας οξείας δημοσιονομικής κρίσης, η κατάσταση αυτή παγιώνεται και προσλαμβάνει νέες διαστάσεις καθιστώντας την ανάταξη του προβλήματος των κοινωνικά προσδιορισμένων ανισοτήτων πρόσβασης στην Ανώτατη Εκπαίδευση ένα ιδιαίτερα δύσκολο εγχείρημα. ","downloadable_attachments":[{"id":71134974,"asset_id":44947050,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47181116,"first_name":"Paraskevi-Viviane","last_name":"Galata","domain_name":"eap","page_name":"VGalata","display_name":"Paraskevi-Viviane Galata","profile_url":"https://eap.academia.edu/VGalata?f_ri=2621","photo":"https://0.academia-photos.com/47181116/12646055/154370171/s65_paraskevi_-_viviane.galata.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":32215,"name":"Social Inequalities","url":"https://www.academia.edu/Documents/in/Social_Inequalities?f_ri=2621","nofollow":false},{"id":83222,"name":"Economic Crisis","url":"https://www.academia.edu/Documents/in/Economic_Crisis?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20376631" data-work_id="20376631" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20376631/Finding_the_next_wave_in_internationalisation_of_higher_education_focus_on_Malaysia">Finding the next ‘wave’ in internationalisation of higher education: focus on Malaysia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article presents a case study of Malaysia’s inroad in internationalising its higher education system for the past three decades and proposes recommendations and the way forward in internationalisation. Internationalisation is one of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20376631" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article presents a case study of Malaysia’s<br />inroad in internationalising its higher education system for<br />the past three decades and proposes recommendations and<br />the way forward in internationalisation. Internationalisation<br />is one of the critical agenda in Malaysia’s higher education<br />transformation with an end target of becoming an international<br />hub of higher education excellence by 2020. The<br />country is no stranger in internationalisation as efforts in<br />student mobility, academic programmes and international<br />collaboration have started since the 1980s and 1990s. As<br />with other higher education systems globally, it was the<br />private sector that initiated and sustained efforts in internationalisation<br />of Malaysian higher education. With the<br />growth in international student enrolment, the country has<br />established itself as a student hub; however, greater focus<br />and clarity in direction should be set forward in accelerating<br />Malaysia’s progress in internationalisation, with<br />research and development as a potential catalyst. The<br />article also questions Malaysia’s current standing with<br />regard to internationalisation and the need in facilitating<br />higher education institutions to build their capacity in internationalisation,<br />highlighting the important roles of<br />individual institutions at both public and private sector that<br />drive the country’s internationalisation agenda.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20376631" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="79356321af646921fbe33b3264ef59b3" rel="nofollow" data-download="{"attachment_id":41324536,"asset_id":20376631,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41324536/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="527416" href="https://independent.academia.edu/DoriaAbdullah">Doria Abdullah</a><script data-card-contents-for-user="527416" type="text/json">{"id":527416,"first_name":"Doria","last_name":"Abdullah","domain_name":"independent","page_name":"DoriaAbdullah","display_name":"Doria Abdullah","profile_url":"https://independent.academia.edu/DoriaAbdullah?f_ri=2621","photo":"https://0.academia-photos.com/527416/186893/12598968/s65_doria.abdullah.jpg"}</script></span></span></li><li class="js-paper-rank-work_20376631 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20376631"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20376631, container: ".js-paper-rank-work_20376631", }); 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$(".js-view-count[data-work-id=20376631]").text(description); $(".js-view-count-work_20376631").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20376631").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20376631"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13889" href="https://www.academia.edu/Documents/in/International_Students">International Students</a>, <script data-card-contents-for-ri="13889" type="text/json">{"id":13889,"name":"International Students","url":"https://www.academia.edu/Documents/in/International_Students?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="51184" href="https://www.academia.edu/Documents/in/Internationalisation_of_Higher_Education">Internationalisation of Higher Education</a>, <script data-card-contents-for-ri="51184" type="text/json">{"id":51184,"name":"Internationalisation of Higher Education","url":"https://www.academia.edu/Documents/in/Internationalisation_of_Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="106080" href="https://www.academia.edu/Documents/in/International_student_mobility">International student mobility</a><script data-card-contents-for-ri="106080" type="text/json">{"id":106080,"name":"International student mobility","url":"https://www.academia.edu/Documents/in/International_student_mobility?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20376631]'), work: {"id":20376631,"title":"Finding the next ‘wave’ in internationalisation of higher education: focus on Malaysia","created_at":"2016-01-19T04:33:52.170-08:00","url":"https://www.academia.edu/20376631/Finding_the_next_wave_in_internationalisation_of_higher_education_focus_on_Malaysia?f_ri=2621","dom_id":"work_20376631","summary":"This article presents a case study of Malaysia’s\ninroad in internationalising its higher education system for\nthe past three decades and proposes recommendations and\nthe way forward in internationalisation. Internationalisation\nis one of the critical agenda in Malaysia’s higher education\ntransformation with an end target of becoming an international\nhub of higher education excellence by 2020. The\ncountry is no stranger in internationalisation as efforts in\nstudent mobility, academic programmes and international\ncollaboration have started since the 1980s and 1990s. As\nwith other higher education systems globally, it was the\nprivate sector that initiated and sustained efforts in internationalisation\nof Malaysian higher education. With the\ngrowth in international student enrolment, the country has\nestablished itself as a student hub; however, greater focus\nand clarity in direction should be set forward in accelerating\nMalaysia’s progress in internationalisation, with\nresearch and development as a potential catalyst. The\narticle also questions Malaysia’s current standing with\nregard to internationalisation and the need in facilitating\nhigher education institutions to build their capacity in internationalisation,\nhighlighting the important roles of\nindividual institutions at both public and private sector that\ndrive the country’s internationalisation agenda.","downloadable_attachments":[{"id":41324536,"asset_id":20376631,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":527416,"first_name":"Doria","last_name":"Abdullah","domain_name":"independent","page_name":"DoriaAbdullah","display_name":"Doria Abdullah","profile_url":"https://independent.academia.edu/DoriaAbdullah?f_ri=2621","photo":"https://0.academia-photos.com/527416/186893/12598968/s65_doria.abdullah.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":13889,"name":"International Students","url":"https://www.academia.edu/Documents/in/International_Students?f_ri=2621","nofollow":false},{"id":51184,"name":"Internationalisation of Higher Education","url":"https://www.academia.edu/Documents/in/Internationalisation_of_Higher_Education?f_ri=2621","nofollow":false},{"id":106080,"name":"International student mobility","url":"https://www.academia.edu/Documents/in/International_student_mobility?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10358823" data-work_id="10358823" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10358823/Transformation_of_the_Arab_Gulf_Economies_into_Knowledge_Economies_Motivational_Issues_Related_to_the_Tertiary_Education_Sector">Transformation of the Arab Gulf Economies into Knowledge Economies: Motivational Issues Related to the Tertiary Education Sector</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10358823" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="44843561a6e7a2a48f996d9e99e73d64" rel="nofollow" data-download="{"attachment_id":36653791,"asset_id":10358823,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36653791/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1434569" href="https://acrps.academia.edu/AbedAyyad">Abed Ayyad</a><script data-card-contents-for-user="1434569" type="text/json">{"id":1434569,"first_name":"Abed","last_name":"Ayyad","domain_name":"acrps","page_name":"AbedAyyad","display_name":"Abed Ayyad","profile_url":"https://acrps.academia.edu/AbedAyyad?f_ri=2621","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_10358823 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10358823"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10358823, container: ".js-paper-rank-work_10358823", }); 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$(".js-view-count[data-work-id=10358823]").text(description); $(".js-view-count-work_10358823").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10358823").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10358823"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="724" href="https://www.academia.edu/Documents/in/Economics">Economics</a>, <script data-card-contents-for-ri="724" type="text/json">{"id":724,"name":"Economics","url":"https://www.academia.edu/Documents/in/Economics?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="727" href="https://www.academia.edu/Documents/in/Development_Economics">Development Economics</a>, <script data-card-contents-for-ri="727" type="text/json">{"id":727,"name":"Development Economics","url":"https://www.academia.edu/Documents/in/Development_Economics?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10358823]'), work: {"id":10358823,"title":"Transformation of the Arab Gulf Economies into Knowledge Economies: Motivational Issues Related to the Tertiary Education Sector","created_at":"2015-01-28T02:49:57.708-08:00","url":"https://www.academia.edu/10358823/Transformation_of_the_Arab_Gulf_Economies_into_Knowledge_Economies_Motivational_Issues_Related_to_the_Tertiary_Education_Sector?f_ri=2621","dom_id":"work_10358823","summary":null,"downloadable_attachments":[{"id":36653791,"asset_id":10358823,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1434569,"first_name":"Abed","last_name":"Ayyad","domain_name":"acrps","page_name":"AbedAyyad","display_name":"Abed Ayyad","profile_url":"https://acrps.academia.edu/AbedAyyad?f_ri=2621","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":724,"name":"Economics","url":"https://www.academia.edu/Documents/in/Economics?f_ri=2621","nofollow":false},{"id":727,"name":"Development Economics","url":"https://www.academia.edu/Documents/in/Development_Economics?f_ri=2621","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":2714,"name":"Gulf Studies","url":"https://www.academia.edu/Documents/in/Gulf_Studies?f_ri=2621"},{"id":14861,"name":"Arabian Gulf","url":"https://www.academia.edu/Documents/in/Arabian_Gulf?f_ri=2621"},{"id":18368,"name":"Knowledge Economy","url":"https://www.academia.edu/Documents/in/Knowledge_Economy?f_ri=2621"},{"id":46429,"name":"Economy","url":"https://www.academia.edu/Documents/in/Economy?f_ri=2621"},{"id":264879,"name":"Higher Education In The Gcc","url":"https://www.academia.edu/Documents/in/Higher_Education_In_The_Gcc?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33589260" data-work_id="33589260" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33589260/THE_CLIL_UNIT_FOR_CHEMISTRY_TEACHERS">THE CLIL UNIT FOR CHEMISTRY TEACHERS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Good schoo law, called also 170/2015 underlines the necessity to go straightforward and make the school so can everybody could learn.It should assure the best of education to all the pupils. Quality, good explaination, etc are the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33589260" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Good schoo law, called also 170/2015 underlines the necessity to go straightforward and make the school so can everybody could learn.It should  assure the best of education to  all the pupils. Quality, good explaination, etc are the  requisites for all those  who are  working in the schools .<br />For the effect of the same law, teachers are called to explain at the last year of the lyceum topic with the CLIL methodology.<br />This is indeed what happens. Herein we report how a teacher should write a CLIL unit for awn alumni, in a brief and essential manner, remembering that it is necessary playing to reach the desired objectives.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33589260" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="42dba79506b1e16be92087e4f09c8dad" rel="nofollow" data-download="{"attachment_id":53610431,"asset_id":33589260,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53610431/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46992072" href="https://unipegaso.academia.edu/SaraAuriemma">Sara Auriemma</a><script data-card-contents-for-user="46992072" type="text/json">{"id":46992072,"first_name":"Sara","last_name":"Auriemma","domain_name":"unipegaso","page_name":"SaraAuriemma","display_name":"Sara Auriemma","profile_url":"https://unipegaso.academia.edu/SaraAuriemma?f_ri=2621","photo":"https://0.academia-photos.com/46992072/12412267/13815207/s65_sara.auriemma.jpg"}</script></span></span></li><li class="js-paper-rank-work_33589260 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33589260"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33589260, container: ".js-paper-rank-work_33589260", }); });</script></li><li class="js-percentile-work_33589260 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33589260; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_33589260"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33589260 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33589260"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33589260; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33589260]").text(description); $(".js-view-count-work_33589260").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33589260").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33589260"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33589260]'), work: {"id":33589260,"title":"THE CLIL UNIT FOR CHEMISTRY TEACHERS","created_at":"2017-06-21T06:22:33.287-07:00","url":"https://www.academia.edu/33589260/THE_CLIL_UNIT_FOR_CHEMISTRY_TEACHERS?f_ri=2621","dom_id":"work_33589260","summary":"The Good schoo law, called also 170/2015 underlines the necessity to go straightforward and make the school so can everybody could learn.It should assure the best of education to all the pupils. Quality, good explaination, etc are the requisites for all those who are working in the schools .\nFor the effect of the same law, teachers are called to explain at the last year of the lyceum topic with the CLIL methodology.\nThis is indeed what happens. Herein we report how a teacher should write a CLIL unit for awn alumni, in a brief and essential manner, remembering that it is necessary playing to reach the desired objectives.\n","downloadable_attachments":[{"id":53610431,"asset_id":33589260,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46992072,"first_name":"Sara","last_name":"Auriemma","domain_name":"unipegaso","page_name":"SaraAuriemma","display_name":"Sara Auriemma","profile_url":"https://unipegaso.academia.edu/SaraAuriemma?f_ri=2621","photo":"https://0.academia-photos.com/46992072/12412267/13815207/s65_sara.auriemma.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12797132" data-work_id="12797132" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12797132/Training_and_Development_process_element_of_Organisational_Social_Capital_Building_A_review_of_Nigeria_medium_enterprises_human_resource_practitioners">Training and Development process, element of Organisational Social Capital Building: A review of Nigeria medium enterprises human resource practitioners.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper similar to the study of recruitment and selection process, element of organisation social capital building, the paper focused attention on one function of human resource as it relates to organisational social capital building,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12797132" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper similar to the study of recruitment and selection process, element of organisation social capital building, the paper focused attention on one function of human resource as it relates to organisational social capital building, the paper is widening the gap in knowledge on how to influence other human resources function such as training and development. This paper opens discussion on how training and development relates to organisational social capital building using Nigeria medium enterprises human resource perception. Business today operates in an environment, where every organisation focus on attaining increased productivity and performance from the staff they recruit. Human resource practitioners are expected to, not just, recruit staffs; they are saddled with the responsibility of training and developing employees they recruit in order to the achieve objectives of their firm. Hence, the use of training and development programmes and policies to build social capital for firms requires attention, that too, in a contextual manner. This paper studied the view of medium enterprises human resource practitioners as regards using training and development programmes to build organisation social capital.<br />Quantitative approach was used as the sole research method, 500 questionnaires were sent out to human resource practitioners in Nigeria medium enterprises, 451 were retrieved back. The paper uses a Likert-scale questionnaire as instrument and descriptive, bivariate and multiple regression analysis to investigate if human resource practitioners in Nigeria medium enterprises understand the need to use their training and development programmes to build organisation social capital for their firms and what influences this perception generates. The study reveal that Nigeria medium enterprises human resource practitioners focus on the social nature of work than on efficient process of work whilst design training and development programmes and in assessment of training needs of the organisation implying they are in support of the use of training and development function to build organisation social capital. Education background and qualification of human resource practitioners is found to the only factor responsible this positive perception.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12797132" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6d87a8d13ed791541590748dde3ddc20" rel="nofollow" data-download="{"attachment_id":44062686,"asset_id":12797132,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44062686/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="283150" href="https://independent.academia.edu/AdeniyiAdetunji1">Professor Adeniyi T Adetunji</a><script data-card-contents-for-user="283150" type="text/json">{"id":283150,"first_name":"Professor Adeniyi","last_name":"Adetunji","domain_name":"independent","page_name":"AdeniyiAdetunji1","display_name":"Professor Adeniyi T Adetunji","profile_url":"https://independent.academia.edu/AdeniyiAdetunji1?f_ri=2621","photo":"https://0.academia-photos.com/283150/69606/10979674/s65_adeniyi.adetunji.jpg"}</script></span></span></li><li class="js-paper-rank-work_12797132 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12797132"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12797132, container: ".js-paper-rank-work_12797132", }); });</script></li><li class="js-percentile-work_12797132 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12797132; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12797132"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12797132 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12797132"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12797132; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12797132]").text(description); $(".js-view-count-work_12797132").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12797132").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12797132"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1451" href="https://www.academia.edu/Documents/in/Quality_Management">Quality Management</a>, <script data-card-contents-for-ri="1451" type="text/json">{"id":1451,"name":"Quality Management","url":"https://www.academia.edu/Documents/in/Quality_Management?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1826" href="https://www.academia.edu/Documents/in/Quality">Quality</a>, <script data-card-contents-for-ri="1826" type="text/json">{"id":1826,"name":"Quality","url":"https://www.academia.edu/Documents/in/Quality?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3023" href="https://www.academia.edu/Documents/in/Training_and_Development">Training and Development</a><script data-card-contents-for-ri="3023" type="text/json">{"id":3023,"name":"Training and Development","url":"https://www.academia.edu/Documents/in/Training_and_Development?f_ri=2621","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12797132]'), work: {"id":12797132,"title":"Training and Development process, element of Organisational Social Capital Building: A review of Nigeria medium enterprises human resource practitioners.","created_at":"2015-06-04T07:53:02.327-07:00","url":"https://www.academia.edu/12797132/Training_and_Development_process_element_of_Organisational_Social_Capital_Building_A_review_of_Nigeria_medium_enterprises_human_resource_practitioners?f_ri=2621","dom_id":"work_12797132","summary":"This paper similar to the study of recruitment and selection process, element of organisation social capital building, the paper focused attention on one function of human resource as it relates to organisational social capital building, the paper is widening the gap in knowledge on how to influence other human resources function such as training and development. This paper opens discussion on how training and development relates to organisational social capital building using Nigeria medium enterprises human resource perception. Business today operates in an environment, where every organisation focus on attaining increased productivity and performance from the staff they recruit. Human resource practitioners are expected to, not just, recruit staffs; they are saddled with the responsibility of training and developing employees they recruit in order to the achieve objectives of their firm. Hence, the use of training and development programmes and policies to build social capital for firms requires attention, that too, in a contextual manner. This paper studied the view of medium enterprises human resource practitioners as regards using training and development programmes to build organisation social capital.\nQuantitative approach was used as the sole research method, 500 questionnaires were sent out to human resource practitioners in Nigeria medium enterprises, 451 were retrieved back. The paper uses a Likert-scale questionnaire as instrument and descriptive, bivariate and multiple regression analysis to investigate if human resource practitioners in Nigeria medium enterprises understand the need to use their training and development programmes to build organisation social capital for their firms and what influences this perception generates. The study reveal that Nigeria medium enterprises human resource practitioners focus on the social nature of work than on efficient process of work whilst design training and development programmes and in assessment of training needs of the organisation implying they are in support of the use of training and development function to build organisation social capital. Education background and qualification of human resource practitioners is found to the only factor responsible this positive perception.","downloadable_attachments":[{"id":44062686,"asset_id":12797132,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":283150,"first_name":"Professor Adeniyi","last_name":"Adetunji","domain_name":"independent","page_name":"AdeniyiAdetunji1","display_name":"Professor Adeniyi T Adetunji","profile_url":"https://independent.academia.edu/AdeniyiAdetunji1?f_ri=2621","photo":"https://0.academia-photos.com/283150/69606/10979674/s65_adeniyi.adetunji.jpg"}],"research_interests":[{"id":1451,"name":"Quality Management","url":"https://www.academia.edu/Documents/in/Quality_Management?f_ri=2621","nofollow":false},{"id":1826,"name":"Quality","url":"https://www.academia.edu/Documents/in/Quality?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher 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class="clearfix u-pv7x u-mb0x js-work-card work_26892780" data-work_id="26892780" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26892780/Methodology_and_Politics_in_Science_The_Fate_of_Huygens_1673_Proposal_of_the_Seconds_Pendulum_as_an_International_Standard_of_Length_and_Some_Educational_Suggestions">Methodology and Politics in Science: The Fate of Huygens’ 1673 Proposal of the Seconds Pendulum as an International Standard of Length and Some Educational Suggestions</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26892780" data-share-source="work_strip" 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Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26892780]'), work: {"id":26892780,"title":"Methodology and Politics in Science: The Fate of Huygens’ 1673 Proposal of the Seconds Pendulum as an International Standard of Length and Some Educational Suggestions","created_at":"2016-07-11T04:32:58.969-07:00","url":"https://www.academia.edu/26892780/Methodology_and_Politics_in_Science_The_Fate_of_Huygens_1673_Proposal_of_the_Seconds_Pendulum_as_an_International_Standard_of_Length_and_Some_Educational_Suggestions?f_ri=2621","dom_id":"work_26892780","summary":null,"downloadable_attachments":[{"id":47157004,"asset_id":26892780,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":669953,"first_name":"michael","last_name":"matthews","domain_name":"aisnsw","page_name":"michaelmatthews","display_name":"michael 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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8143477/Non_Verbal_Comm_and_Public_Speaking">Non-Verbal Comm and Public Speaking</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">PowerPoint [supplemental] lesson for Comm 205: Presentation Making with Media.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8143477" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a 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work: {"id":8143477,"title":"Non-Verbal Comm and Public Speaking","created_at":"2014-08-31T04:49:36.170-07:00","url":"https://www.academia.edu/8143477/Non_Verbal_Comm_and_Public_Speaking?f_ri=2621","dom_id":"work_8143477","summary":"PowerPoint [supplemental] lesson for Comm 205: Presentation Making with Media. ","downloadable_attachments":[{"id":34584147,"asset_id":8143477,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7366337,"first_name":"Annaliese","last_name":"Piraino","domain_name":"iup","page_name":"AnnaliesePiraino","display_name":"Annaliese Piraino","profile_url":"https://iup.academia.edu/AnnaliesePiraino?f_ri=2621","photo":"https://0.academia-photos.com/7366337/3901763/4973206/s65_annaliese.piraino.jpg"}],"research_interests":[{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=2621","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":11711,"name":"Public Speaking","url":"https://www.academia.edu/Documents/in/Public_Speaking?f_ri=2621","nofollow":false},{"id":64948,"name":"Non Verbal communications","url":"https://www.academia.edu/Documents/in/Non_Verbal_communications?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45570940" data-work_id="45570940" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45570940/Clive_Palmer_2021_Arts_based_Education_in_Outdoor_Learning_Introduction_section_I_pp_1_16_In_Palmer_C_Ed_Arts_Based_Education_in_Outdoor_Learning_Sport_and_Wellbeing_Press_Preston_UK_Topics_pedagogy_arts_based_education_outdoor_learning_">Clive Palmer (2021) Arts-based Education in Outdoor Learning: Introduction (section I: pp.1-16). In, Palmer, C. (Ed.) Arts-Based Education in Outdoor Learning. Sport and Wellbeing Press, Preston, UK. [Topics: pedagogy, arts-based education, outdoor learning]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Arts-based Education in Outdoor Learning is a compendium of artistic endeavour created for the purposes of learning. The contents stem mainly from teaching BA undergraduate Outdoor students at the University of Central Lancashire in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45570940" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Arts-based Education in Outdoor Learning is a compendium of artistic endeavour created for the purposes of learning. The contents stem mainly from teaching BA undergraduate Outdoor students at the University of Central Lancashire in Preston, UK, showcased here to promote critical discussion on Outdoor issues and foster pedagogical progress wherever that may be found. This introduction outlines the structure of the book, which also illuminates the plan of teaching that has brought about such a vibrant collection of chapters. The ethos of my educational mission has been for students to become philosophical about things, ‘having ideas’ with a view to making a comment about some state of affairs in the Outdoors. With a nugget of an idea latched on to, fuelled with some passion, the next step was to transform that idea into some physical presence through an artistic medium; shape it. Thereafter, the academic task was to polish and present the artwork with a supporting chapter, in order to communicate their idea to the world; share it. The creation of art in this context was always a means to an educational end, the artworks being an impressive by-product from this experience – but now the artworks are leading the show, representing the style of education we enjoyed. It seems worth mentioning at the outset, that all the Outdoor students I have taught are not artists, they are climbers, canoeists and mountaineers. They never came to university to do or study art and nor did I teach them as such. If I have done anything, it was to free up the possibility of thinking slightly differently about topics they chose, and then equip them with some basic artistic tools to play with those ideas. As a result, I discovered a huge increase in student confidence and a palpable increase in enjoyment of learning, as much for me as their teacher as for them. In effect, what I did was invite into my classroom a raft of untapped talent in thinking and learning that suddenly had a place in their university degrees.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45570940" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d8e9fc97615bdd5aa926f698848f6c32" rel="nofollow" data-download="{"attachment_id":69069860,"asset_id":45570940,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69069860/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4131983" href="https://uclan.academia.edu/ClivePalmer">Clive Palmer (National Teaching Fellow)</a><script data-card-contents-for-user="4131983" type="text/json">{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching Fellow)","profile_url":"https://uclan.academia.edu/ClivePalmer?f_ri=2621","photo":"https://0.academia-photos.com/4131983/1609764/34406840/s65_clive.palmer_national_teaching_fellow_.jpg"}</script></span></span></li><li class="js-paper-rank-work_45570940 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45570940"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45570940, container: ".js-paper-rank-work_45570940", }); 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In, Palmer, C. (Ed.) Arts-Based Education in Outdoor Learning. Sport and Wellbeing Press, Preston, UK. [Topics: pedagogy, arts-based education, outdoor learning]","created_at":"2021-03-17T16:07:48.788-07:00","url":"https://www.academia.edu/45570940/Clive_Palmer_2021_Arts_based_Education_in_Outdoor_Learning_Introduction_section_I_pp_1_16_In_Palmer_C_Ed_Arts_Based_Education_in_Outdoor_Learning_Sport_and_Wellbeing_Press_Preston_UK_Topics_pedagogy_arts_based_education_outdoor_learning_?f_ri=2621","dom_id":"work_45570940","summary":"Arts-based Education in Outdoor Learning is a compendium of artistic endeavour created for the purposes of learning. The contents stem mainly from teaching BA undergraduate Outdoor students at the University of Central Lancashire in Preston, UK, showcased here to promote critical discussion on Outdoor issues and foster pedagogical progress wherever that may be found. This introduction outlines the structure of the book, which also illuminates the plan of teaching that has brought about such a vibrant collection of chapters. The ethos of my educational mission has been for students to become philosophical about things, ‘having ideas’ with a view to making a comment about some state of affairs in the Outdoors. With a nugget of an idea latched on to, fuelled with some passion, the next step was to transform that idea into some physical presence through an artistic medium; shape it. Thereafter, the academic task was to polish and present the artwork with a supporting chapter, in order to communicate their idea to the world; share it. The creation of art in this context was always a means to an educational end, the artworks being an impressive by-product from this experience – but now the artworks are leading the show, representing the style of education we enjoyed. It seems worth mentioning at the outset, that all the Outdoor students I have taught are not artists, they are climbers, canoeists and mountaineers. They never came to university to do or study art and nor did I teach them as such. If I have done anything, it was to free up the possibility of thinking slightly differently about topics they chose, and then equip them with some basic artistic tools to play with those ideas. As a result, I discovered a huge increase in student confidence and a palpable increase in enjoyment of learning, as much for me as their teacher as for them. In effect, what I did was invite into my classroom a raft of untapped talent in thinking and learning that suddenly had a place in their university degrees. ","downloadable_attachments":[{"id":69069860,"asset_id":45570940,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching Fellow)","profile_url":"https://uclan.academia.edu/ClivePalmer?f_ri=2621","photo":"https://0.academia-photos.com/4131983/1609764/34406840/s65_clive.palmer_national_teaching_fellow_.jpg"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=2621","nofollow":false},{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=2621","nofollow":false},{"id":1751,"name":"Creativity","url":"https://www.academia.edu/Documents/in/Creativity?f_ri=2621","nofollow":false},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature?f_ri=2621","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=2621"},{"id":3581,"name":"Poetry","url":"https://www.academia.edu/Documents/in/Poetry?f_ri=2621"},{"id":4019,"name":"Outdoor Recreation","url":"https://www.academia.edu/Documents/in/Outdoor_Recreation?f_ri=2621"},{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=2621"},{"id":5081,"name":"Painting","url":"https://www.academia.edu/Documents/in/Painting?f_ri=2621"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=2621"},{"id":12066,"name":"Outdoor Education","url":"https://www.academia.edu/Documents/in/Outdoor_Education?f_ri=2621"},{"id":13379,"name":"Sculpture","url":"https://www.academia.edu/Documents/in/Sculpture?f_ri=2621"},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=2621"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=2621"},{"id":26558,"name":"Visual Arts","url":"https://www.academia.edu/Documents/in/Visual_Arts?f_ri=2621"},{"id":29747,"name":"Arts-Based Research","url":"https://www.academia.edu/Documents/in/Arts-Based_Research?f_ri=2621"},{"id":91486,"name":"Outdoor Learning","url":"https://www.academia.edu/Documents/in/Outdoor_Learning?f_ri=2621"},{"id":256667,"name":"Arts and Humanities","url":"https://www.academia.edu/Documents/in/Arts_and_Humanities?f_ri=2621"},{"id":966748,"name":"Benefits of Outdoor Learning","url":"https://www.academia.edu/Documents/in/Benefits_of_Outdoor_Learning?f_ri=2621"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_402584" data-work_id="402584" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/402584/Direct_vs_Indirect_Measures_of_Student_Learning_A_Comparison_of_Matched_Results_from_the_Collegiate_Learning_Assessment_and_the_National_Survey_of_Student_Engagement">Direct vs. Indirect Measures of Student Learning: A Comparison of Matched Results from the Collegiate Learning Assessment and the National Survey of Student Engagement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines matched unit-record results of 217 students who took both the Collegiate Learning Assessment (CLA) and the National Survey of Student Engagement (NSSE) over a three-year period at a public Master’s-Larger Programs... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_402584" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines matched unit-record results of 217 students who took both the Collegiate Learning Assessment (CLA) and the National Survey of Student Engagement (NSSE) over a three-year period at a public Master’s-Larger Programs institution in the Northeast. Results indicate that seniors recruited to take CLA using incentives exhibited more engaged behaviors on a range of NSSE items compared to seniors who did not take CLA, suggesting a recruitment bias in the testing population. Further, results confirm previous research by Carini, Kuh, and Klein (2006) that indicates only small relationships between test scores and survey items.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/402584" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e034d9d3bc26287fa999b28ecae48b9f" rel="nofollow" data-download="{"attachment_id":1912047,"asset_id":402584,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/1912047/download_file?st=MTczMjQwNTEwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="144387" href="https://sbsuny.academia.edu/BradenHosch">Braden Hosch</a><script data-card-contents-for-user="144387" type="text/json">{"id":144387,"first_name":"Braden","last_name":"Hosch","domain_name":"sbsuny","page_name":"BradenHosch","display_name":"Braden Hosch","profile_url":"https://sbsuny.academia.edu/BradenHosch?f_ri=2621","photo":"https://0.academia-photos.com/144387/38251/30139731/s65_braden.hosch.jpeg"}</script></span></span></li><li class="js-paper-rank-work_402584 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="402584"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 402584, container: ".js-paper-rank-work_402584", }); 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Results indicate that seniors recruited to take CLA using incentives exhibited more engaged behaviors on a range of NSSE items compared to seniors who did not take CLA, suggesting a recruitment bias in the testing population. Further, results confirm previous research by Carini, Kuh, and Klein (2006) that indicates only small relationships between test scores and survey items.","downloadable_attachments":[{"id":1912047,"asset_id":402584,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":144387,"first_name":"Braden","last_name":"Hosch","domain_name":"sbsuny","page_name":"BradenHosch","display_name":"Braden Hosch","profile_url":"https://sbsuny.academia.edu/BradenHosch?f_ri=2621","photo":"https://0.academia-photos.com/144387/38251/30139731/s65_braden.hosch.jpeg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=2621","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=2621","nofollow":false},{"id":10281,"name":"Assessment in Higher Education","url":"https://www.academia.edu/Documents/in/Assessment_in_Higher_Education?f_ri=2621","nofollow":false},{"id":25212,"name":"Higher Education Policy","url":"https://www.academia.edu/Documents/in/Higher_Education_Policy?f_ri=2621","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12923118" data-work_id="12923118" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12923118/_Fitting_in_or_standing_out_working_class_students_in_UK_higher_education">‘Fitting in’ or ‘standing out’: working‐class students in UK higher education</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a 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