Was it good for them? Reflections on the use of MENTOR and changes in course design using general performance measures

This paper considers the use of general performance measures in evaluating specific planning and design decisions in higher education and reflects on the students' learning process. Specifically, it concerns the use of the MENTOR multimedia computer aided learning package for helping students learn about OR as part of a general business degree. It includes the transfer of responsibility for a learning module to a new staff member and a change from a single tutor to a system involving multiple tutors. Student satisfaction measures, learning outcome measures and MENTOR usage patterns are examined in monitoring the effects of the changes in course delivery. The results raise some questions about the effectiveness of general performance measures in supporting specific decisions relating to course design and planning.

Reflections on five years of evaluating semantic search systems

Evaluations of semantic search systems are generally small scale and ad hoc due to the lack of appropriate resources such as test collections, agreed performance criteria and independent judgements of performance. By analysing our work in building and evaluating semantic tools over the last five years, we conclude that the growth of the semantic web led to an improvement in the available resources and the consequent robustness of performance assessments. We propose two directions for continuing evaluation work: the development of extensible evaluation benchmarks and the use of logging parameters for evaluating individual components of search systems.

Pleasure, pain and procrastination:reflections on the experience of doing memory-work research

The focus of this article is the process of doing memory-work research. We tell the story of our experience of what it was like to use this approach. We were enthused to work collectively on a "discovery" project to explore a method with which we were unfamiliar. We hoped to build working relationships based on mutual respect and the desire to focus on methodology and its place in our psychological understanding. The empirical activities highlighted methodological and experiential challenges, which tested our adherence to the social constructionist premise of Haug's original description of memory work. Combined with practical difficulties of living across Europe, writing and analyzing the memories became contentious. We found ourselves having to address a number of tensions emanating from the work and our approach to it. We discuss some of these tensions alongside examples that illustrate the research process and the ways we negotiated the collective nature of the memory-work approach. © 2012 Copyright Taylor and Francis Group, LLC.

International academic careers:personal reflections

University business schools are increasingly adopting an international outlook as they compete for students who are aiming for global careers. A natural consequence of university internationalization is the need to internationalize the academic workforce, resulting in increasing attention on, and recognition for, the academic with international teaching and research experience. Yet the effort and complexity involved in making an international academic transition is often overlooked. Academic institutions' efforts to recruit international academics often outpace their expertise and support in the inpatriation and orientation processes. Academics interested in international mobility may find it difficult to obtain helpful information prior to arrival in the new country and encounter problems in adjusting to their new job and surroundings. This paper presents personal experiences of a select group of academics who have moved between countries. Their reports illustrate differences in teaching loads, language, student behavior, recruitment and career-ladder issues across countries, as well as strategies they have used to adapt to their new surroundings. © 2014 © 2014 Taylor & Francis.

Is Bologna working? Employer and graduate reflections of the quality, value and relevance of business and management education in four European Union countries

This article focuses on the relevance of undergraduate business and management higher education from the perspectives of recent graduates and graduate employers in four European countries. Drawing upon the findings of an empirical qualitative study in which data was collated and analysed using grounded theory research techniques, the paper draws attention to graduates' and employers' perceptions of the value of higher education in equipping students with discipline-specific skills and knowledge as well as softer 'generic' skills. It also highlights the importance of formal 'work-based' learning within undergraduate curricula in providing students with the skills and experiences required by employers operating within a global workplace. © 2014 John Wiley & Sons Ltd.

Africa's World Cup:critical reflections on play, patriotism, spectatorship, and space

Africas World Cup: Critical Reflections on Play, Patriotism, Spectatorship, and Space focuses on a remarkable month in the modern history of Africa and in the global history of football. Peter Alegi and Chris Bolsmann are well-known experts on South African football, and they have assembled an impressive team of local and international journalists, academics, and football experts to reflect on the 2010 World Cup and its broader significance, its meanings, complexities, and contradictions. The World Cups sounds, sights, and aesthetics are explored, along with questions of patriotism, nationalism, and spectatorship in Africa and around the world. Experts on urban design and communities write on how the presence of the World Cup worked to refashion urban spaces and negotiate the local struggles in the hosting cities. The volume is richly illustrated by authors photographs, and the essays in this volume feature chronicles of match day experiences; travelogues; ethnographies of fan cultures; analyses of print, broadcast, and electronic media coverage of the tournament; reflections on the World Cups private and public spaces; football exhibits in South African museums; and critiques of the World Cups processes of inclusion and exclusion, as well as its political and economic legacies. The volume concludes with a forum on the World Cup, including Thabo Dladla, Director of Soccer at the University of KwaZulu-Natal, Mohlomi Kekeletso Maubane, a well-known Soweto-based writer and a soccer researcher, and Rodney Reiners, former professional footballer and current chief soccer writer for the Cape Argus newspaper in Cape Town. This collection will appeal to students, scholars, journalists, and fans. Cover illustration: South African fan blowing his vuvuzela at South Africa vs. France, Free State Stadium, Bloemfontein, June 22, 2010. Photo by Chris Bolsmann.

Reflections on race in contemporary Ireland

Any reflection on the category "race" in the contemporary world is inevitably framed by the cumulative layers of meanings and practices attached to bodies and cultures over the previous centuries. If the idea of race resembles anything, it is a palimpsest,1with past interpretations leaking through to make the ink of the present run. Accordingly, I present some historical notes not as a distinct prelude to the "real" story, positing a rupture of past and present, but as the beginning of the story proper.

Reflections on the Writing Process: Guiding the Work of Writing

A heuristic process was used to examine the experience of teaching writing for publication. Faculty and student reflections are presented.

The effects of trained teachers' integration of dialogic reading discourse on Hispanic English Language Learners' literacy skills in kindergarten

This quasi-experimental Analysis of Covariance (ANCOVA) study explored whether the vocabulary and reading comprehension mean scores of Hispanic Kindergarten ELs whose teachers were trained to utilize Dialogic Reading (DR) discourse were higher than the mean scores of Hispanic ELs in kindergarten whose teachers were not trained to utilize DR discourse strategies. Sixty-three self-identified Hispanic, English Language Kindergarten students and four teachers participated in the study. The teachers were randomly assigned to either the experimental group (DR trained) or control group by drawing names from a hat. Student assignment to experimental versus comparison group was based on the teacher's assignment to either the experimental or comparison group. Thirty-one were assigned to the control group and 32 to the experimental group. The teachers were instructed to read the story to a group of six students (maximum) at a time, utilizing the DR discourse strategies they had been trained to implement. Subjects were read a story each week during the 8-week duration of the study. Teachers in the experimental group collaboratively selected 10 words each week from the Read Together Talk Together (RTTT) instructional stories that were utilized for vocabulary instruction. A test of homogeneity was conducted to evaluate whether the variance among the dependent variables was the same across the groups. An Analyses of Covariance (ANCOVA) was applied to analyze students' vocabulary and comprehension mean scores in the experimental group and the comparison group. The results of the study demonstrated a significant increase in the vocabulary and reading comprehension mean scores for the students whose teachers had been trained in DR discourse strategies. When comparing the two groups, the results revealed a statistically significant difference (p < 0.05). In conclusion, this study was conducted to explore how DR discourse may be an effective technique to teach literacy skills. The findings of this study showed that vocabulary knowledge and reading comprehension of Hispanic ELs were positively affected by the teachers' inclusion of dialogue during storybook reading. Its outcomes accentuated the need for teachers to provide assistance to ELs as they develop vocabulary knowledge and reading comprehension skills.

Reflections of Academics on the Ethics of University Military Research

The article examines the ways that university military research violates the tenets of academic freedom and communication. Interviews with academics are used to raise concerns about the extent to which military research conflicts with the academic mission. The author includes an examination of specific cases where professors and students have challenged the militarization of research on university campuses.

The Hindu-Jewish relationship and the significance of dialogue : participants' reflections on the 2007 and 2008 Hindu-Jewish summits at New Delhi and Jerusalem

The purpose of this study was to determine whether or not new and significant developments for the Hindu and Jewish faiths, and the relationship that exists between them, can be demonstrated from the results of the Hindu-Jewish Leadership Summits of 2007 and 2008 in Delhi and Jerusalem. I argue that new and significant developments can be observed with this Hindu-Jewish encounter with regards to official rulings of Halacha (Jewish law), proper understandings of sacred symbols of Hinduism, and even improved Islamic-Jewish relations. After analyzing the approaches, themes, and unique framework found within this encounter, it is clear that the Hindu-Jewish leadership summits mark new and significant developments in inter-religious dialogue between the two traditions, culminating in the redefinition of Hinduism as a monotheistic religion.

Making Memorial Student-Ready: Reflections on the First Year Success Experience

In eleven short chapters faculty, academic advising staff and student union representatives discuss aspects of Memorial’s First Year Success Program (piloted as a Teaching Learning Framework initiative 2012-2017). Teaching approaches, curriculum content and policy rationales are covered in a broad view of how and why students identified as least likely to succeed at university can be academically supported. Contributors identify the singular importance of the community that First Year Success provided them and its student participants.