Technological talespinning : new media and higher education in the USA : an examination of technological determinism

This thesis examines the theory of technological determinism, which espouses the view that technological change drives social change, through an analysis of the impact of new media on higher education models in the United States of America. In so doing, it explores the impacts of new media technologies on higher education, in particular, and society in general. The thesis reviews the theoretical shape of the discourse surrounding new media technologies before narrowing in on utopian claims about the impact of new media technologies on education. It tests these claims through a specific case study of higher education in the USA. The study investigates whether 'new' media technologies (eg the Internet) are resulting in new forms of higher education in the USA and whether the blurring of information and entertainment technologies has caused a similar blurring in education and entertainment providers. It uses primary data gathered by the author in a series of interviews with key education, industry and media representatives in North America in 1997. Chapter 2 looks at the literature and history surrounding several topics central to the thesis - the discourses of technological determinism, the history of technology use and adoption in education, and impacts of new media technologies on education. Chapter 3 presents the findings of the American case study on the relationship between media and higher education and Chapter 4 concludes and synthesises the investigation.

The effect of hypobaric hypoxia on misonidazole binding in normal and tumour-bearing mice

The effect of hypobaric hypoxia on the in vivo binding of misonidazole was investigated in normal mice and mice bearing T50/80 or CA NT mammary carcinomas. After the intraperitoneal injection of radiolabelled misonidazole, mice were randomised to breathe either room air or air at 0.5 atmospheres. The distribution of misonidazole in liver, kidney, heart, spleen and tumour tissue, 24 h later, was studied by scintillation counting and by autoradiography. Significantly higher misonidazole binding occurred in the livers (x2.5), kidneys (x2.4), spleens (x2.9) and hearts (x1.8) of hypoxic mice compared to controls. Hypobaric hypoxia was associated with a greater than four-fold increase in misonidazole binding within T50/80 tumours. However, significantly higher binding was not demonstrated within CA NT tumours after exposure of tumour-bearing animals to hypoxic conditions. In autoradiographs of hypoxic liver, labelling was intense in regions near to hepatic veins but sparse in areas surrounding portal tracts. This pattern was striking and consistent. In hypoxic kidney, labelling was most intense over tubular cells, less intense over glomeruli and sparse in the renal medulla. It is likely that the hepatic and renal cortical distributions of misonidazole binding reflect local oxygen gradients.

Framing and enhancing distributed leadership in the quality management of online learning environments in higher education

This article reports on the findings of senior leadership interviews in a nationally funded project on distributed leadership in the quality management of online learning environments (OLEs) in higher education. Questions were framed around the development of an OLE quality management framework and the situation of the characteristics of distributed leadership at the core of the framework. The project’s premise is that distributed leadership is a descriptive reality of managing OLEs given the various leadership parties involved and the complexities of the contemporary technological landscape. Leaders’ understandings of distributed leadership were examined—its nature, value and potential for advancing the quality management of OLEs. There was confirmatory evidence of its reality, but its meaning and value were not uncritically accepted. It can be concluded that building distributed leadership must start through deliberative formal leadership commitment and action starting at the highest levels of the institution.

Influence of curing rate on softening in ethanol, degree of conversion, and wear of resin composite

PURPOSE: To investigate the effect of curing rate on softening in ethanol, degree of conversion, and wear of resin composites. METHOD: With a given energy density and for each of two different light-curing units (QTH or LED), the curing rate was reduced by modulating the curing mode. Thus, the irradiation of resin composite specimens (Filtek Z250, Tetric Ceram, Esthet-X) was performed in a continuous curing mode and in a pulse-delay curing mode. Wallace hardness was used to determine the softening of resin composite after storage in ethanol. Degree of conversion was determined by infrared spectroscopy (FTIR). Wear was assessed by a three-body test. Data were submitted to Levene's test, one and three-way ANOVA, and Tukey HSD test (alpha = 0.05). Results: Immersion in ethanol, curing mode, and material all had significant effects on Wallace hardness. After ethanol storage, resin composites exposed to the pulse-delay curing mode were softer than resin composites exposed to continuous cure (P< 0.0001). Tetric Ceram was the softest material followed by Esthet-X and Filtek Z250 (P< 0.001). Only the restorative material had a significant effect on degree of conversion (P< 0.001): Esthet-X had the lowest degree of conversion followed by Filtek Z250 and Tetric Ceram. Curing mode (P= 0.007) and material (P< 0.001) had significant effect on wear. Higher wear resulted from the pulse-delay curing mode when compared to continuous curing, and Filtek Z250 showed the lowest wear followed by Esthet-X and Tetric Ceram.

Effect of vesicle size on tissue localization and immunogenicity of liposomal DNA vaccines

The formulation of plasmid DNA (pDNA) in cationic liposomes is a promising strategy to improve the potency of DNA vaccines. In this respect, physicochemical parameters such as liposome size may be important for their efficacy. The aim of the current study was to investigate the effect of vesicle size on the in vivo performance of liposomal pDNA vaccines after subcutaneous vaccination in mice. The tissue distribution of cationic liposomes of two sizes, 500 nm (PDI 0.6) and 140 nm (PDI 0.15), composed of egg PC, DOPE and DOTAP, with encapsulated OVA-encoding pDNA, was studied by using dual radiolabeled pDNA-liposomes. Their potency to elicit cellular and humoral immune responses was investigated upon application in a homologous and heterologous vaccination schedule with 3 week intervals. It was shown that encapsulation of pDNA into cationic lipsomes resulted in deposition at the site of injection, and strongest retention was observed at large vesicle size. The vaccination studies demonstrated a more robust induction of OVA-specific, functional CD8+ T-cells and higher antibody levels upon vaccination with small monodisperse pDNA-liposomes, as compared to large heterodisperse liposomes or naked pDNA. The introduction of a PEG-coating on the small cationic liposomes resulted in enhanced lymphatic drainage, but immune responses were not improved when compared to non-PEGylated liposomes. In conclusion, it was shown that the physicochemical properties of the liposomes are of crucial importance for their performance as pDNA vaccine carrier, and cationic charge and small size are favorable properties for subcutaneous DNA vaccination.

Effect of sampling interval on estimates of larval supply

Estimates of larval supply can provide information on year-class strength that is useful for fisheries management. However, larval supply is difficult to monitor because long-term, high-frequency sampling is needed. The purpose of this study was to subsample an 11-year record of daily larval supply of blue crab (Callinectes sapidus) to determine the effect of sampling interval on variability in estimates of supply. The coefficient of variation in estimates of supply varied by 0.39 among years at a 2-day sampling interval and 0.84 at a 7-day sampling interval. For 8 of the 11 years, there was a significant correlation between mean daily larval supply and lagged fishery catch per trip (coefficient of correlation [r]=0.88). When these 8 years were subsampled, a 2-day sampling interval yielded a significant correlation with fishery data only 64.5% of the time and a 3-day sampling interval never yielded a significant correlation. Therefore, high-frequency sampling (daily or every other day) may be needed to characterize interannual variability in larval supply.

Action research in higher education : the advancement of university learning and teaching

This thesis aims to contribute to the improvement and advancement of university learning, teaching, and staff development; to integrate educational theory and the practice of university teaching; and to contribute to the establishment of a new, emerging paradigm in higher education. The strategy towards achieving these aims comprises (1) an alternative research methodology in the interpretive, non-positivist paradigm; (2) an integrated framework drawing on a variety of previously unrelated theories to form an alternative model of university education; and (3) reference to the dialectical relationship between educational theory and teaching practice and their integration through action research in higher education. The thesis is not so much a critique of the traditional paradigm and of existing functionalist-structuralist approaches to higher education, but more a development and clarification of an alternative, dialectical, human action approach to higher education. The original contribution of this thesis to the theory and practice of higher education lies in the development (1) of an alternative model of university education based on an integration of previously unrelated domains of theory; (2) of a theoretical model of professional development as action research (the CRASP Model: Critical attitude, Research into teaching, Accountability, Self-evaluation, Professionalism); and (3) of action research projects in higher education. Action research is research by the university teachers themselves into their teaching practice, i.e. into problems of the curriculum and student learning. The case studies included in and appended to this thesis show that in one educational setting at least it was possible to improve and advance university learning and teaching through action research. The evidence for this advancement is provided in a number of previously published case studies compiled in the Appendix.

Perceptions of quality in higher education : a comparative study of Turkish and Australian business academics

Finding a common definition of ‘quality’ in studies of quality and quality improvement in higher education institutions is very important. This study identifies the views of a key stakeholder group, academics, with reference to their beliefs (what is currently occurring) and their attitudes (what ought to be occurring) in relation to quality in their departments. The focus of this paper is on the collection of data from 64 business administration academics in Turkish universities. Face-to-face interviews were conducted using an instrument titled ‘Quality in Accounting Education Survey’. The questionnaire was developed by Watty and is based on the conceptions of quality framework, developed by Harvey and Green. The results are compared with the beliefs and attitudes of Australian accounting academics as reported in an earlier paper by Watty. The findings show that academics from Turkey adopt the perspective of quality as excellent or élitist, both in their beliefs (current situation perception) and in their attitudes (desired situation perception). This compares with the findings that Australian academics’ attitudes reflect a quality perspective as fitness for purpose in the current situation and beliefs that reflect a transformational quality perspective as the desired situation (what ought to be).

Effects of p53 mutations on apoptosis in mouse intestinal and human colonic adenomas

We have examined the effects of inactivation of the p53 tumor suppressor gene on the incidence of apoptotic cell death in two stages of the adenoma-to-carcinoma progression in the intestine: in early adenomas where p53 mutations are rare and in highly dysplastic adenomas where loss of p53 occurs frequently. Homozygosity for an inactivating germ-line mutation of p53 had no effect on the incidence or the rate of progression of ApcMin/+-induced adenomas in mice and also did not affect the frequency of apoptosis in the cells of these adenomas. To examine the effect of p53 loss on apoptosis in late-stage adenomas, we compared the incidence of apoptotic cell death before and after the appearance of highly dysplastic cells in human colonic adenomas. The appearance of highly dysplastic cells, which usually coincides during colon tumor progression with loss of heterozygosity at the p53 locus, did not correlate with a reduction in the incidence of apoptosis. These studies suggest that p53 is only one of the genes that determine the incidence of apoptotic in colon carcinomas and that wild-type p53 retards the progression of many benign colonic adenoma to malignant carcinomas by mechanism(s) other than the promotion of apoptosis.

Peer mentoring in higher education and the development of leadership skills in mentors

Purpose - We examine the question of whether peer-mentoring programs in higher education develop leadership skills in student mentors.

Methodology/approach - The various forms of peer mentoring are discussed, as well as the benefits that these programs can bestow on mentors. We then turn to a discussion of the relationship between peer mentoring and leadership, and place particular emphasis on implicit leadership theories and the research in this area. A case study of a large peer-mentoring program at an Australian university is undertaken and the various aspects of implicit leadership theory are examined in the light of comments collected from both mentees and mentors.

Findings - Evidence of implicit leadership skills of mentors was seen in the responses of mentees. However, the explicit treatment of' leadership skills in the peer-mentoring program needs to be approached in a more deliberate manner if students are to benefit fully from the experience of mentoring.

Originality/value - While the results of this study were inconclusive, it does provide a basis for further inspection of leadership development within peer- mentoring communities.

Shaping lecturers’ beliefs about teaching and learning in higher education in the Pacific

The aim of this study was to describe the educational experiences shaping the teaching and learning beliefs held by a group of beginning lecturers in higher education at various tertiary institutions in the Pacific Island Countries (PICs). A total of sixty three essays written by participants in an online course on teaching in higher education comprised the data for the study. A modified version of narrative analysis was used. This is a powerful methodology in qualitative research that can provide remarkable insights into individuals’ beliefs. The critical experiences that were thought to shape their beliefs in teaching and learning were identified and discussed in the light of relevant literature. The participants described a range of influences that shaped their beliefs about teaching and learning including realisation about the need to work harder and know more, the importance of independence, support systems, curriculum, qualities of a teacher, teaching and learning process, teaching and learning strategies, and learning environments. This information was useful in teaching these students and for further courses.

Higher Education Governance in Vietnam: University Action, the State and Changing Relationships

Diese Dissertation stellt eine Studie da, welche sich mit den Änderungen in der Governance der Hochschulbildung in Vietnam beschäftigt. Das zentrale Ziel dieser Forschungsarbeit ist die Untersuchung der Herkunft und Änderung in der Beziehung der Mächte zwischen dem vietnamesischen Staat und den Hochschulbildungsinstituten (HI), welche hauptsächlich aus der Interaktion dieser beiden Akteure resultiert. Die Macht dieser beiden Akteure wurde im sozialen Bereich konstruiert und ist hauptsächlich durch ihre Nützlichkeit und Beiträge für die Hochschulbildung bestimmt. Diese Arbeit beschäftigt sich dabei besonders mit dem Aspekt der Lehrqualität. Diese Studie nimmt dabei die Perspektive einer allgemeinen Governance ein, um die Beziehung zwischen Staat und HI zu erforschen. Zudem verwendet sie die „Resource Dependence Theory“ (RDT), um das Verhalten der HI in Bezug auf die sich verändernde Umgebung zu untersuchen, welche durch die Politik und eine abnehmende Finanzierung charakterisiert ist. Durch eine empirische Untersuchung der Regierungspolitik sowie der internen Steuerung und den Praktiken der vier führenden Universitäten kommt die Studie zu dem Schluss, dass unter Berücksichtigung des Drucks der Schaffung von Einkommen die vietnamesischen Universitäten sowohl Strategien als auch Taktiken entwickelt haben, um Ressourcenflüsse und Legitimität zu kontrollieren. Die Entscheidungs- und Zielfindung der Komitees, die aus einer Mehrheit von Akademikern bestehen, sind dabei mächtiger als die der Manager. Daher werden bei initiativen Handlungen der Universitäten größtenteils Akademiker mit einbezogen. Gestützt auf die sich entwickelnden Muster der Ressourcenbeiträge von Akademikern und Studierenden für die Hochschulbildung prognostiziert die Studie eine aufstrebende Governance Konfiguration, bei der die Dimensionen der akademischen Selbstverwaltung und des Wettbewerbsmarktes stärker werden und die Regulation des Staates rational zunimmt. Das derzeitige institutionelle Design und administrative System des Landes, die spezifische Gewichtung und die Koordinationsmechanismen, auch als sogenanntes effektives Aufsichtssystem zwischen den drei Schlüsselakteuren - der Staat, die HI/Akademiker und die Studierenden – bezeichnet, brauchen eine lange Zeit zur Detektion und Etablierung. In der aktuellen Phase der Suche nach einem solchen System sollte die Regierung Management-Tools stärken, wie zum Beispiel die Akkreditierung, belohnende und marktbasierte Instrumente und das Treffen informations-basierter Entscheidungen. Darüber hinaus ist es notwendig die Transparenz der Politik zu erhöhen und mehr Informationen offenzulegen.

About Hazing In Higher Education

Not a year goes by that we don’t hear of another hazing scandal in a higher education institution. Many researchers took interest in this issue in order to understand its causes and consequences. They provided definitions and lead to prevent it. We found hazing in many social groups around the world, with different names, and under specific forms. This paper aims to better understand hazing and its actors, with a specific focus on hazing in higher education. We presented three definitions to offer several perspectives on hazing, and facilitate its apprehension. Our method was to analyze the relevant scientific literature with the intention of reflecting on its roots and representation among individuals. Results are an exposition of motivations from hazing's actors, recommendations about how to define it and how to prevent derivations. Our main conclusions assume hazing is usually depicted as a deviant behavior, but it would appear to be a norm. Also, its core purpose would be the progression from newcomer to a group member. A lack of structure or meaning could lead to its misuse and facilitate outrageous events. In higher education, hazing seems to be used as a tool to integrate freshmen in their new institutional world. Scandals including violence, sexual and alcohol abuse could be a symptom of something deeper from hazing's environment.

How to Achieve Professional Skills in Higher Education?

During the last decade, higher education has tried to focus education on the achievement of professional skills. It is interesting to see how the learning strategies implemented may facilitate or make more difficult the achievement of competencies. By dealing with the challenge of a competency-based education approach, higher education points out the need of knowing how to build such competencies, i.e. how to design a learning strategy. Not much importance has been given to this issue, probably because the competencies can be confused with abilities, skills and attitudes and, therefore, the model can be associated to in- or out-of-classroom activities without a strategy to articulate the knowledge acquired with the cultural, social and economic contexts of the community and labor spheres, i.e., as a whole (Tobón, 2005). This paper analyzes the epistemological development of the competency-based approach in higher education, focusing on the implementation of professional competencies in the Sociology degree “Licenciatura en Sociología”, in two campuses of the Universidad Autónoma de Baja California: Ensenada and Mexicali. This paper describes how competencies are built and explores different theoretical trends, their conceptualization and formation, based on in-depth interviews applied to students and teachers. It provides a mixed study to understand, based on the student’s point of view, the achievements of this study program in terms of professional competencies.