Marketing in Higher Education: A Stage Model Concerning Where It\u27s Been and Where It\u27s Going

The ideas of Williford (1987) are used to propose a four-stage model describing the evolution of marketing in many colleges and universities. It elaborates on the thinking endemic to strategic marketing management and frameworks drawn from business marketing which will likely become more prominent in higher education. (Author/GLR

Student perspectives on the relationship between a curve and its tangent in the transition from Euclidean Geometry to Analysis

The tangent line is a central concept in many mathematics and science courses. In this paper we describe a model of students’ thinking – concept images as well as ability in symbolic manipulation – about the tangent line of a curve as it has developed through students’ experiences in Euclidean Geometry and Analysis courses. Data was collected through a questionnaire administered to 196 Year 12 students. Through Latent Class Analysis, the participants were classified in three hierarchical groups representing the transition from a Geometrical Global perspective on the tangent line to an Analytical Local perspective. In the light of this classification, and through qualitative explanations of the students’ responses, we describe students’ thinking about tangents in terms of seven factors. We confirm the model constituted by these seven factors through Confirmatory Factor Analysis

The changing interpretations of the flying geese model of economic development

The flying geese model, a theory of industrial development in latecomer economies, was developed in the 1930s by the Japanese economist Akamatsu Kaname (1896–1974). While rarely known in western countries, it is highly prominent in Japan and seen as the main economic theory underlying Japan’s economic assistance to developing countries. Akamatsu’s original interpretation of the flying geese model differs fundamentally from theories of western origin, such as the neoclassical model and Raymond Vernon’s product cycle theory. These differences include the roles of factors and linkages in economic development, the effects of demand and supply, as well as the dynamic and dialectical character of Akamatsu’s thinking. Later reformulations of the flying geese model, pioneered by Kojima Kiyoshi, attempt to combine aspects of Akamatsu’s theory with neoclassical thinking. This can be described as the “westernization” of the flying geese model. It is this reformulated interpretation that has become popular in Japan’s political discourse, a process that might be explained by the change in Japan’s perspective from that of a developing to that of an advanced economy. The position taken by Japan in its recent controversy with the World Bank, however, shows that many basic elements of Akamatsu’s thinking are still highly influential within both Japan’s academia and its government and are therefore relevant for understanding current debates on development theory

From Plan to Action: Local Education Funds Deepening Public Engagement on Teacher Quality

PEN's venture was guided by its theory of action. In simplest form the theory is: reform idea plus public engagement equals change in education practice; reform idea minus public engagement equals inability to cope with an intricate process. The world of public education reform obviously has many complexities not captured in our preliminary model, but our experiences in the Annenberg public engagement initiative pointed us in the direction of identifying those complexities, thinking about how to incorporate them into a more refined theory of change, and ultimately of achieving that change

Critical Thinking Activities and the Enhancement of Ethical Awareness: An application of a ‘Rhetoric of Disruption’ to the undergraduate general education classroom

This article explores how critical thinking activities and assignments can function to enhance students’ ethical awareness and sense of civic responsibility. Employing Levinas’s Othercentered theory of ethics, Burke’s notion of ‘the paradox of substance’, and Murray’s concept of ‘a rhetoric of disruption’, this article explores the nature of critical thinking activities designed to have students question their (often taken-for-granted) moral assumptions and interrogate their (often unexamined) moral identities. This article argues that such critical thinking activities can trigger a metacognitive destabilization of subjectivity, understood as a dialectical prerequisite (along with exposure to otherness) for increased ethical awareness. This theoretical model is illustrated through a discussion of three sample classroom activities designed to destabilize moral assumptions and identity, thereby clearing the way for a heightened acknowledgment of otherness. In so doing, this article provides an alternative (and dialectically inverted) strategy for addressing one of the central goals of many General Education curricula: the development of ethical awareness and civic responsibility. Rather than introducing students to alternative perspectives and divergent cultures with the expectation that heightened moral awareness will follow, this article suggests classroom activities and course assignments aimed at disrupting moral subjectivity and creating an opening in which otherness can be more fully acknowledged and the diversity of our world more fully appreciated