Hong Kong’s academic advantage

與擁有十多億人口、并且為建設世界一流大學投入前所未有經費的中國內地相比,為什么七百萬人口的中國香港特區能夠擁有更多排名靠前的研究型大學?對這個問題的探討,也許會為全球研究型大學的發展提供重要啟迪。一、香港大學的學術現狀香港有三所大學在世界大學排名中得分斐然,而且所有的八所公立大學在學術上的成就也令世人尊重。這三所名校——香港大學、香港科技大學、香港中文大學——在'泰晤士高等教育'2011年度排名分別為第34、61和151名。Why is it that Hong Kong, a special administrative region of China, with a population of 7 million, has more highly ranked research universities than mainland China—with its population of 1 billion and unprecedented expenditures for establishing world-class research universities? The answers may yield important insights for the improvement of research universities everywhere.postprin

Reassessing China’s Higher Education Development: A Focus on Academic Culture

During the past three and a half decades, China has been progressing in higher education in a surprisingly dramatic manner, evidenced especially by scientific publications and sheer numbers of graduates. Such a fact has national, regional and global implications. China’s higher education development and its future directions are now placed highly on the research agendas of many from various parts of the world. Unlike the general acknowledgment of China’s achievements, assessment of the future development of China’s higher education is wide open to question. To some, Chinese universities are on a trajectory to become “world-class” and China’s high-fliers challenge Western supremacy. To others, China’s notion of “world-class” status has been largely imitative. Pumping resources into universities will only lead to diminishing returns as Chinese culture and practices will act as a brake to the pursuit of academic excellence. An increasing deal of attention has been paid to where China will be located in a global higher education landscape and in what shape. Based on the author’s long-standing professional observation and recent empirical studies, this article assesses China’s higher education development, with a particular focus on the challenges brought forward by academic culture. It interrogates China’s pride of the idea that Chinese universities are not willing to assume that Western models define excellence, and asks how far Chinese universities could move within their current development model.postprin

Feeding practices of pre-school children and associated factors in Kathmandu, Nepal

Background: In developing countries such as Nepal, many children aged below 3 years do not grow at a sufficiently high rate and are vulnerable to micronutrient deficiencies (e.g. vitamin A). Challenges to child nutrition can result from poverty, unhealthy traditional practices, inadequate caring and feeding practices. The present study aimed to assess the feeding prac- tices of pre-school children and their associated factors. Methods: A cross-sectional study was carried out in pre-schools located in Kathmandu district between February and March 2018. Three levels in terms of price range (lower, medium and higher level) of pre-schools were selected to reach the mothers of children aged ≤3 years. A structured ques- tionnaire was administered to 145 mothers. Descriptive analyses were con- ducted to observe the characteristics of the population. Multinomial logistic regression analyses were performed to identify the association for the factors of mothers’ perception of their current feeding practices. Results: We found that dal-bhat/jaulo was a common complementary food irrespective of socio-economic background. Interestingly, mothers who had received a higher education were significantly less likely to change their feeding practices (odds ratio = 0.118, confidence interval = 0.01–0.94). The mothers that fed a higher quantity porridge to their children showed a high willingness to change the feeding practices. Conclusions: Poor feeding practices are still an important public health problem in Nepal and were observed to be associated with low socio-eco- nomic status, unawareness and a lack of knowledge towards dietary diversity combined with strong beliefs related to social forces and cultures

Conceptions and expectations of research collaboration in the European social sciences: Research policies, institutional contexts and the autonomy of the scientific field

This paper investigates the interactions between policy drivers and academic practice in international research collaboration. It draws on the case of the Open Research Area (ORA), a funding scheme in the social sciences across four national research agencies, seeking to boost collaboration by supporting “integrated” projects. The paper discusses the scheme’s governance and its place within the European policy space before turning to awarded researchers’ perceptions of its originality and impact on their project’s emergence and development. Drawing on Bourdieu’s field theory, we analyse the scheme’s capacity to challenge researchers’ habitual collaborative practice as well as the hierarchical foundations of the social science field. We relate the discourses of researchers, located in France, Germany, the Netherlands and the United Kingdom, to such structural dimensions of the academic profession as, disciplinary cultures, institutional environments and national performance management of research careers. The paper argues that the ORA introduces novel mechanisms of power sharing and answerability in social sciences research capable of unsettling the autonomy of the scientific field. This analysis offers a new perspective on the often unquestioned superiority of the model of international collaboration induced by schemes such as ORA

Understanding Change in Romantic Relationship Expectations of International Female Students from Turkey

In the light of grounded theory, the authors explored change in romantic relationship expectations of international students. Twelve female graduate students from Turkey were interviewed and several themes were identified explaining the presence and absence of change in participants’ attitudes toward romantic relationships. The findings are discussed in relation to acculturation and direction for future research is presented

Total Tumor Load Assessed by One-Step Nucleic Acid Amplification Assay as an Intraoperative Predictor for Non-Sentinel Lymph Node Metastasis in Breast Cancer

BACKGROUND: This study aimed to determine the relationship between CK19 mRNA copy number in sentinel lymph nodes (SLN) assessed by one-step nucleic acid amplification (OSNA) technique, and non-sentinel lymph nodes (NSLN) metastization in invasive breast cancer. A model using total tumor load (TTL) obtained by OSNA technique was also constructed to evaluate its predictability. METHODS: We conducted an observational retrospective study including 598 patients with clinically T1-T3 and node negative invasive breast cancer. Of the 88 patients with positive SLN, 58 patients fulfill the inclusion criteria. RESULTS: In the analyzed group 25.86% had at least one positive NSLN in axillary lymph node dissection. Univariate analysis showed that tumor size, TTL and number of SLN macrometastases were predictive factors for NSLN metastases. In multivariate analysis just the TTL was predictive for positive NSLN (OR 2.67; 95% CI 1.06-6.70; P = 0.036). The ROC curve for the model using TTL alone was obtained and an AUC of 0.805 (95% CI 0.69-0.92) was achieved. For TTL >1.9 × 105 copies/μL we got 73.3% sensitivity, 74.4% specificity and 88.9% negative predictive value to predict NSLN metastases. CONCLUSION: When using OSNA technique to evaluate SLN, NSLN metastases can be predicted intraoperatively. This prediction tool could help in decision for axillary lymph node dissection.info:eu-repo/semantics/publishedVersio

Sociomateriality Implications of Software As a Service Adoption on IT-workers’ Roles and Changes in Organizational Routines of IT Systems Support

This paper aims to deepen our understanding on how sociomateriality practices influence IT workers’ roles and skill set requirements and changes to the organizational routines of IT systems support, when an organization migrates an on-premise IT system to a software as a service (SaaS) model. This conceptual paper is part of an ongoing study investigating organizations that migrated on-premise IT email systems to SaaS business models, such as Google Apps for Education (GAE) and Microsoft Office 365 systems, in New Zealand tertiary institutions. We present initial findings from interpretive case studies. The findings are, firstly, technological artifacts are entangled in sociomaterial practices, which change the way humans respond to the performative aspects of the organizational routines. Human and material agencies are interwoven in ways that reinforce or change existing routines. Secondly, materiality, virtual realm and spirit of the technology provide elementary levels at which human and material agencies entangle. Lastly, the elementary levels at which human and material entangle depends on the capabilities or skills set of an individual

Globalisation and MA TESOL programs in the UK

This article reports the results of a mixed-methods approach to investigating the association between globalisation and MATESOL in UK universities. Qualitative and quantitative data collected from academic staff through eight emails, four interviews and 41 questionnaires indicate that the globalised context of higher education have affected these programmes in a number of ways including an increasing interest in recruiting more international students and a growing awareness about the need for curriculum and content modifications. The analysis of the data suggests that although change has been an inherent characteristic of these MAs over the past decade, it has been implemented gradually and conservatively, often relying on a dialectic relationship between academic staff and universities’ policies. The results imply that factors other than globalisation have also been at work. Many of the participants contend that globalisation has not lowered the quality of these MAs or standards of good practice

In the Shadow of Celebrity? World-Class University Policies and Public Value in Higher Education

The growing popularity of the concept of world-class universities raises the question of whether investing in such universities is a worthwhile use of public resources. Does concentrating public resources on the most excellent universities improve the overall quality of a higher education system, especially if definitions of excellence and world-class are made by external ranking organizations? This paper addresses that question by developing a framework for weighing up trade-offs between institutional and system performance, focusing on the potential system-wide improvements which world-class university programmes (WCUPs) may bring. Because WCUPs are in a relatively early stage of their development, systemic effects are not yet clear. We therefore analyse the ex ante reasons that policy makers have for adopting WCUPs to see if they at least seek to create these systemic benefit