ethanporcaro/eric-fulltext-meta huggingface dataset:
Lumping, Splitting and the Integration of Museum Studies with LIS
Author: Latham, Kiersten F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Museums,Interdisciplinary Approach,Library Science,Integrated Curriculum,Holistic Approach,Graduate Study

This paper is an attempt to support and promote education programs that cover the entire cultural heritage landscape (libraries, archives, museums) as an integrated, larger meta-discipline. By taking a larger picture approach, professionals who do the work of memory institutions can be more effective in their work, in the promotion of that profession, and increase public value of all related institutions and their purposes. Through the description of the integrated museum studies specialization at Kent State University School of Library and Information Science, this paper aims to provide one example of how this can work, first by describing the role of Library and Information Science (LIS) as a meta-discipline, next by discussing the changing landscape of cultural heritage professional education, and finally by describing in detail the new Kent State integrated museum studies specialization. The infusion of museum studies with LIS is discussed as a part of a larger movement toward integration of training information professionals in the entire cultural heritage sector.
The University Corporatization Shift: A Longitudinal Analysis of University Admission Handbooks, 1980 to 2010
Author: Davidson, Cliff
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Admission,Commercialization,Guides,Budgets,Educational Finance,Content Analysis

This paper explores university corporatization and its impact on university literature, examining the frequency and placement of content in the admissions handbooks (viewbooks) of six Ontario universities from 1980 to 2010, at five-year intervals. Government budget cuts implemented in the mid-1990s served as a point of interest in the timing of corporatization. Content analysis showed a decreased emphasis on academics and an increased emphasis on the university experience; academics moved toward the back of the viewbooks, and student experience and university-specific advantages moved toward the front. The timing of these changes, however, did not correlate, as expected, with government budget cuts of the mid-1990s.
Bologna through Ontario Eyes: The Case of the Advanced Diploma in Architectural Technology
Author: Mitchell, Amy D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Architecture,Architectural Education,Discourse Analysis,Postsecondary Education,Alignment (Education),Articulation (Education),Qualifications,Academic Standards,Student Certification,Equated Scores,Standard Setting,Concept Mapping,Comparative Education,Academic Degrees,Educational Policy,Achievement Rating

Inspired by Ontario's burgeoning interest in postsecondary student mobility, this article examines how elements of Europe's Bologna Process can help bridge the college--university divide of Ontario's postsecondary system. Via discourse analysis of relevant qualification frameworks and program standards, it argues that the current system disadvantages students by failing to recognize that the Ontario advanced (three-year) diploma in Architectural Technology is equivalent to a baccalaureate-level qualification in the international context. The article concludes by discussing the larger significance of these findings in terms of ongoing debates about the &quot;changing places&quot; (HESA, 2012) of degrees in the Canadian higher education system.
Childhood and Culture Reflected through the Lens of LIS Education: Embedded Practice in Danish Library and Information Science Education
Author: Martens, Marianne
Date: 2015-00-00
Type: Journal Articles
Subjects: Child Development,Childrens Literature,Foreign Countries,Cultural Differences,Cultural Awareness,Libraries,Knowledge Level,Library Role,Library Education,Qualitative Research,Library Science,Aesthetics,Play,Case Studies,Participant Observation,Museums,Teaching Methods,Youth Programs,Librarians

According to Stearns (2009), culture shapes childhood. The way a society defines culture shapes: (a) how childhood is constructed; (b) the production of literary products and services for young people; and (c) training for library professionals. In 21st century America, children are viewed as a vulnerable population in need of protection, as evidenced by the books that are challenged in schools and libraries every year. In Denmark, however, childhood is constructed differently. While the American-style of helicopter parenting described in Finkel and Fitzsimmons (2013) exists, since the 1980s a cultural shift has occurred, as Danes move from what Juncker (2007) calls a silent, attendant culture to a vocal, participatory culture. Today, young Danes' right to access culture is mandated through the Ministry of Culture, and libraries and cultural institutions, working in partnership with schools, are largely responsible for providing such access. According to the Royal School of Library and Information Science's website, Bachelors and Masters degrees in Information Science and Cultural Dissemination emphasize connections between information and knowledge, but also focus on the interplay between knowledge and culture. As library education changes, children's library centers in turn are transformed into cultural institutions that incorporate media in all forms, focusing on culture, creativity, and play. This qualitative study uses participant observation gathered in Denmark during summer 2014 at the Royal School of Library and Information Science, libraries and cultural centers, and online analysis. Findings demonstrate how the Danish LIS program addresses changing constructions of childhood and the roles of information and culture, encompassing both aesthetics and play.
Access and Barriers to Postsecondary Education: Evidence from the Youth in Transition Survey
Author: Finnie, Ross
Date: 2015-00-00
Type: Journal Articles
Subjects: Barriers,Access to Education,Postsecondary Education,Higher Education,Family Characteristics,Family Income,Parent Background,Educational Attainment,Paying for College,Foreign Countries,Longitudinal Studies,High School Students,National Surveys,Gender Differences,College Attendance,Minority Group Students,Geographic Location,Multivariate Analysis,Language Usage,Regression (Statistics)

We exploit the Youth in Transition Survey, Cohort A, to investigate access and barriers to postsecondary education (PSE). We first look at how access to PSE by age 21 is related to family characteristics, including family income and parental education. We find that the effects of the latter significantly dominate those of the former. Among the 25% of all youths who do not access PSE, 23% of this group state that they had no PSE aspirations and 43% report no barriers. Only 22% of the 25% who do not access PSE (or 5.5% of all youths in our sample) claim that &quot;finances&quot; constitute a barrier. Further analysis suggests that affordability &quot;per se&quot; is an issue in only a minority of those cases where finances are cited, suggesting that the real problem for the majority of those reporting financial barriers may be that they do not perceive PSE to be of sufficient value to be worth pursuing: &quot;it costs too much&quot; may mean &quot;it is not worth it&quot; rather than &quot;I cannot afford to go.&quot; Our general conclusion is that cultural factors are the principal determinants of PSE participation. Policy implications are discussed.
Library and Information Studies Education in New Zealand and Australia: Background, Issues, and Challenges
Author: Chawner, Brenda
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Science Education,Background,Performance Factors,Barriers,Educational History,Educational Practices,Educational Development,Professional Development,Qualifications,Comparative Education,Higher Education,Educational Quality,Institutional Characteristics,Relevance (Education)

Professional library education in New Zealand and Australia has developed independently, with different structures for entry-level qualifications. Both countries face challenges in continuing to offer high-quality programmes, in part due to the distribution of students relative to the providers. This paper outlines the LIS qualifications and characteristics of the providers in each country, followed by a discussion of issues the programmes face in remaining relevant in the future.
Enhancing Canadian Teacher Education Using a Story Framework
Author: Drake, Susan M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Curriculum Development,Educational Strategies,Literacy,Critical Thinking,Models,Context Effect,Personal Narratives,Story Telling

The &quot;Accord on Initial Teacher Education&quot; was created by the Canadian Deans of Education in 2006 to guide teacher educators across Canada. The &quot;Story Model&quot; (Drake et al., 1992) is aligned with the principles in the Accord and has proven useful in teacher education. Here it is explored as a framework for curriculum development and as an instructional strategy for students to analyze complex educational issues. This framework uses an inside-outside/past-future approach to analyze current issues and includes personal, cultural and global perspectives. Literacy and emerging new literacies are explored within the framework, as well as traditional assessment and assessment for and as learning. The &quot;Story Model&quot; looks toward creating a dynamic pan-Canadian &quot;new story&quot; in teacher education.
An Introduction to Ethical Considerations for Novices to Research in Teaching and Learning in Canada
Author: MacLean, Mark
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Educational Researchers,Ethics,Novices,Informed Consent,Guidelines,Standards,Social Attitudes,Social Isolation,Student Rights,Student Participation,Research Design,Scholarship

Considering Canada's Tri-Council statement on the ethical conduct for research involving human subjects, we discuss some of the ethical challenges of doing research on teaching and learning in which one's own students and teaching act as the context of such scholarly activity. We advocate establishing basic principles based in the complex relationships in teaching and learning, making reference to the such issues as the potential social consequences for students of choosing not to participate in SoTL research. We propose some principles for those new to teaching and learning research to consider as part of their own ethical considerations.
Implementing Parent Engagement Policy in an Increasingly Culturally Diverse Community of New Immigrants: How New Is &quot;New&quot;?
Author: Wong, Kathleen King-Yin
Date: 2015-00-00
Type: Journal Articles
Subjects: Program Implementation,Parent Participation,Cultural Differences,Community Characteristics,Immigrants,Mixed Methods Research,State Policy,Case Studies,Teacher Attitudes,Parent Attitudes,Partnerships in Education,Parent Teacher Cooperation,Demography,Social Change,Fidelity,Statistical Significance,Barriers,High Schools,Parent Surveys,Teacher Surveys,Semi Structured Interviews,Values,Relevance (Education),Motivation,Foreign Countries

The Ontario Ministry of Education announced the Parent Engagement Policy for Ontario Schools in 2010. This policy aims to support parent engagement and provides a vision of its implementation at schools, boards, and the ministry. This mixed methods case study sheds light on its implementation and thus its implication by exploring the parent engagement experiences of parents and teachers. The study results reveal that the actual and desired levels of engagement are different between new immigrants and the established or non-immigrant families, and that teacher education in parent engagement is desirable in optimizing parent partnerships.
Understanding Students' Experiences in Their Own Words: Moving beyond a Basic Analysis of Student Engagement
Author: Wong, Arch Chee Keen
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Experience,Student Attitudes,Student Participation,Personal Narratives,Reflection,National Surveys,Focus Groups,Comparative Analysis,Undergraduate Students,Student Characteristics,Age Differences,Gender Differences,Enrollment,Place of Residence,Interviews,Theological Education,Educational Experience,Effect Size,Active Learning,Cooperative Learning,Benchmarking,Teacher Student Relationship,Educational Environment,Graduate Students,Academic Ability,Foreign Countries,Mixed Methods Research,Learner Engagement,Student Surveys,College Freshmen,College Seniors

This study examines the lived experiences of students as expressed in their reflections on their experiences of learning at Ambrose University in Calgary. It uses quantitative outcomes-related data from the National Survey of Student Engagement and the Theological School Survey of Student Engagement to illuminate qualitative data obtained through student focus groups. The analysis of the qualitative data was conducted using the constant comparative method developed by Glaser and Strauss. The study concludes with recommendations for improving student engagement.
Perceptions of the UK's Research Excellence Framework 2014: A Small Survey of Academics
Author: Murphy, Tony
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Science Research,College Faculty,Teacher Surveys,Educational Quality,Educational Research,Educational Administration,Educational Policy,Intellectual Freedom,Writing for Publication,Questionnaires,Online Surveys,Morale,Quality Assurance,Time Management,Performance Factors,Teacher Attitudes,Productivity,Qualitative Research

Earlier work inspired by a body of literature raised important questions about the workings of the UK's Research Excellence Framework (REF) and its predecessor the Research Assessment Framework (RAE), and noted the possible adverse outcomes of such processes. This paper builds on this by examining the findings of a small survey of social science academics. The survey identified concerns about the validity of the REF as a proxy for quality, and the role it has had in shaping patterns of research behaviour. There were also frequent concerns related to morale. Yet although responses tended to be negative, there was also a significant voice signalling the importance the REF plays in ensuring accountability and transparency in research, as well as a sense that the pressures that come with such processes are simply &quot;part and parcel&quot; of academic life. The role of wider time-management factors, related to heavy teaching and administration burdens, was also signalled, and cited by some as overshadowing the pressures of REF.
The Problem of First-Year Seminars: Risking Disengagement through Marketplace Ideals
Author: Hickinbottom-Brawn, Sarah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,First Year Seminars,College Freshmen,Student Attitudes,Educational History,Educational Attitudes

First-year seminars (FYS) have become increasingly prevalent in North American postsecondary institutions. The popularity of such initiatives owes much to the belief that providing unprepared students general life and academic skills can bolster engagement and thereby improve retention. In this paper we argue that, despite their good intentions, many FYS actually perpetuate the kind of disengagement they were designed to alleviate due to their reliance on a narrow, instrumental view of education. To demonstrate, we briefly outline the history and curricula of the FYS movement to draw attention to its dependence on marketplace ideals, rationales, and strategies. We demonstrate some of the ways this vision of education impoverishes the university experience and suggest that, in order to be robust, FYS must focus first and foremost on cultivating rich understandings of the broader purposes of higher education and its relation to the good life, both for and beyond one's own fulfillment.
Using Outperformance Pay to Motivate Academics: Insiders' Accounts of Promises and Problems
Author: Field, Laurie
Date: 2015-00-00
Type: Journal Articles
Subjects: Merit Pay,Teacher Motivation,Business Administration Education,College Faculty,Correlation,Teacher Attitudes,Program Effectiveness,Interviews,Case Studies,Administrative Principles,Program Implementation,Phenomenology,Barriers,Performance Factors,Foreign Countries

Many researchers have investigated the appropriateness of pay for outperformance, (also called &quot;merit-based pay&quot; and &quot;performance-based pay&quot;) for academics, but a review of this body of work shows that the voice of academics themselves is largely absent. This article is a contribution to addressing this gap, summarising the views of a sample of academics at one Australian university about the promises and problems of outperformance pay. The resultant close-up perspective reveals several important contrasts, most notably (a) the very different responses of business academics and academics in non-business disciplines to the concept of pay for outperformance (with business academics tending to be strongly in favour and non-business academics tending to be strongly opposed) and (b) where a pay for outperformance scheme exists, as it does in the faculty of business discussed here, the contrast between views about pay for outperformance in principle (strongly supported) and as actually implemented (widely criticised). In addition to these contrasts, the material presented raises many issues for universities considering pay for outperformance and for academics interested in the realities of such schemes, including the many (perhaps insurmountable) challenges surrounding implementation and the real possibility that, for academics achieving at or above base-level expectations, outperformance pay may actually de-motivate in the long term.
A Comparison of Factors Related to University Students' Learning: College-Transfer and Direct-Entry from High School Students
Author: Acai, Anita
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Comparative Analysis,Performance Factors,College Students,Academic Achievement,Articulation (Education),Transfer Policy,College Transfer Students,Age Differences,Gender Differences,Prior Learning,Time Factors (Learning),Learning Strategies,Educational Resources,Student Educational Objectives,Achievement Need,Transfer Programs,Profiles,Demography,Student Characteristics,Student Surveys,Questionnaires,Online Surveys,Occupational Aspiration,Student Attitudes,Foreign Countries

Articulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and highly encouraged in others. In this study, we compared learning in college transfer and direct-entry from high school (DEHS) students at the University of Guelph-Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals. Our results show that while college-transfer students tend to be older than DEHS students, they do not significantly differ in either learning approach or academic performance. This is an important finding, suggesting that college-transfer programs are a viable option for non-traditional university students. We conclude that the academic success of college-transfer students is attainable with careful consideration of policies, such as admissions criteria, and the drafting of formal articulation agreements between institutions.
Is the University System in Australia Producing Deep Thinkers?
Author: Lake, Warren W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Critical Thinking,Thinking Skills,College Instruction,Age Differences,Adult Students,Questionnaires,College Students,Learning Strategies,Bachelors Degrees,Graduation,Cognitive Style

Teaching and learning research since the 1980s has established a trend in students' learning approach tendencies, characterised by decreasing surface learning and increasing deep learning with increasing age. This is an important trend in higher education, especially at a time of increasing numbers of older students: are we graduating more deep learners? In revisiting these trends, our study elaborates on the past model by using the revised two-factor questionnaire (R-SPQ-2F). The current study suggests that trends in the shift between surface and deep learning approaches are more related to other factors rather than to age per se. Importantly, school leavers do not exhibit significantly weaker trends towards deep learning approaches than do mature-age students.
University Satellite Campus Management Models
Author: Fraser, Doug
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicampus Colleges,College Administration,Program Effectiveness,Models,Institutional Autonomy,Marketing,Research

Among the 60 or so university satellite campuses in Australia are many that are probably failing to meet the high expectations of their universities and the communities they were designed to serve. While in some cases this may be due to the demand driven system, it may also be attributable in part to the ways in which they are managed. The authors' recent research suggested that the amount of freedom satellite campuses have to direct their affairs needs to be linked to their market locations and profiles. The tendency, therefore, to control everything from the centre may have an adverse effect on satellite campus effectiveness. The authors outline management models currently in use at satellite campuses, along with their advantages and limitations, and argue that universities should pay serious attention to the issue of satellite campus management arrangements.
Ghosts in the Machine: Incarcerated Students and the Digital University
Author: Hopkins, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Institutionalized Persons,Electronic Learning,Distance Education,Correctional Education,Access to Education,Neoliberalism,Privatization,Access to Computers,Internet,Teacher Role,Change Agents

Providing higher education to offenders in custody has become an increasingly complex business in the age of digital learning. Most Australian prisoners still have no direct access to the internet and relatively unreliable access to information technology. As incarceration is now a business, prisons, like universities, are increasingly subject to economistic pressures and priorities. Historically Britain's penal colony, (post)modern Australia is following the United States toward a post-Welfare Penal state. Without specialised support and materials, incarcerated students may pay the price of converging neoliberal reforms. This paper aims to raise awareness among Australian academics of the challenges faced by incarcerated students in changing socio-political and economic climates.