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  • 1995-1999  (347)
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  • 1995  (347)
  • Nature of Science, Research, Systems of Higher Education, Museum Science  (347)
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  • Articles  (347)
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  • 1995-1999  (347)
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  • 1
    Electronic Resource
    Electronic Resource
    An inverse of Bell's theorem (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 63-74 
    Details
    ISSN: 1572-8587
    Keywords: Quantum theory ; Bell's theorem ; realisability of probability functions ; quantum ontology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary A class of probability functions is studied. This class contains the probability functions of half-spin particles and spinning classical objects. A notion of realisability for these functions is defined. In terms of this notion two versions of Bell's theorem and their inverses are stated and proved.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01130926
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  • 2
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    Functional language and biological discovery (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 119-134 
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    ISSN: 1572-8587
    Keywords: discovery ; heuristics ; functional language
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary This paper provides an explication and defense of a view that many philosophers and biologists have accepted though few have understood, the idea that functional language can play an important role in biological discovery. I defend four theses in support of this view: (1) functional statements can serve as background assumptions that produce research problems; (2) functional questions can be important parts of research problems; (3) functional concepts can provide a framework for developing general theories; (4) functional statements can serve as heuristics for generating hypotheses. I develop and defend these four claims by describing a taxonomy of functional discourse, providing an account of scientific discovery, and by applying this framework to some cases of successful research in biology.
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    URL: http://dx.doi.org/10.1007/BF01130929
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  • 3
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    Ist die Transzendentalpragmatik letztbegründet oder holistisch? (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 153-168 
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    ISSN: 1572-8587
    Keywords: transcendental pragmatics ; ultimate foundation ; Apel ; Kuhlmann
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Is transcendental pragmatics a matter of ultimate foundation or a matter of holism? Transcendental pragmatics as developed by Karl-Otto Apel has been the object of various criticisms. Against the fallibilists' claim (Albert) that argumentation is at last either dogmatic, axiomatic or circular, the transcendental pragmatists have given an argument that ultimate foundation (‘Letztbegründung’) cannot be proved to be impossible. But this clarification of their claims leaves open the questions whether their method can establish universal statements, and whether they prove statements which are synthetica priori. Against the claim of the reconstructive scientist (Habermas) they have to restate their view, and take into account an element of fallibilism. Here we encounter a first element of holism. With regard to the question whether there can be ultimate foundation without ultimate foundation of the method of ultimate foundation holism breaks in. The distinction between a vicious and a transcendental circle, used against Albert, is of no use in the establishment of the transcendental circle.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01130932
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  • 4
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    Pseudoscience as structurally flawed practice: A reply to A.A. Derksen (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 323-326 
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    ISSN: 1572-8587
    Keywords: pseudoscience ; A. A. Derksen ; epistemology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary I respond to two criticisms levelled by A. A. Derksen in a recent issue of this journal against characterizing pseudoscience as structurally flawed practice: I argue that he surreptitiously invokes this conception, his official view that we should concentrate on pseudoscientists' pretensions rather than their practices notwithstanding; and I critically examine his contention that judgements of scientificity (and pseudoscientificity) cannot properly be made independently of a consideration of whether the relevant theories and practices are empirically well-confirmed.
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    URL: http://dx.doi.org/10.1007/BF00766732
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  • 5
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    Bibliography (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 365-404 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF00766735
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  • 6
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    Kuhn'sThe Structure of Scientific Revolutions revisited (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 75-92 
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    ISSN: 1572-8587
    Keywords: Kuhn ; Wittgenstein ; paradigm ; incommensurability ; language games ; relativism ; rationality
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The present paper argues that there is an affinity between Kuhn'sThe Structure of Scientific Revolutions and Wittgenstein's philosophy. It is maintained, in particular, that Kuhn's notion of paradigm draws on such Wittgensteinian concepts as language games, family resemblance, rules, forms of life. It is also claimed that Kuhn's incommensurability thesis is a sequel of the theory of meaning supplied by Wittgenstein's later philosophy. As such its assessment is not fallacious, since it is not an empirical hypothesis and it does not have the relativistic implications Kuhn's critics repeatedly indicated. Although concepts are indeed relative to a language game or paradigm, interparadigmatic intelligibility is preserved through the standard techniques of translation or praxis. The impossibility of radical translation which is captured by the claim of incommensurability lies with that which cannot be said but only shown.
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    URL: http://dx.doi.org/10.1007/BF01130927
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  • 7
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    Chaos theory, the end of physicialism? (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 135-142 
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    ISSN: 1572-8587
    Keywords: (un)predictability ; chaotic behavior ; mathematics ; physicalism ; nonlinearity
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Recent challenges of the mechanistic world picture seem only to have strengthened the position of mathematics. So it continues to guarantee perfect predictability, the dream of physicalism. During recent decades, however, computer simulations have shown mathematicians that even simple sets of equations may have, not an exact, but a whole range of solutions. With some of their examples we demonstrate the unpredictable behavior of simple systems. As a result, the dream is over. On the other hand, mathematicians also discovered that previously ‘chaotic’ phenomena could be represented by relatively simple formules. This leads to a dramatic increase in the explanatory power of mathematics. This change of the scientific scenery will have a profound methodological impact on the relationship between the natural and the other sciences.
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    URL: http://dx.doi.org/10.1007/BF01130930
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  • 8
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    History and philosophy of science rapprochement: Shared methodological framework (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 143-152 
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    ISSN: 1572-8587
    Keywords: metacognition ; conceptual transcendence ; objective explanatory attitude ; historiographical context ; demarkational problem ; cognitive withdrawal ; meta-methodological arsenal
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The paper intends to identify some particular basic assumptions, approaches and means of proceeding, which are spontaneously shared by philosophers, sociologists and historians of science, besides the common interchange of meta-notions describing science. To this end, the specific subject matter, scope, meta-cognitive goals and methodological background of each of the three domains of science study is first outlined. Only two shared proceedings are further discussed in details: the objective attitude, called ‘playing a stranger’, and the historiographers' involvement in demarcational problem resolution. A far-reaching prospect is finally suggested for philosophers and historiographers: methodological partnership, leading towards the elaboration of an impending integral metatheory of science.
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    URL: http://dx.doi.org/10.1007/BF01130931
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  • 9
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    Zur Rekonstruktion der Philosophischen Hermeneutik (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 169-185 
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    ISSN: 1572-8587
    Keywords: (Anti)Realism ; interpretationism ; semiotics ; mono-/polysemy ; anthropology ; truth ; hermeneutical circle ; preconception (prejudice) ; principle of charity ; fallibilism ; criteria of truth and objectivity ; fictional and informative systems of signs ; author's intention
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Towards a reconstruction of philosophical hermeneutics. Following Nietzsche, Heidegger and, on the other hand, Cassirer and Wittgenstein, a philosophy of interpretation, i.e. a relativism of world-views, is at present increasing in continental as well as in analytical philosophy. From the basis of a critical fallibilism the shortcomings of the new epistemological antirealism are pointed out in general, and, hence, consequences are drawn for the more specialized case of metahermeneutics (hermeneutics being defined as a sort of pragmatical semiotics). A combination of realistic and antirealistic elements is recommended as unevitable. According to this, firstly, the key-concepts of hermeneutics must be differentiated, and, secondly, a fundamental set of criteria can be established that bridges the gap between metahermeneutics and hermeneutical practice.
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    URL: http://dx.doi.org/10.1007/BF01130933
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  • 10
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    Zur Kritik eines operationalistischen Arguments (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 313-322 
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    ISSN: 1572-8587
    Keywords: circularity ; confirmation ; holism ; measurement ; operationalism ; regressus in infinitum ; test of empirical hypotheses ; time
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary An operationalist argument criticized. Operationism maintains that the relation between a quantity and its operational criteria is established by definition. The assertion that the relation holds cannot be an empirical hypothesis; it is neither falsifiable nor confirmable, since it is not even testable. With an example concerning the measurement of time it is shown that this argument rests upon an untenable presupposition.
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    URL: http://dx.doi.org/10.1007/BF00766731
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  • 11
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    Book reviews (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 345-363 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF00766734
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  • 12
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    Announcements (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 411-412 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF00766737
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  • 13
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    Positivism's heir (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 25-34 
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    ISSN: 1572-8587
    Keywords: Positivism ; Carnap ; realism ; instrumentalism ; strict empiricism ; Vienna Circle
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Several lines of argument support the notion that the legacy of positivism (if cast in terms of the realist/instrumentalist debate) is more realist than not. Work by Joia Lewis and Alberto Coffa on both Schlick and Carnap is cited, and contemporary work from Van Fraassen and Boyd briefly alluded to. Note is made of the differences within contemporary realist theory, and it is included that Carnap's essay “Empiricism, Semantics and Ontology” is crucial for resolution of the debate. In closing it is noted that the spirit of much of the original positivist work reinforced the contention than those who work within the framework of science do in fact accept the reality of key scientific entities.
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    URL: http://dx.doi.org/10.1007/BF01130924
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  • 14
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    The modern misunderstanding of Aristotle's theory of motion (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 1-10 
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    ISSN: 1572-8587
    Keywords: motion ; actuality-potentiality ; form-matter ; praxis-poesis ; process-result
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary In thePhysics, Aristotle defines motion as ‘the actuality of what is potentially, qua potential’ (Phys. 201b5). This definition has been interpreted countless times and has been the subject of heated controvery. At issue today is whether $$\mathop \varepsilon \limits^,$$ ντελ $$\mathop \varepsilon \limits^{'}$$ ξεια refers to motions as a process or a state. Accordingly, if the idea of $$\mathop \varepsilon \limits^,$$ ντελ $$\mathop \varepsilon \limits^{'}$$ ξεια is believed to refer to a process, it is translated to mean actualization. If on the other hand it is taken to refer to a state, it is translated as meaning actuality. In the first instance, known as the ‘state-view’, a change is defined as being thestate of a changing object when it is actually potentiallyF, for someF 1. In the second, or ‘process-view’, a change is defined as theactualization of a potentially. It seems to me that both views mistakenly assume that Aristotle succeeded in defining motion as motion. As a consequence, the discussion has focused on a presumed content that the definition does not offer. Indeed, were it the case that Aristotle's definition was adequate, there would hardly be any point in even considering the question of whether he had intended to regard motion as being a state or a process. In this paper I examine both of these views and offer an alternative interpretation of my own that differs markedly from either. Additionally, I shall show that just as Aristotle's definition represents a projection of his particular attitude toward nature — so also recent interpretations of his definition represent a projection of the attitudes of modern thinker's toward Aristotle's philosophy.
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    URL: http://dx.doi.org/10.1007/BF01130922
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  • 15
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    Book reviews (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 191-202 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF01130935
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  • 16
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    Announcement (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 203-205 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF01130936
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  • 17
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    Emeralds are no chameleons — Why “Grue” is not projectible for induction (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 259-268 
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    ISSN: 1572-8587
    Keywords: Goodman's Paradoxon ; Grue ; Induction ; Justification
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The model function for induction of Goodmans's composite predicate “Grue” was examined by analysis. Two subpredicates were found, each containing two further predicates which are mutually exclusive (green and blue, observed before and after t). The rules for the inductive processing of composite predicates were studied with the more familiar predicate “blellow” (blue and yellow) for violets and primroses. The following rules for induction were violated by processing “grue”: From two subpredicates only one (blue after t) appears in the conclusion. As a statement about a future and unobserved condition this subpredicate, however, is not projectible for induction whereas the only suitable predicate (green before t) does not show up in the conclusion. In a disjunction “a v b” where “a” is true and “b” false the disjunction is true. When, however, the only true component is dropped, what remains is necessarily false. An analogous mistake may be observed in the processing of “grue”, where the only true component (green) was dropped in the conclusion. — As a potent criterion for correct inductions a check of the necessity of the conclusions is recommended.
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    URL: http://dx.doi.org/10.1007/BF00766728
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  • 18
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    Qualia im Knotenpunkt zwischen Leib und Seele: „Argumentatives“ Dilemma in der gegenwärtigen Diskussion über die Subjektivität mentaler Zustände (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 269-295 
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    ISSN: 1572-8587
    Keywords: Qualia ; Brain ; Subject ; “Dilemma of discussion”
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Qualia in the node-point between mind and body: Dilemma of present discussion about the subjectivity of mental states. The present discussion about qualia shows a bewildering variety of different positions. We show implicit assumptions about brain, subject, and qualia of this complex discussion. By means of three assumptions we divide the discussion about qualia into three different positions (proposition, opposition, intermediate solutions). These positions and their exemplaric authors are briefly presented along the lines of the three assumptions. The next step shows how each position solves the dilemma which arises if one relates all three assumptions by eliminating at least one of the three assumptions. Finally, general problems in the discussion of qualia are shown by means of which the dilemma of the relation between brain, subject and qualia may be brought closer to a solution without eliminating one assumption.
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    URL: http://dx.doi.org/10.1007/BF00766729
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  • 19
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    Karl Popper (1902–1994) (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 207-225 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    URL: http://dx.doi.org/10.1007/BF00766726
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  • 20
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    Deterministisches Chaos: Einige Wissenschaftstheoretisch Interessante Aspekte (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 11-24 
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    ISSN: 1572-8587
    Keywords: deterministic chaos ; dynamical system ; falsifiability ; predictability ; provisos ; reproducibility of experiments ; sensitive dependence on initial conditions ; structural identity of explanation and prediction
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Deterministic Chaos: Some Interesting Points of View from the Philosophy of Science. A comparatively simple example is used to present some of the main features of deterministic chaos. From the point of view of the philosophy of science, three questions are dealt with: if the equations of motion of chaotic systems are falsifiable in a strict sense; whether experiments on chaotic systems are reproducible; to what extent the development of chaotic systems is predictable. It emerges that in these respects chaotic systems, though being deterministic, behave essentially in the same way as stochastic (indeterministic) systems do.
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    URL: http://dx.doi.org/10.1007/BF01130923
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  • 21
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    Why are there no objective values? (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 35-62 
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    ISSN: 1572-8587
    Keywords: ethics ; intuitionism ; epistemology ; objectivism ; moral knowledge ; moral values
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Using the mathematical frameworks of economic preference ranking, subjective probability, and rational learning through empirical evidence, the epistemological implications of teleological ethical intuitionism are pointed out to the extent to which the latter is based on cognitivist and objectivist concepts of value. The notions of objective value and objective norm are critically analysed with reference to epistemological criteria of intersubjectively shared valuative experience. It is concluded that one cannot meaningfully postulate general material theories of morality that could be tested, confirmed or refuted by intersubjective empirical evidence of preferences and values, however loosely the empirical evidence of values may be interpreted. This situation is explained with reference to the ways in which preceived values become systematically influenced by the concomitants of individual valuative experience, but which have nothing to do with contingent subjective interests.
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    URL: http://dx.doi.org/10.1007/BF01130925
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  • 22
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    Interdisziplinarität und Wissensentwicklung (1995)
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    Journal for general philosophy of science 26 (1995), S. 93-117 
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    ISSN: 1572-8587
    Keywords: interdisciplinary communication ; genesis of scientific facts ; specifity of scientific knowledge ; development of theoretical explanations of a discovery ; reception of findings by scientific public
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Interdisciplinarity and the Development of Knowledge. The author is engaged in the question how to explain the development of scientific meanings of facts which does not coincide with producing them rather with processes of the scientists' public communication. So long as the facts are adjustable to the conventional theories of those discipline which the researcher belongs to this connection does not reveal perfectly clear. More instructive is a consideration of so-called ‘anomalies’. The author demonstrates with an example of the history of science that researchers in case of new phenomena use to borrow concepts from other disciplines for resolving the interpretative problems. It emerges a loose net-work of concepts. In this way the researchers are producing a disciplinary mixed public at the same time. This process is seen as an important phase of the development of new theories and, complementary, new disciplines.
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    URL: http://dx.doi.org/10.1007/BF01130928
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  • 23
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    Inductive countersupport (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 187-189 
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    ISSN: 1572-8587
    Keywords: Popper-Miller-anti-induction proof ; inductive countersupport ; inductive support ; Popper's laws of excess ; deductive independence
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The basic idea by means of which Popper and Miller proved the non-existence of inductive probabilistic support in 1983/1985/1987, is used to prove that inductive probabilistic countersupport does exist. So it seems that after falsification has won over verification on the deductive side of science, countersupport wins over support on the inductive side.
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    URL: http://dx.doi.org/10.1007/BF01130934
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  • 24
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    Braucht die Wissenschaft eine Theorie? (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 227-257 
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    ISSN: 1572-8587
    Keywords: Normative philosophy of science ; history of science ; falsificationism ; relations between philosophy and science
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Can Science do without a Theory? The main questions that are discussed are as follows: 1) Do we have — as a matter of fact — a general philosophy of science which is comprehensive and powerful enough to present a solution to all the relevant methodological and metatheoretical problems arising within the sciences? 2) Do scientists feel a need for such a general metatheoretical tool? 3) In the probable case of a negative answer to both questions posed above: what, if any, is the legitimate status of the philosophy of science? It is argued in some detail that at least three types of models have failed, at least as far as their advisory function for scientific action in realistic situational settings is concerned: the ideal language model (Wittgenstein, Carnap), methodological falsificationism (Popper), and behavioral theories of scientific action. From the standpoint of the history of science it is plainly obvious that science has always been ahead of its purported metatheory and that important advances within the latter had been implicit in real scientific action at least for centuries.
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    URL: http://dx.doi.org/10.1007/BF00766727
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  • 25
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    Concerning the integration of sciences: Kinds and stages (1995)
    Springer
    Journal for general philosophy of science 26 (1995), S. 297-312 
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    ISSN: 1572-8587
    Keywords: differentiation ; integration (kinds, stages) ; interdisciplines ; levels of reality ; multidisciplines ; reduction ; reductionism ; sciences (disciplines, links, unification) ; transdisciplinary domains
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The detailed analysis allows to discern seven kinds of integration, namely: I1 consisting in the synthesis of scientific disciplines from their elements, including disciplinary unification I1; I2 inclusion of a science in (reduction to) another, more general; I3 — links between different sciences, especially establishing of common elements; I4 — interdisciplines bridging various sciences; I5 — combination of two (or more) disciplines into a new (complex) science; I6 — a general approach to several domains or multidisciplinary unification; I7 — transdisciplinary sciences about relations of the same type in various traditional domains. These kinds of integration are interwoven with processes of differentiation, viz. D1 — internal differentiation of the sciences resulting of I1; D2 — interdisciplinary differentiation concomitant I4, and D3 — specialization of I7 sciences in several sections. As a result integration and differentiation are combined in the pairs I1 — D1, I7 — D3, and D2 — I4. The processes of integration (and differentiation) may be presented schematically in the following (not strictly isolated one of another) sequence: in the 17th century started I1 followed by D1, and in the last decades by I1′ during the 18th and the 19th c. cases of I2 and I3 appear; I4 (together with D2) is unfolding since the late 19th century. Finally, I7 (and D3), as well as I5 and I6 pertain to the latter half of our century. Representative are for one thing I1, I4, and I7 outlining the main stages of integration and at the same time connected with respective kinds of differentiation.
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    Oxford — 1990 (1995)
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    Journal for general philosophy of science 26 (1995), S. 327-344 
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    ISSN: 1572-8587
    Keywords: Oxford dons ; philosophical tradition ; island mentality
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Observations, interviews and informal talks with Oxford scholars during two visits to Oxford are summarized in a kind of sociological review. Several types of Oxford dons are distinguished according to their social, cultural, psychologicall and professional attitudes. The research was led by the image of Oxford philosophical tradition described by the following features: “empiricism”, “language analysis”, “technical discourse” and “island mentality”. The Oxford philosophical community was taken as an example of an internationally recognized intellectual tradition which possesses the peculiarity of making impossible its simple acceptance under other social and cultural conditions. The review was made in a very general manner to exclude any accidental reference to individual respondents and informants.
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    Announcements (1995)
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    Journal for general philosophy of science 26 (1995), S. 405-410 
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    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
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    Licensed Partnership: State, Region and Institution in the Regulation of Access Education in England 1987–1992 (1995)
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    Higher education 29 (1995), S. 1-18 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The paper discusses the evolution and impact of a policy initiative intended to recognise and regulate a new entry route into British higher education: namely, that associated with access courses aimed primarily at adults and provided mainly by colleges of further education. The framework of quality assurance created to achieve this goal is examined from two vantage points. The first comes from within the central body established by the national government to develop and implement the scheme across England, Wales and Northern Ireland. The second is that of one of the agencies in England licensed to recognise access courses at a regional and local level. As an early expression of a shift in government policy in the direction of a mass system of higher education, the framework represented on the one hand an exercise in legitimation and, on the other, an element in a larger process of change in post-secondary education. However, the ability of the initiative to shape priorities on the ground, or to embrace other transformations in and around access education, was always limited.
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    Perceptions and experiences of annual report preparers (1995)
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    Higher education 29 (1995), S. 287-306 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Between 1986 and 1993, tertiary education institutions, [TEIs] in New Zealand have transformed their annual reports from being uninformative, untimely and unobtainable documents, to ones that are well-presented, comprehensive and readily available in a timely fashion (Coy, Tower & Dixon, 1994). This paper reports a study of the events and experiences according to report preparers in bringing about this change, including the incentives and difficulties that they have been facing. The study uses data collected from 48 staff involved in report preparation at 15 of the 37 TEIs that are in New Zealand. These data are qualitative, and are analysed from a realist perspective mixing causal analysis and interpretive understanding (Silverman 1985). The study suggests that the mandated changes to reporting are seen as one facet of several recent public sector reforms in New Zealand. Interviewees felt that the changes to reporting were driven externally by legislation, and internally by the stances taken by some chief executive officers and by the professional ardour of some accountants. Moreover, the Audit Office was seen as a prominent agent of change. The general reactions of preparers of reports to the reforms range from strong support to resentment and scepticism. A major concern voiced was the potential for data reported by TEIs to be used for political purposes. On the other hand, improved staff motivation was noted in many institutions as well as greater cost consciousness and awareness of student, needs. However, these positive attributes were probably derived from the reforms in general, and not just from the changes to reporting.
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    University education, credentialism and social stratification among Palestinian Arabs in Israel (1995)
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    Higher education 29 (1995), S. 351-368 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Few attention was devoted to the relative impact exerted by differential university access and credentialing patterns on the intrasocial stratification of subordinate groups. The paper investigates the issue among Palestinian Arabs in Israel, along religious, socioeconomic and gender lines, as well as in comparison to respective trends of the Jewish majority. Findings suggest that, while inequalities in access, retention and graduation rates at university level persist between Jews and Palestinian Arabs; for the latter, the combined effects of labor-market structure and regulative sectorial state policies, have determined considerably the relative impact of social group of origin on university enrollment, retention and graduation rates. The various implications of these findings are then discussed, urging further, and more elaborate, research into their socioeconomic and political consequences.
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    Reforming higher education systems: Some lessons to guide policy implementation (1995)
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    Higher education 29 (1995), S. 405-420 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Although higher education systems are in a constant state of change, they are difficult for governments to reform. This paper analyzes a wide variety of country experiences in establishing mechanisms to co-ordinate the development of higher education systems, diversifying institutional financing and increasing the efficiency of public investments. Attention is drawn to the need for effective policy structures to manage higher education, to link costs of reforms to benefits such as increased opportunity, to take account of the institutional constraints to change as well as to carefully articulate educational reforms with other public policies that influence the performance of the higher education systems.
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    The application of a strategic management model to the internationalization of higher education institutions (1995)
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    Higher education 29 (1995), S. 421-441 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The growth of international activities within higher education institutions takes place in a number of different ways ranging from the ad hoc (reactive) to the strategic (proactive). This paper draws on an earlier (1993) empirical study by the author of UK Business Schools in order to identify the key elements within any process of internationalization and to provide a framework for assessing levels of international activity within institutions. It concludes with an introductory model of internationalization which is to form the basis for future work. The paper is written from a UK perspective but can be adapted for the analysis of educational institutions in other countries and other subject areas.
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    Towards university lectures' conceptions of student learning (1995)
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    Higher education 29 (1995), S. 443-458 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A range of studies conducted since the late 1970s have sought to describe students' conceptions of learning, and more recently, teachers' conceptions of teaching. These studies, using what has come to be known as the phenomenographic approach, have identified conceptions of teaching, and conceptions of learning which have had a significant impact on the teaching-learning culture of higher education institutions in many parts of the world. The study reported here contributes to our understanding of student learning, describing it from the viewpoint of lectures from a range of disciplines. From the viewpoint of these lectures student learning was seen variously as: acquiring knowledge through the use of study skills; the absorption of new knowledge and being able to explain and apply it; the development of thinking skills and the ability to reason; developing the competencies of beginning professionals; changing personal attitudes, beliefs or behaviours in responding to different phenomena; and a participative pedagogic experience. The relationship between these conceptions and previously identified conceptions of teaching and learning is discussed.
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    The learning and study strategies inventory: A South African application (1995)
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    Higher education 30 (1995), S. 115-126 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract 500 disadvantaged students volunteered to complete the Learning and Study Strategies Inventory at the University of the Witwatersrand. The purpose was two-fold. Firstly, for diagnostic purposes, students and tutors were provided with learning strategy profiles. Secondly, for research purposes, results were analysed on a group and sub-group basis. This analysis revealed that the most problematic components of learning, as perceived by the students, were in the affective areas of motivation and anxiety. Test taking strategies and selecting main ideas were also perceived as weaknesses. A few differences were also found when the variables of gender, language and faculty were introduced.
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    The value of management education: Views of graduates on the benefits of doing a MBA (1995)
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    Higher education 30 (1995), S. 175-187 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract MBA alumni are exceptionally well placed to evaluate management education in terms of its real impacts on students against current, and expected, needs. This paper reports the results of a survey of graduates of one MBA course to identify which aspects of the course its graduates valued highly and the extent of the contribution of their MBA to career changes that have followed their completion of the course. The benefits of the program to graduates, in terms of relevance, knowledge gained, behaviour changed and outcomes achieved were judged to be substantial. The MBA is seen as a significant factor in career change and development.
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    The Italian Ph.D ten years on: Educational, scientific and occupational outcomes (1995)
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    Higher education 30 (1995), S. 37-61 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The doctorate in Italy is a new institution. In this paper we present the results of an investigation that attempts to assess the experience from three main points of view: (i) the didactic structure of the courses (ii) their scientific output and (iii) the employment of Ph.Ds. From the survey, the didactic structure of the courses appeared weak, i.e. they were based on occasional activities. The main reason might be the unclear location of the Ph.D within the departmental activities. The scientific productivity of Ph.Ds seems promising. Only an extremely low percentage of Ph.Ds work in industrial R&D, a fact explained by the small amount of original R&D carried out by Italian firms. We found, however, a significant degree of co-operation between industry and university at doctorate level. Obstacles have also been encountered by Ph.Ds in obtaining jobs in the University or in public research institutes, not only because of the scarcity of job openings, but also because of the absence of the social convention whereby in most countries the doctorate is regarded as the normally necessary background for these careers.
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    Training in studying in higher education: Objectives and effects (1995)
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    Higher education 30 (1995), S. 81-98 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This article reviews the findings of 20 studies designed to evaluate learning strategies courses in higher education. It focuses on the relationship between the objectives of these courses and their effects. For this purpose a model is used which distinguishes four categories of study activities,strategic study activities (formulating the general study goals),operational study activities (designing a study plan),executive study activities (executing the study plan), andreflective study activities (evaluating the study process and the study results). The most interesting finding to emerge from the analysis of these studies is the fact that only five courses focus on strategic and/or operational study activities. It is also noteworthy that in most cases no effects on study results were reported; the effects most often reported were those on the comprehension and retention of texts selected for the research. Few findings have been reported on the interaction between training in the study activities and such factors as concentration, time management, self-confidence, study motivation and study conceptions.
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    Higher education reform in Romania (1995)
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    Higher education 30 (1995), S. 135-152 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper reviews the crisis in Romanian universities since the country's political transition in 1989, and describes the government's strategy for revitalizing the higher education system. Attention is drawn to the expansion of access to higher education, the dramatic increase of enrollments in social science fields, the spontaneous establishment of private higher education institutions, and to the many difficulties institutions are experiencing in coping with these changes especially because of resource constraints. Comprehensive reform of the role of the state in the financing and governance of higher education are proposed. The government's reform strategy involves accreditation of public and private institutions, establishment of open transparent mechanisms for allocating institutional and research funding, as well as changes in the structure of academic employment. Successful implementation will require strengthening the fragile management capacity of the Ministry of Education and the higher education institutions.
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    Staff appraisal in higher education — a study of performance review at Nene College, Northampton (1995)
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    Higher education 30 (1995), S. 189-205 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper describes a study of staff appraisal in Higher Education and, in particular, of the appraisal system—called ‘Performance Review’—at Nene College, Northampton. The study comprised a review of the recent literature describing some experiences of appraisal systems in a number of British universities and a survey of the opinions of appraisees, appraisers and senior Nene College management with regard to various aspects of the Performance Review system. In the survey, most appraisees and appraisers thought that appraisers should be line managers rather than peers and that classroom observations should be part of the appraisal system. The opportunity for staff to air views and raise issues during the appraisal interviews was identified as a particular advantage of appraisal for staff. Comparison of the survey findings with the experiences of appraisal in other institutions confirmed that major issues of concern include the importance of organisational commitment; the provision of adequate resources; the effects on the role of heads of departments; the setting and communication of clear, limited goals; consistency of good practice; the provision of adequate follow-up to appraisal interviews and the costs incurred in the operation of appraisal systems.
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    Cheating behavior among students of four Moscow institutes (1995)
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    Higher education 30 (1995), S. 225-246 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper reports the results of the first survey conducted in Moscow on student cheating behavior in December of 1991. I propose that cheating, like many other forms of deviant behavior, can be explained as rooted in the social structure. I propose a way of combining Merton's structural approach with the learning theory of deviant behavior. Merton's typology of individual adaptation is extended to a case where there is a difference between official and unofficial goals and means. I use the theory of neutralization to understand how students justified cheating in such social conditions. The survey revealed that an overwhelming majority of students cheat, and that students justify cheating by saying that it is the fault of the education system. In addition my results suggest that there was a linkage between the macro structure of Soviet society (including its educational system) and cheating behavior among students. The structure of the Soviet system provided opportunities and motivation to cheat together with the rationale to justify cheating. The changes which were introduced with Perestroika only worsened the situation by blurring the notions of appropriate and deviant behavior in many spheres of life. The implications for the present changes going on in Russia are discussed.
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    Higher education in Hong Kong — the approach to 1997 and the China factor (1995)
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    Higher education 30 (1995), S. 257-271 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Hong Kong has two major economic assets: its geographical location and labour force. Shortage of educated manpower has created a bottleneck hampering economic growth. Substantial emigration flows relating to 1997 is also a problem. Development of higher education and infrastructure are means to ensure sustainable economic growth. The government plans to enable 25% of the relevant age group to attend degree and diploma courses in 1995 through rapid expansion and heavy subsidy. Most families are willing to work hard to provide for their children's education. They believe that their society is full of opportunities, and wealth and education important criteria determining one's social status. While Confucian ethics continue to influence attitudes and values, utilitarian considerations are now significant in the choice of disciplines, extra-curricular activities, staff-student relationship, etc. Rapid expansion of tertiary education creates a shortage of qualified staff and students. Fear of 1997 affects academics' dedication. They have to plan their insurance policy and signs of self-censorship emerge. Meanwhile, localization makes progress and the government begins to support research. Exchanges with China allowed local academics to help Chinese universities to renew their external linkages and establish new curricula. Higher education in Hong Kong has completed its take-off. It has achieved standards of developed countries. In the 1990s, it will attempt to consolidate and improve its quality.
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    From isolation to collaboration: A positive change for postgraduate women? (1995)
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    Higher education 30 (1995), S. 313-322 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Social or intellectual isolation has been identified as a problem for many postgraduate students, particularly among subgroups in which women predominate. Newly developing collaborative postgraduate student groups complement the supervisor's role as an advisor and counteract the effects of isolation. However, the very method that may reduce isolation for women also entails risks. Research into gender and communication suggests that groups, often dominated by men, may not adequately serve the educational needs of women. This article brings together two separate strands of research: (a) studies of support groups, collaborative groups, or supervisory groups for thesis-writers; and (b) studies of gender-related communication patterns. The intersection of these areas of research provides a basis for suggesting how arrangements for, and research into, collaborative support groups for thesis writers can help to ensure that the potential of such groups for enhancing educational opportunities for all students—womens as well as men—is tapped and possible risks minimized.
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    The international student exchange network: 1970 & 1989 (1995)
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    Higher education 30 (1995), S. 353-368 
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    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Using data published in UNESCOStatistical Yearbooks (1972 & 1991) on the 50 countries with the largest number of exchange students, this article describes the international student exchange network and its changes between 1970 and 1989. The results indicate that the network changed significantly over this 20-year period. While the United States and some Western developed countries have remained at the center of the network, Asian and Middle Eastern countries have become more central and African countries have become more peripheral. The role of colonial and linguistic factors has become less important, while economic development has a more important role in international student exchanges. The international student exchange network suggests an academic hegemony consistent with that of economics and politics. The changes of the network reflect the hierarchical structure of the hegemonic powers in the modern world system.
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    The multiple sources of workplace stress among land-grant university faculty (1995)
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    Research in higher education 36 (1995), S. 261-282 
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    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Workplace stress has received a fair amount of treatment in the research literature over the past decade. What has not been examined, at least not systematically, is this same phenomena inacademe. Our study looked at stress among university faculty at a land-grant university located in the western region of the U. S. Analyses from the self-assessment mail survey (N = 786) reveals that faculty in the Hard Pure Nonlife (e. g., Astronomy, Math, Physics), Hard Applied Nonlife (e. g., Civil Engineering, Nuclear Engineering, Computer Science) and Soft Applied Life (e. g., Education Administration, Special Education) experience more stress than faculty in disciplines such as Hard Pure Life (e. g., Botany, Zoology) and Soft Pure Nonlife (e. g., English, Philosophy, Communications). Careful attention was paid to the different levels of stress reported by male and female faculty, with women professors reporting a higher level of stress than their male counterparts. We provide an assessment and explanation for this finding. Research ends with several proposals for individual faculty, department chairs and academic administrators for addressing the problem of workplace pressure and work overload.
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    The department-wide approach to improving faculty instruction in higher education: A qualitative evaluation (1995)
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    Research in higher education 36 (1995), S. 377-413 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study applies qualitative methods to evaluate a model for the improvement of university teaching. According to this model, a departmental instruction specialist comprehensively treats issues concerning the quality of instruction within the department. This specialist gets to personally know all faculty members in need of teaching improvement and initiates preventive measures prior to the development of severe problems in instruction. Two years of implementation in the Physics Department at Tel Aviv University have shown an increase in quality of instruction and in faculty motivation and attitudes toward both instruction and students, suggesting that this approach has potential for department-wide teaching improvement. This article illustrates the complexities of the processes underlying teaching improvement, the longitudinal effort required to comprehensively improve instruction, and the reasons for failure and success in these efforts.
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    Cultivating “high-stakes” student culture research (1995)
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    Research in higher education 36 (1995), S. 563-576 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Peers have a substantial impact on undergraduate learning and personal development. This article discusses five principles that can increase the utility of student culture research by blending outcome measures with qualitative research to determine the effects of peer group membership.
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    Expectations for college and student persistence (1995)
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    Research in higher education 36 (1995), S. 595-611 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Tinto postulates that students enter college with expectations. If these expectations are unmet, there is early disenchantment with the social and academic communities. Such disenchantments hinder academic and social integration which, in turn, influence subsequent institutional and goal commitments and ultimately student departure. These formulations are tested in a multi-institutional study of 263 first-time freshmen who entered four-year colleges and universities. The findings indicate that both academic and social integration are positively influenced by the meeting of expectations for academic and career development. Social integration is positively influenced by expectations for opportunities for personal involvement, but negatively affected by expectations for a collegiate atmosphere. Indirect effects on intentions to remain in the focal college are indirectly influenced by collegiate atmosphere and academic and career development. Implications for enrollment management and the development of linkages between theories of college choice and student departure are drawn.
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    Segmenting student markets with a student satisfaction and priorities survey (1995)
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    Research in higher education 36 (1995), S. 73-88 
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    ISSN: 1573-188X
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A market segmentation analysis was conducted on students at a large midwestern urban university using two forms of hierarchical cluster analysis on student characteristics: an agglomerative procedure using a matching-type association measure and a divisive chi-square-based automatic interaction detection (CHAID). The resulting segments were compared for their ability to distinguish among students according to six satisfaction scales and measures of students' priorities for college study derived from a general satisfaction survey. As expected, the CHAID clusters discriminated better among students according to their several measures of satisfaction, one of which was the criterion variable for the analysis. However, both procedures produced differences across only two of six satisfaction scales. The matching-type measure clusters resulted in significant differences on 11 of 18 college study priority items compared to only 6 of 18 for the CHAID clusters. Final discussion describes the usefulness of market segmentation strategies for planning, evaluating, and improving academic and student support programs.
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    Factors influencing the college choice decisions of graduate students (1995)
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    Research in higher education 36 (1995), S. 109-124 
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    ISSN: 1573-188X
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper examines the relative influence of factors affecting the college choice decisions of graduate students. It is based on a 1986 survey of 2,834 admitted students at a major research university, to which 38 percent of the sample responded. Factor analysis of ratings of importance of 31 college characteristics yielded dimensions upon which student decisions are based. These results were used to build five scales of importance and preference, which were then tested with other variables in a regression model in which the dependent variable was the decision to enroll or not to enroll at the surveying institution. The following were found to influence decisions: residency status, quality and other academic environment characteristics, work-related concerns, spouse considerations, financial aid, and the campus social environment.
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    Book reviews (1995)
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    Higher education 29 (1995), S. 459-465 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Korean academic women: Multiple roles, multiple challenges (1995)
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    Higher education 30 (1995), S. 17-35 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The purpose of this study was to explore the perceptions of Korean academic women regarding their faculty careers within Korean universities. Personal interviews were conducted with thirteen female faculty members as well other informants (administrators, male faculty and graduate students) at three large private universities in the Republic of Korea: Yonsei University, Ewha Women's University and Dankook University. The study focuses on 1) the experience of Western-trained academic women in securing faculty positions in Korean universities, 2) the work load and responsibilities of women faculty within the academy, and 3) the impact of their personal lives and social roles on their professional achievement and satisfaction. Comparisons are drawn between the experiences of these Korean academic women and what we have learned about the experiences of academic women in Western institutions.
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    Floods, bottlenecks and backwaters: an analysis of expansion in higher education in Norway (1995)
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    Higher education 30 (1995), S. 63-80 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The quantitative expansion in higher education in most countries has not been linear. After a very strong expansion in the 1960s there was a stage of stagnation. In the early 1990s, however, there are signs of a new development towards universal higher education. This is a very distinct feature at present in Norway. Since 1988 the student population has increased by more than 50%. This article argues that the present pressure on higher education in Norway cannot be understood without taking into consideration both the long-term trends and acute accumulation of pressure at the moment. A demographic model of analyzing changes in the student population and the factors explaining both individual demands and political decisions are discussed. The needs of the labour market for a higher educational level of the workforce and the increasing level of education among the parents may explain the long-term trends in enrolment. A deteriorating labour market forces youth to go straight into higher education. The average age of the new entrants is therefore decreasing, resulting in even more pressure. The increased competition to be admitted results in repeated application to higher education, so that the number of applicants is more than one and a half times the relevant age group. The article also raises the question whether the Norwegian situation at present is unique or related to a more general trend.
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    Costs and economies of scale in Turkey's postsecondary vocational schools (1995)
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    Higher education 30 (1995), S. 369-387 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The study reported in this paper examines the institutional cost structures of the postsecondary vocational education system in Turkey. The study uses a single-output quadratic cost function to analyze 65 individual vocational schools located within the 28 existing universities. Appropriate controls for institutional quality, discretionary allocation of staffing resources, the degree of technical instruction in the cirriculum, and regional variation are also included. Both average and marginal costs for each school are estimated over relevant ranges of student enrollments for determing prospective degrees of economies of scale. The findings should help policy makers in Turkey determine which vocational schools can reap efficiencies by an expansion (or contraction) of their student enrollments.
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    Writing skills training for engineering students in large classes (1995)
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    Higher education 30 (1995), S. 99-114 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract First Year engineering students at the University of Edinburgh are taught Writing Skills as part of aProfessional Engineering Module. Particular difficulties are presented by the large class sizes and the generally low standard of writing skills among native English speakers at entry to the course. The course aims not only to give students the skills to communicate effectively with any readership but also to teach the conventions of engineering writing. Writer-centred, genre-centred and reader-centred approaches to the teaching of composition skills are all seen as necessary means of helping students to get the most out of their writing, for themselves and for their readers, and of motivating students to improve their writing during the four years of their degree course and beyond. The merits of lectures, handouts, surgery hours and feedback were assessed by means of a questionnaire, student interviews and analysis of feedback proformae. The indications are that structured feedback provides the key to helping individual students evolve and maintain a personal development programme for improving their writing skills to a level which meets the needs of their profession.
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    Policy communities, issue networks and the formulation of Australian higher education policy (1995)
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    Higher education 30 (1995), S. 273-293 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Governments in most western countries consult extensively with clientele groups in the process of formulating higher education policy. The nature of these consultative mechanisms, in turn, influences the manner in which decisions are made, and the substance of policy outcomes. This article explores the changing style of government-interest group interaction in Australia over the decade 1985–94 and how these changes have effected the way policy is determined. It is argued that Australia has gone through three phases over that time. Until 1987 policy was formulated by a stable ‘policy community’. From 1988–90, when a number of major reforms were introduced, this framework was replaced by a brief period of ‘state direction’. During the early 1990s a new environment characterised by unstable ‘issue networks’ emerged.
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    Evaluating the performance of academic department chairpersons (1995)
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    Higher education 29 (1995), S. 37-57 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The investigation was conducted to determine who should evaluate the work of university department chairpersons and what criteria should be used in evaluating their competencies in their administrative and academic roles. To elicit that information, 46 of the 62 college deans in the seven universities in Saudi Arabia were asked to complete a survey instrument designed for this study. Four sources were identified to be used in evaluating department chairs' work. In addition, 17 criteria were specified, which respondents rated according to their importance for use in evaluating chairs' administrative roles, and 17 criteria were rated for use in evaluating chairs' academic roles.
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    The problem-based Learning Approach as an enhancement factor of personal meaningfulness of learning (1995)
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    Higher education 29 (1995), S. 93-101 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Does the problem-based learning (PBL) approach contribute to personally meaningful learning? This study used a double-cohort design to explore the question by focusing a PBL singlecourse, which was compared to a conventional one. Consecutive sampling of medical students was obtained for both groups. Student outcomes measured were Course Valuing Inventory (CVI), affect, and preceptorship appeal responses. Paired tests showed significant increases in CVI scores from start to end of term in the PBL group only. Significant trends were observed in the relationships between experiencing the PBL approach and CVI score level, positive affect mode, and strength of preceptorship appeal. Stratified analysis did not detect confounding effects on the outcome measures from background course experience, learners' characteristics, or time trend. The findings suggest that the PBL approach can improve the quality of the learning environment in both cognitive and emotional ways for most students.
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    National service: A form of societal cost recovery for higher education? (1995)
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    Higher education 29 (1995), S. 111-128 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The paper considers the case for making use of a broader form of cost recovery for higher education than is current in practice, in the literature or in policy debate: repayment in kind through service to the community. The focus of the paper is on developing country experience. While shemes of national and community service for students or graduates are in place in many developing countries, they are concerned for the most part with the personal development of the individual rather than with the potential contribution to society. The paper analyses the aims and content of a broad sample of existing service schemes and considers how they may be refocussed to constitute a from of cost recovery. A final section discusses implementation issues.
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    A qualitative review of study behaviour before and during the first year of engineering studies (1995)
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    Higher education 29 (1995), S. 169-181 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A review of the study behaviour of first-year Engineering students was undertaken in order to investigate two sets of influencing factors. The first part of the study reviewed these students' selfreported retrospective study behaviour in the context of secondary school Science, while the second part focused on their approaches to the study of Applied Mechanics as a core undergraduate degree course. Utilising qualitative interview data as the source of evidence, the study highlights the following important conclusions: (1) some “traditional” first-year students embark on their studies as much “at risk” academically as their “nontradition” counterparts; (2) many first-year Engineering students encounter workload pressures which lead to their adopting increasingly “strategic” approaches to their studies in individual courses; (3) the complex, qualitatively different learning “needs” of these students make it exceedingly difficult to design teaching programmes which will appropriately address these learning “needs”. The study suggests that these conclusions cannot, in spite of these difficulties, simply be ignored in the hope that they will resolve themselves.
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    Critical thinking in distance education: Developing critical communities in an audio teleconference context (1995)
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    Higher education 29 (1995), S. 183-199 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Distance education has long been associated with independent study and delivery of prepackaged learning materials. These characteristics effectively deny distance education students the opportunity to participate in communities of inquiry and, perhaps, opportunities to develop their critical thinking skills. This paper reviews the theoretical impact of socially situated learning, critical thinking and their implications for distance education. It then presents the results from a study of learners' perception while enrolled in two different models of audio teleconferenced, university courses. The study reports quantitative results from a mail survey of these students and the qualitative results from interviews and classroom observations. The impact of the instructional design used by the delivering institution resulted in two distinct models of audio teleconference delivery with significant qualitative and quantitative differences in student perception. The paper concludes that learning communities, which support the development of critical thinking skills, can be created at a distance and that they provide a mechanism for improving the quality of higher level distance education.
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    Scale economies in academic excellence: An exploratory analysis of the United Kingdom's 1992 research selectivity exercise (1995)
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    Higher education 29 (1995), S. 241-260 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Taken in aggregate, bigger university departments did disproportionately well in the 1992 U.K. Higher Education Research Selectivity Exercise (RSE). A number of reasons are reviewed whereby such an ‘economies of scale’ effect might apply both in general and with respect to the RSE. A methodology is developed whereby the RSE performance of the UK's universities across academic units can be attributed to ‘size’ and ‘non size’ components, the relative importance of which are then calculated for each of the ‘old’ universities, paying attention to their independent designations as ‘research’ and ‘teaching’ institutions. Possible implications for academic planning by universities are drawn out.
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    Overseas students in the United Kingdom university system (1995)
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    Higher education 29 (1995), S. 77-92 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper is in two main sections. The first offers a brief historical account of the involvement of overseas students in the UK University system; the second reviews the literature on student attitudes to their stay, relating this to the contemporary experiences of a small cohort of students on a postgraduate professional training course in an older university. While overseas students have traditionally been perceived as somewhat problematic, more recently, driven by economic, political and intellectual considerations, the mode of analysis has moved away from situating the cause of any problems in the students themselves, and towards exploring the relations between the needs of overseas students and the resources dedicated by universities to meeting them. Unless universities take seriously the implications of having overseas students, which include organisational and staff development issues as well as the proper adaptation of teaching methods and techniques, there is serious potential for things to go wrong.
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    Book reviews (1995)
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    Higher education 29 (1995), S. 103-110 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    What parts of teaching do academics see as feasible to delegate? (1995)
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    Higher education 29 (1995), S. 129-141 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper investigates Australian academics' views about teaching by asking them about the aspects of their job they could contract to other. In particular, it contrasts the views of 26 academics the Humanities with those of 26 in the Social Sciences. The results showed no differences as a function of level of appointment or gender but a significant difference by teaching area: academics from the Social Sciences were more likely to approve in general the practice of ‘buying out’ time. When asked about contracting out specific aspects of teaching, the only area of difference was for marking (Social Sciences were more often in favour). In all other respects, the viewpoints expressed by academics from the Humanities and Social Sciences were very similar. Such approval was rarely given unconditionally, however. Concerns were expressed about the need to maintain some degree of supervision or responsibility for teaching. Academics agreed on their overall goals in teaching, on whether or not lecturing, tutorials and student consultation could be contracted to others and on the ideal amounts of time to spend on teaching, research, and administration. It is argued that this pattern of results is more likely to reflect a difference in implementation of goals rather than a difference in baseline ideas as a result of different cultures in the two teaching areas.
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    Gender-group differences in the learning behaviour of entering first-year university students (1995)
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    Higher education 29 (1995), S. 201-215 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study explores the existence of structural gender differences in the learning behaviour of first-year students on entry to university, based on responses to an extended form of the Approaches to Studying Inventory. The focus is on underlying dimensions of variation, that distinguish between the manner in which male and female students recalled and reported on their most recent experience of studying Science in their final secondary school year. Such differences as emerge are only partially interperatble in terms of classic ‘deep’ or ‘strategic’ structures. It is argued that gender-sensitive sources of variation, as manifested, are worth of further investigation and are of potential strategic value to university departments insofar as they are able to locate difficulties that students bring with them early in their undergraduate studies.
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    Building consensus for change: Developing an administrative and management structure in a southern African university (1995)
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    Higher education 29 (1995), S. 275-285 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Book reviews (1995)
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    Higher education 29 (1995), S. 345-350 
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    Learning approaches, study time and academic performance (1995)
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    Higher education 29 (1995), S. 329-343 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This study investigated the relationship between learning approach, time spent studying and grades awarded. A class of mechanical engineering students (N=34; male) were asked to keep an hour-by-hour study diary for one week. The Biggs' Study Process Questionnaire (SPQ) provided measures of these students' approach to study tasks. Use of a surface approach to learning was found to be positively correlated with both high attendance in class and greater hours of independent study time. The former is explained by the surface learner's need for the lecturer to define the course; the latter by the inefficiency of a surface approach. Poor grades in spite of long study hours mirror an inefficient surface approach. This finding suggests the need for individual study counselling. Case studies show that the use of a deep approach does not result in good grades unless accompanied by sufficient work. The diary method in conjunction with the SPQ appears to be a promising method for researching workload, study times and other related variables.
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    University-industry entrepreneurship: The organization and management of American university technology transfer units (1995)
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    Higher education 29 (1995), S. 369-384 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Mechanisms for increasing technology transfer between universities and industry have proliferated rapidly in the United States as institutions of higher education have become much more entrepreneurial. The economic implications of these activities have received substantial attention and the sociological aspects of this process have been vigorously debated (e.g. the effect of university-industry relationships on academic integrity). Much less consideration has been given to the successful organization and management of these emerging university ‘service’ units. The study presents results of a national survey of the organization, management, and perceived performance effectiveness of university technology transfer units. Units studied included: licensing and patenting offices (units seeking commercial applications for university research); small business development centers (units providing technical or managerial assistance to entrepreneurs or small businesses); research and technology centers (units operating or participating in facilities for the development of new technology); incubators (units managing facilities in support of new technology-based businesses); and investment/endowment offices (units utilizing the university's financial resources for equity in start-up businesses). The implications of the research for university management and government policy are explored.
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    Higher education 30 (1995), S. 247-256 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Are big university departments better than small ones? (1995)
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    Higher education 30 (1995), S. 295-304 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The aim of this article is to examine whether large university departments create better opportunities for research than small ones. The data are drawn from a questionnaire study among all faculty members of the rank of assistant professor or higher at Norway's four universities. There is no significant relationship between department size and productivity in scientific publishing. Furthermore, there is a tendency that faculty in the smallest departments are more content with the research environment than their colleagues in the largest departments. There are, however, large differences between fields of learning in this respect.
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    The interactive effects of rules on teaching timetable flexibility and resource utilization (1995)
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    Higher education 30 (1995), S. 305-312 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper explores issues involved in scheduling teaching in a higher education institution. The goal is to provide a theoretical framework in which to understand why problems occur while generating teaching timetables. The paper proposes three likely effects of rules: One, that rules interact with other rules to produce greater rigidity than individual rules would appear to do alone. Two, that changes to the timetable cause greater disruption the more rigid the timetable has become. Three, there is a threshold point at which the rules set will prohibit the creation of any workable timetable for the required teaching using the available room and staff resource. The recommendation of this paper is for institutes of higher education to articulate and study their existing rules, as well as their ‘expectations’ that guide the creation of their yearly timetables.
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    Gender and learning: Does emotion make a difference? (1995)
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    Higher education 30 (1995), S. 323-335 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Research into learning at the tertiary level has paid little attention to emotional factors in learning. In this study, emotions experienced in classrooms are examined through written narratives, using the methodology of Memory-Work. The experiences, reflections and writings of the women taking part indicate the centrality of relationships in the construction of beliefs about themselves as learners, and the persistence of such beliefs through to adulthood and tertiary education. The findings suggest that emotionally-laden beliefs and behaviours, which are inextricably bound up with cognition, profoundly influence learning at tertiary level. Particularly powerful for women are emotions associated with being affirmed and being shamed. Conflicting discourses of caring and competitiveness, compliance and rebellion, and silence and risktaking, have their roots in pride and shame. These emotions are basic organising themes around which well-being is constructed. They are powerful motivators in tertiary learning, and if, as it appears, they are constructed differently for men and women, both emotion and gender are significant factors in learning.
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    Patrifocality and the entry of women into science (1995)
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    Higher education 30 (1995), S. 1-15 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In this article, Lalita Subrahmanya explores some of the factors that have contributed to the choice of science as a specialization by a group of academic women scientists at the University of Madras in South India. She looks at two aspect of women's entry into science: the encouragement they received to pursue education to the highest level, and the circumstances that led to their pursuit of science as a specialization. Research in India has shown that within the context of a patrifocal family structure characteristic of many parts of the society, educational decisions are not made by individuals but by families. Moreover, they are different for sons and daughters, most often in favor of the former. This study illustrates how such a patrifocal family structure and ideology affect decisions regarding women's entry into education in both ways: negatively, by creating obstacles to their progress, but also under special circumstances very positively. Despite the participants' perceptions that their educational decisions were mainly taken by themselves individually, parental and family involvement in the process has been significant. In two of the cases in which parents have been extraordinarily encouraging and have supported the women through their school and college very actively, as well as in others in which there has been strong opposition, patrifocal factors have played a key role in affecting women's decisions to pursue higher education. According to the author, the study shows evidence of a possibility that, under the present social structure, and given the financial burden that education entails, women from poorer families will not make it to the top if they have brothers who are brilliant. But in spite of patrifocality and within certain boundaries set by society, the reasons for the participants' choice of science have been personal or school-related. The article also points to an interesting challenge to patrifocality in the form of mentors and rolemodels in schools and in work-place who are able to help women focus their interest in science, and in some cases, even influence family decisions in favor of girls and women. Further study of how decisions are made may show that instead of national policies or legal mandates, organized personal intervention may be more effective in India in improving the acces of women and other disadvantaged groups to education or to science and technology.
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    Book reviews (1995)
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    Higher education 30 (1995), S. 127-133 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Book review (1995)
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    Higher education 30 (1995), S. 337-339 
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    Gender earnings differentials in the engineering profession in Greece (1995)
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    Higher education 30 (1995), S. 341-351 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Engineers in Greece undergo a heavy schooling investment—five years of university study instead of the usual four. Greece is atypical in that women make up a relatively large portion of the engineering work force. Working women earn substantially less than do men and there is evidence of labor market discrimination. In this paper a recent survey (1987) of employed engineers is used to examine earnings differentials between men and women and to compare the results with an examination of the results of an earlier survey (1977). Results indicate that most of the difference in earnings between male and female engineers in Greece is not accounted for by differences in productive characteristics such as education and experience and, therefore, most of the difference may be due to discrimination. Moreover, the proportion of the earnings differential not explained by productivity has increased over time.
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    The financing of Spanish public universities (1995)
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    Higher education 30 (1995), S. 389-406 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The main features of the recent evolution of the Spanish universities are described in this paper. Of the three sets of reforms that are currently in progress (reforms of the teaching process, institutional evaluation and new financing models) we concentrate on the last one, introducing and discussing some proposals for the financing of Spanish public universities. The first part of the paper shows the recent institutional changes, the evolution of the university system (in students and in financial and human resources) over the last decade, its situation within the international context, the student demand, the graduate output and the labor market demand for graduates. In the second part, the proposal for revising the current financing model is described in detail.
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    Consequences of political and educational measures on teaching first year university science (1995)
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    Higher education 30 (1995), S. 435-441 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The study reported in this paper describes how higher order political and educational conditions unintentionally emphasize the teaching-learning practice in a specific subject (eg. a first year chemistry course at the Royal Veterinary and Agricultural University of Denmark). It is pointed out that the budgetary market economy model for financing higher education institutions that is currently used, the admission procedures and specific entrance requirements to that university, in addition to the chosen curriculum structure combine to single out the chemistry course as a gate-keeper governing the enrolment to that university. A high failure rate in this course was defined more as a teaching-learning problem rather than as a consequence of the higher order educational planning.
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    How leadersCan lead (1995)
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    Tertiary education and management 1 (1995), S. 28-30 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
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    Preface (1995)
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    Tertiary education and management 1 (1995), S. 3-3 
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    Editorial (1995)
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    Tertiary education and management 1 (1995), S. 5-6 
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    Leadership and innovation in universities from theory to practice (1995)
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    Tertiary education and management 1 (1995), S. 7-11 
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    Academic leadership in a self-regulative environment (1995)
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    Tertiary education and management 1 (1995), S. 12-20 
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    Sunshine diaglogue II (1995)
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    Tertiary education and management 1 (1995), S. 21-27 
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    Where is the faculty voice in recent academic decisions? (1995)
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    Tertiary education and management 1 (1995), S. 31-35 
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    Productive co-operation and collaboration among educational institutions of perceived unequal status (1995)
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    Tertiary education and management 1 (1995), S. 38-48 
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    Taking the odds-on chance (1995)
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    Tertiary education and management 1 (1995), S. 49-57 
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    Autonomy versus accountability (1995)
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    Tertiary education and management 1 (1995), S. 62-71 
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    Integrating performance measurement and quality assurance in the University Planning Process (1995)
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    Tertiary education and management 1 (1995), S. 58-61 
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    Adaptation processes at universities (1995)
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    Tertiary education and management 1 (1995), S. 72-75 
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    Contracts as a management instrument (1995)
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    Tertiary education and management 1 (1995), S. 76-80 
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    Academic leadership in different disciplinary contexts (1995)
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    Tertiary education and management 1 (1995), S. 36-37 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Conclusions In university settings good leadership seems to depend, among other factors, on the culture of the department and the nature of academic work in the field involved. Consequently, it is important to find solutions valid for the department involved. The development work of academic leadership should be carried out in voluntary co-operation with the academic staff, starting with the analysis of the current leadership culture. The departments may also have to change their cultures somehow in the future because of the rapidly changing environment. The longer and the more successfully the ideas, assumptions, and values dealing with the leadership have been working, the more difficult these changes might prove to be (Schein 1985).
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    The franchise model (1995)
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    Tertiary education and management 1 (1995), S. 81-90 
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    Institutional change through cross-functional collaboration (1995)
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    Tertiary education and management 1 (1995), S. 91-93 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Conclusions The approach taken on the case study reported in this paper is multi-faceted involving various perspectives including those of the students, faculty, and administration to ensure that any ‘solution’ will not merely end up being a ‘quick fix’, which could ultimately make the situation worse. Although course availability is still an issue at our institution and will continue to be so due to the increasing number of new high school graduates who will subsequently enrol, the results obtained so far have helped shaped how we approach this issue — and other related issues as well.
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    Great expectations (1995)
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    Tertiary education and management 1 (1995), S. 94-101 
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    Department size and resources for administration (1995)
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    Tertiary education and management 1 (1995), S. 107-108 
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    Editorial (1995)
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    Tertiary education and management 1 (1995), S. 111-112 
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    Opening address to Amsterdam forum by the president of EAIR (1995)
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    Tertiary education and management 1 (1995), S. 113-114 
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    Leadership in academe requires more than one professionalism (1995)
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    Tertiary education and management 1 (1995), S. 115-119 
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