Celebrating 75 years of geography teaching and research at the University of Otago

2021 ◽  
Author(s):  
Ashraful Alam ◽  
Tony Binns ◽  
Nicolas Cullen ◽  
Claire Freeman ◽  
Etienne Nel ◽  
...  
Keyword(s):  
Teaching And Research ◽  
Geography Teaching ◽  
The University

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

Graduate Teaching and Research in Power Engineering at the University of Saskatchewan

1978 ◽  
Vol 21 (3) ◽  
pp. 177-180 ◽  
Author(s):  
Ronald J. Fleming ◽  
Roy Billinton ◽  
Mohindar S. Sachdev
Keyword(s):  
Power Engineering ◽  
Teaching And Research ◽  
Graduate Teaching ◽  
The University

scholarly journals John Fleetwood Baker, Baron Baker of Windrush, 19 March - 9 September 1985

1987 ◽  
Vol 33 ◽  
pp. 1-20 ◽  
Keyword(s):  
Teaching And Research ◽  
Conflict Of Interests ◽  
College System ◽  
University Of Cambridge ◽  
High Standards ◽  
The University

John Fleet wood Baker returned to Cambridge in 1943, as Professor of Mechanical Sciences and Head of the Department of Engineering, and as a Professorial Fellow of Clare College, where he had been an undergraduate. In the conflict of interests, sometimes trivial, sometimes painful, between ‘University’ and ‘College’, Baker was clear, at least officially, as to where his duty lay. His staff was large—Engineering forms one tenth of the University of Cambridge, and consumes proportionately more than one tenth of its resources—and his staff were in demand, as men of affairs, for various College offices. He pretended to deplore this, and would occasionally, in the Departmental Common Room, rail against the College system, which seduced his lecturers away from their tasks of teaching and research to the time-consuming offices of Bursar or Tutor. In fact, when a young lecturer—and all his lecturers were, to Baker, young—when a young lecturer would summon the courage to confess that a College was proposing an appointment of this sort, Baker was not altogether displeased. He took immense pains with the appointment of his staff; he was quick to terminate employment of those who did not meet his high standards, in a way that is not possible in these more bureaucratic times; and he gave unstinting support to those he thought of as his team. If one of these should catch a College’s eye, it was only confirmation of the qualities of those in his Department.

Knowledge, meaning, and the world's great challenges

2004 ◽  
Vol 57 (2) ◽  
pp. 182-202 ◽  
Author(s):  
David F. Ford
Keyword(s):  
Future Generations ◽  
Teaching And Research ◽  
Cambridge University ◽  
The Core ◽  
Wide Range ◽  
The Future ◽  
Value Ethics ◽  
The University ◽  
Critical Questioning

The future of Cambridge University is discussed in the context of the current British and global situation of universities, the main focus being on what the core concerns of a major university should be at this time. After raising issues related to core intellectual values (truth-seeking, rationality in argument, balanced judgement, integrity, linguistic precision and critical questioning) and the sustaining of a long-term social and intellectual ecology, four main challenges are identified: uniting teaching and research fruitfully; interrelating fields of knowledge appropriately across a wide range of disciplines; contributing to society in ways that are responsible towards the long-term flourishing of our world; and sustaining and reinventing collegiality so that the university can be a place where intensive, disciplined conversations within and across generations can flourish. The latter leads into questions of polity, governance and management. Finally, the inseparability of teaching, research and knowledge from questions of meaning, value, ethics, collegiality and transgenerational responsibility leads to proposing ‘wisdom’ as an integrating concept. The relevant sources of wisdom available are both religious and secular, and in a world that is complexly both religious and secular we need universities that can be places where both are done justice. Given the seriousness and long-term nature of the conflicts associated with religious and secular forces in our world, it is especially desirable that universities in their education of future generations contribute to the healing of such divisions.

scholarly journals Multitask Agents and Incentives: The Case of Teaching and Research for University Professors*†

2020 ◽  
Author(s):  
Marta De Philippis
Keyword(s):  
Natural Experiment ◽  
Faculty Members ◽  
Average Effect ◽  
University Professors ◽  
Teaching And Research ◽  
Positive Correlation ◽  
Composition Effects ◽  
Research Ability ◽  
The University ◽  
Research Incentives

Abstract This paper exploits a natural experiment to study the effects of providing stronger research incentives to faculty members on the universities’ average teaching and research performances. The results indicate that professors are induced to reallocate effort from teaching towards research. Moreover, tighter research requirements affect the faculty composition, as they lead lower research ability professors to leave. Given the estimated positive correlation between teaching and research ability, those who leave are also characterized by lower teaching ability. The average effect on teaching for the university is therefore ambiguous, as positive composition effects countervail effort substitution.

Culture, scholarship, and education a dilemma for the mass university

1998 ◽  
Vol 6 (1) ◽  
pp. 81-89
Author(s):  
Stig Strömholm
Keyword(s):  
Labour Market ◽  
Technical Training ◽  
Teaching And Research ◽  
The University

There are many ideas of what that medieval institution, the university, should be in the age of the mass university. It should be an institution combining teaching and research and should aim to produce a mature, cultured individual. Attempts to make it into an institution simply for giving technical training aimed at the contemporary labour market are misguided.

scholarly journals Governing for Creativity

2018 ◽  
Vol 26 (S1) ◽  
pp. S85-S90 ◽  
Author(s):  
Gerhard Casper
Keyword(s):  
Teaching And Research ◽  
Organizational Flexibility ◽  
University Level ◽  
High Level ◽  
The University

The paper addresses the question of how, in a research-intensive university, choices should be made to determine strategies that are appropriate for ambitious and creative institutions committed to both teaching and research at a high level. The paper calls for accountable real leadership at the university level and at lower levels. It also calls for organizational flexibility and flexibility in the allocation of material and immaterial resources.

Gründungen an der Schnittstelle zwischen Wissenschaft und Wirtschaft – die Rolle der Hochschulen

2002 ◽  
Vol 3 (3) ◽  
pp. 257-277 ◽  
Author(s):  
Frieder Meyer-Krahmer ◽  
Marianne Kulicke
Keyword(s):  
Knowledge Production ◽  
Essential Elements ◽  
Further Education ◽  
Research Infrastructure ◽  
National Innovation Systems ◽  
Teaching And Research ◽  
University Environment ◽  
Start Up ◽  
The University ◽  
Start Ups

Abstract In national innovation systems, universities are not only essential elements of the research infrastructure, but also main players in the field of education and further education. Their specific role in the interplay between knowledge production and market implementation of knowledge via start-ups derives from this fact. This article takes as its theme the university environment which supports and stimulates the start-up processes. It also shows the progress achieved in the German university landscape in recent years on the path towards a culture of entrepreneurship in teaching and research. This is manifested, for example, in the number of start-up chairs, the development of networks to exploit the start-up potential of universities together with regional partners, and in the numbers of spinoffs established.

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