German pop music:a companion

The development of German pop music represents a fascinating cultural mirror to the history of post-war Germany, reflecting sociological changes and political developments. While film studies is an already established discipline, German pop music is currently emerging as a new and exciting field of academic study. This pioneering companion is the first volume to provide a comprehensive overview of the subject, charting the development of German pop music from the post-war period 'Schlager' to the present 'Diskursrock'. Written by acknowledged experts from Germany, the UK and the US, the various chapters provide overviews of pertinent genres as well as focusing on major bands such as CAN, Kraftwerk or Rammstein. While these acts have shaped the international profile of German pop music, the volume also undertakes in-depth examinations of the specific German contributions to genres such as punk, industrial, rap and techo. The survey is concluded by an interview with the leading German pop theorist Diedrich Diederichsen. The volume constitues an indispensible handbook for any student, teacher and scholar in the area of German studies interested in contemporary popular culture.

Unveiling faculty conceptions of academic risk taking:a phenomenographic study

Among recent developments in the field of higher education is the emergence of New Public Management and of what has been labelled as ‘risk university’. The aim of this paper is to redress the lack of discussion over the role that risk taking plays in academic practice by exploring what faculty understand academic risk taking to be and how they enact this understanding in their tasks. Drawing on a phenomenographic perspective and semi-structured interviews with 20 faculty members from a high-profile UK university, we find that academic risk taking is experienced in four qualitatively different ways. Our results suggest that although academics engage in relatively similar endeavours, they exhibit various approaches to these endeavours due to their different conceptions of what constitutes academic risk taking. These findings have implications for the literature on identity construction and the debate over how the greater accountability of academic activity is affectively experienced.

Embedding e-portfolios for effective lifelong learning:a case study

Lifelong learning is a ‘keystone’ of educational policies (Faure, 1972) where the emphasis on learning shifts from teacher to learner. Higher Education (HE) institutions should be committed to developing lifelong learning, that is promoting learning that is flexible, diverse and relevant at different times, and in different places, and is pursued throughout life. Therefore the HE sector needs to develop effective strategies to encourage engagement in meaningful learning for diverse student populations. The use of e-portfolios, as a ‘purposeful aggregation of digital items’ (Sutherland & Powell, 2007), can meet the needs of the student community by encouraging reflection, the recording of experiences and achievements, and personal development planning (PDP). The use of e-portfolios also promotes inclusivity in learning as it provides students with the opportunity to articulate their aspirations and take the first steps along the pathway of lifelong learning. However, ensuring the uptake of opportunities within their learning is more complex than the students simply having access to the software. Therefore it is argued here that crucial to the effective uptake and engagement of the e-portfolio is embedding it purposefully within the curriculum. In order to investigate effective implementation of e-portfolios an explanatory case study on their use was carried out, initially focusing on 3 groups of students engaged in work-based learning and professional practice. The 3 groups had e-Portfolios embedded and assessed at different levels. Group 1 did not have the e-Portfolio embedded into their curriculum nor was the e-Portfolio assessed. Group 2 had the e-Portfolio embedded into the curriculum and formatively assessed. Group 3 also had the e-Portfolio embedded into the curriculum and were summatively assessed. Results suggest that the use of e-Portfolios needs to be integral to curriculum design in modules rather than used as an additional tool. In addition to this more user engagement was found in group 2 where the e-Portfolio was formatively assessed only. The implications of this case study are further discussed in terms of curriculum development.

A quantitative study of the pathological lesions in the neocortex and hippocampus of twelve patients with corticobasal degeneration

The density of ballooned neurons (BN), tau-positive neurons with inclusion bodies (tau+ neurons), and tau-positive plaques (tau+ plaques) was determined in sections of the frontal, parietal, and temporal lobe in 12 patients with corticobasal degeneration (CBD). No significant differences in the mean density of BN and tau+ neurons were observed between neocortical regions. In the hippocampus, the densities of BN were significantly lower than in the neocortex, and densities of tau+ neurons were greater in sectors CA1 and CA2, compared with CA3 and CA4. Tau+ plaques were present in one or more brain regions in six patients. Significantly more BN were recorded in the lower (laminae V/VI) compared with the upper cortex (laminae I/II/III) but tau+ neurons were equally frequent in the upper and lower cortex. No significant correlations were observed between the densities of BN and tau+ neurons, but the densities of BN in the superior temporal gyrus and tau+ plaques in the frontal cortex were positively correlated with age. A principal components analysis (PCA) suggested that differences in the density of tau+ neurons in the frontal and motor cortex were the most important sources of variation between patients. In addition, one patient with a particularly high density of tau+ neurons in the hippocampus appeared to be atypical of the patient group studied. The data support the hypothesis that, although clinically heterogeneous, CBD is a pathologically distinct disorder. (C) 2000 Academic Press.

What difference a writing centre makes:a small scale study

Purpose – Academic writing is often considered to be a weakness in contemporary students, while good reporting and writing skills are highly valued by graduate employers. A number of universities have introduced writing centres aimed at addressing this problem; however, the evaluation of such centres is usually qualitative. The paper seeks to consider the efficacy of a writing centre by looking at the impact of attendance on two “real world” quantitative outcomes – achievement and progression. Design/methodology/approach – Data mining was used to obtain records of 806 first-year students, of whom 45 had attended the writing centre and 761 had not. Findings – A highly significant association between writing centre attendance and achievement was found. Progression to year two was also significantly associated with writing centre attendance. Originality/value – Further, quantitative evaluation of writing centres is advocated using random allocation to a comparison condition to control for potential confounds such as motivation.

Strategies for performance improvement in the Chinese chemical industry:evidence from case study investigations

Purpose – This paper sets out to explore the proposition that building competences is more effective than privatisation and restructuring to improve performance in the Chinese chemical industry. Design/methodology/approach – Case study research has been undertaken in the Chinese chemical industry. The two case companies provide representative data on the factors under investigation. The case investigations that are described were complemented by a survey, the results of which have been reported elsewhere. Findings – Results obtained from the research show that privatisation of Chinese state-owned enterprises is not always an effective strategy to improve performance. In the case study companies, the development of core competences was more effective in enhancing performance. Research limitations/implications – The research results are limited by the scope of the study, which was carried out in the Chinese chemical industry. They are also based on in-depth case investigations in only two companies, but are supported by a large-scale survey reported elsewhere. The results have implications for academic researchers interested in China's privatisation programme. Practical implications – The research has practical implications for companies outside China that are considering collaborative operations with Chinese companies or investing in joint ventures. It also has implications for suppliers or customers of Chinese companies. Originality/value – The paper is based on original case study investigations carried out in Chinese enterprises and is supported by a survey of representative companies in China's chemical sector. Value is derived from understanding the basis of improved performance in the companies studied.

Managing the quality, value and impact of academic libraries: the role of external standards

Purpose – The purpose of this paper is to explore the role and relevance of external standards in demonstrating the value and impact of academic library services to their stakeholders. Design/methodology/approach – Two UK standards, Charter Mark and Customer Service Excellence, are evaluated via an exploratory case study, employing multiple data collection techniques. Methods and results of phases 1-2 of a three phase research project are outlined. Findings – Despite some limitations, standards may assist the manager in demonstrating the value, impact and quality of academic libraries in a recessional environment. Active engagement and partnership with customers is imperative if academic libraries are to be viewed as vital to their parent organisations and thus survive. Originality/value – This paper provides a systematic evaluation of the role of external accreditation standards in measuring academic library service value and impact.

The use of counterfactual scenarios as a means to assess policy deadweight:an Irish case study

The evaluation of industrial policy interventions has attracted increasing policy and academic attention in recent years. Despite the widespread consensus regarding the need for evaluation, the issue of how to evaluate, and the associated methodological considerations, continue to be issues of considerable debate. The authors develop an approach to estimate the net additionality of financial assistance from Enterprise Ireland to indigenously owned firms in Ireland for the period 2000 to 2002. With a sample of Enterprise Ireland assisted firms, an innovative, self-assessment, in-depth, face-to-face, interview methodology was adopted. The authors also explore a way of incorporating the indirect benefits of assistance into derived deadweight estimate issue which is seldom discussed in the context of deadweight estimates. They conclude by reflecting on the key methodological lessons learned from the evaluation process, and highlight some pertinent evaluation issues which should form the focus of much future discussion in this field of research.

Stepping Stones to Information Literacy: a PebblePad case study

Aston University has recently made PebblePad, an e-portfolio or personal learning system, available to all students within the University. The customisable Profiles within PebblePad allow students to self-declare their skills in particular areas, attaching evidence of their skills or an action plan for improvement to each statement. Formal Information Literacy (IL) teaching within Aston University is currently limited to Library & Information Services (LIS) Information Specialists delivering a maximum of one session to each student during each level of their degree. However, many of the skills are continually developed by students during the course of their academic studies. For this project, an IL skills profile was created within PebblePad, which was then promoted to groups of staff and students to complete during the academic session 2009-10. Functionality within PebblePad allowed students to share their IL skills profile, evidence, action plans or any other items they felt were appropriate with an LIS Information Specialist who was able to add comments and offer suggestions for activities to help the student to develop further. Activities were closely related to students’ coursework where possible: suggesting a student kept a short reflective log of their information searching and evaluating process for an upcoming essay, for example. Feedback on the usefulness of the IL Profile will be sought from students through focus groups and the communication tools in PebblePad. In this way, we hope to make students more aware of their IL skills and to offer IL skills support over a longer period of time than a single session can provide. We will present preliminary conclusions about the practicalities and benefits of a self-declaration approach to developing IL skills in students at Aston University.

Becoming a psychology undergraduate:integrating study skills and integrating students

Three years of action research into a study skills and transition programme for psychology undergraduates are reported. The programme began as a ‘bolt-on’ response to perceptions of student deficit and developed to focus on transition to university. Data from three cohorts and over 600 students show attendance to be associated with higher academic grades and progression rates. The programme has also helped to establish relationships with peers and staff, prepare students for assessments, set expectations about study, and provided an opportunity to ask questions, to work collaboratively and to learn about referencing and plagiarism. Concerns with study skills highlighted by Wingate (2006) and others are discussed.

The effects of faking on non-cognitive predictors of academic performance in University students

This study examined the extent to which students could fake responses on personality and approaches to studying questionnaires, and the effects of such responding on the validity of non-cognitive measures for predicting academic performance (AP). University students produced a profile of an ‘ideal’ student using the Big-Five personality taxonomy, which yielded a stereotype with low scores for Neuroticism, and high scores for the other four traits. A sub-set of participants were allocated to a condition in which they were instructed to fake their responses as University applicants, portraying themselves as positively as possible. Scores for these participants revealed higher scores than those in a control condition on measures of deep and strategic approaches to studying, but lower scores on the surface approach variable. Conscientiousness was a significant predictor of AP in both groups, but the predictive effect of approaches to studying variables and Openness to Experience identified in the control group was lower in the group who faked their responses. Non-cognitive psychometric measures can be valid predictors of AP, but scores on these measures can be affected by instructional set. Further implications for psychometric measurement in educational settings are discussed.

The impact of the language barrier on the management of multinational companies : a case study and survey, based exploration of the impact of the language barrier on the strategies, policies and systems by which multinational companies manage their subsidaries

The thesis begins with a conceptual model of the way that language diversity affects the strategies, organisation and subsidiary control policies of multinational companies. The model is based solely on the researcher'’ personal experience of working in a variety of international management roles, but in Chapter 2 a wide-ranging review of related academic literature finds evidence to support the key ideas. The model is developed as a series of propositions which are tested in a comparative case study, refined and then re-tested in a global survey of multinational subsidiaries. The principal findings of the empirical phases of the thesis endorse the main tenets of the model: - That language difference between parent and subsidiary will impair communication, create mistrust and impede relationship development. - That subsequently the feelings of uncertainty, suspicion and mistrust will influence the decisions taken by the parent company. - They will have heightened sensitivity to language issues and will implement policies to manage language differences. - They will adopt low-risk strategies in host countries where they are concerned about language difference. - They will use organisational and manpower strategies to minimise the consequences and risks of the communications problems with the subsidiary. - As a consequence the level of integration and knowledge flow between parent and subsidiary will be curtailed. - They will adopt styles of control that depend least on their ability to communicate with their subsidiary. Although there is adequate support for all of the above conclusions, on some key points the evidence of the Case Studies and Survey is contradictory. The thesis, therefore, closes with an agenda for further research that would address these inconsistencies.

Buyer-supplier relationships in advanced manufacturing technology acquisition and implementation : a study in Malaysia

This thesis reports the results of research into the connections between transaction attributes and buyer-supplier relationships (BSR) in advanced manufacturing technology (AMT) acquisitions and implementation. It also examines the impact of the different patterns of BSR on performance. Specifically, it addresses the issues of how the three transaction attributes; namely level of complexity, level of asset specificity, and level of uncertainty, can affect the relationships between the technology buyer and suppler in AMT acquisition and implementation, and then to see the impact of different patterns of BSR on the two aspect of performance; namely technology and implementation performance. In understanding the pohenomena, the study mainly draws on and integrates the literature of transaction cost economics theory,buyer-supplier relationships and advanced manufacturing technology as a basis of theoretical framework and hypotheses development.data were gathered through a questionnaire survey with 147 responses and seven semi-structured interviews of manufacturing firms in Malaysia. Quantitative data were analysed mainly using the AMOS (Analysis of Moment Structure) package for structural equation modeling and SPSS (Statistical Package for Social Science) for analysis of variance (ANOVA). Data from interview sessions were used to develop a case study with the intention of providing a richer and deeper understanding on the subject under investigation and to offer triangulation in the research process. he results of the questionnaire survey indicate that the higher the level of technological specificity and uncertainty, the more firms are likely to engage in a closer relationship with technology suppliers.However, the complexity of the technology being implemented is associated with BSR only because it is associated with the level of uncertainty that has direct impact upon BSR.The analysis also provides strong support for the premise that developing strong BSR could lead to an improved performance. However, with high levels of transaction attribute, implementation performance suffers more when firms have weak relationships with technology suppliers than with moderate and low levels of transaction attributes. The implications of the study are offered for both the academic and practitioner audience. The thesis closes with reports on its limitations and suggestions for further research that would address some of these limitations.

A systems approach to students' motivation and academic achievement

This research followed earlier work (reported in a thesis presented in 1970) on factors associated with the academic performance of a sample of technical college students, which recommended the further study of students' motivation. The technical college then became part of a polytechnic, but the courses chosen for the continuation of the research were all of a specifically vocational character. The approach was influenced by Angyal (1941) in seeking to relate symbolic processes to broader behaviour patterns within a systems framework. Forms of semantic differential were developed to obtain the students' responses to words representing various activities and various people both within and outside the academic environment. Also, a "!growth motivation questionnaire" was produced using ideas from self-actualisation, job satisfaction and expectancy theory and examination marks were recorded. From pre-coded responses to the growth motivation questionnaire, scores on a 'study satisfaction' factor were calculated, and subsamples of students were taken at the extremes of this scale. Wriitten responses from the same questionnaire and semantic differential factor scores showed contrasting patterns between the two subsamples. Interpretation of these patterns suggested a diversity of approach to academic work among the students which calls for greater flexibility in the educational system serving them.