Monoclonal antibodies against mycobacterium avium/intracellulare

Ten hybridoma cell lines prodacing monoclonaI antibodies (Mabs) against M. avium/intracellulare (Mai) serotype 8 were raised by the fusion of BALB/c mouse myeloma cells (SPZ) to spleen cells from immunized BALB/c mice. The specificity of the monoclonal antibodies was defined using their differing abilities to bind to sonicates from a range of mycobacterial species and strains. Tbe Mabs showed strain and species specificity. Three Mabs bound only to Mai serotype 8 and 1 Mab bound only to Mai serotypes 8 and 16, the only serotypes tested. The results indicate that Mabs specific for Mai species and serotypes can be produced. These could be useful for serodiagnostic and for epidemiological purposes

Investigating the influence of professor characteristics on student satisfaction and dissatisfaction: a comparative study

This research uses the Kano model of satisfaction to investigate professor characteristics that create student satisfaction as well as those attributes that can cause their dissatisfaction. Kano questionnaires were handed out to 104 undergraduate students at a university in the Southwest and to 147 undergraduate students at a university in the Midwest of the United States. The two resulting Kano maps show the same delighting attributes although other satisfaction attributes are also similar. The findings reveal the importance of the personality of professors and the characteristics of professors that (a) are desired by students, (b) are not desired by students, (c) affect student satisfaction the most, and (d) affect satisfaction the least. The results also demonstrate how professors and universities can focus attention on those attributes most likely to influence satisfaction. No attributes of professors are classified as basic or taken for granted factors by students, although three attributes are excitement factors that have the potential to delight students. The findings illustrate that there is a set of multiple attributes that professors need to possess for satisfying student–professor classroom service encounters. Student populations appear to show strong similarities in their preferences for characteristics of professors that lead to satisfaction and dissatisfaction outcomes

Accreditation sickness in the consumption of business education: the vacuum in AACSB standard setting

This article examines peer-administered accreditation in business education, taking AACSB (Association to Advance Collegiate Schools of Business) as its focus. Attention is directed to the educationally unhealthy consequences of an established regional mode of accreditation becoming an international benchmark for business education consumption. At the heart of the AACSB’s mission-linked approach is an evacuation of core content from business education. The change to a mission-linked architecture was motivated, it is argued, primarily by expansionist, rather than pedagogical, considerations. It coincided with a reduction in the number of US research-based schools unaccredited, the inability of many US-business schools to meet AACSB’s previous standards, the emergence of a rival accreditation agency (Association of Collegiate Business Schools and Programs) formed to target this market, and international competition from other accreditation bodies. We note that the mission-linked approach, underpinned by peer-review, has been good for AACSB growth but has, we suggest, been restrictive and unhealthy for business education that does not fit its ostensibly flexible and accommodating mould

Marketing Higher Education: The Promotion of Relevance and the Relevance of Promotion

This paper examines the marketization of higher education. It takes the curriculum development for a degree sponsored by industry as a focus for exploring the involvement of industry and, more specifically, prospective employers, in shaping higher education provision. Empirical material gathered from a three and a half‐year ethnographic study is used to illustrate how mundane promotional work associated with sponsored curricula operates to reconstitute higher education. It is shown how, in the process of introducing sponsored curricula into the university, a market relevance discourse is merged with traditional discourse to promote a new discursive order and thereby contribute to the reformation of university education. This hybrid discourse (of tradition and relevance) makes traditional resistance to the encroachment of “relevance” into university education more difficult to justify, and perhaps impossible to sustain. Nonetheless, it produces new antagonisms that provide future sites of resistance

Academic Research Networks:: A Key to Enhancing Scholarly Standing

While there is a prolific body of literature on social and organisation networks, there is no research on how academics develop and manage their research networks for the purpose of publication. This paper provides knowledge and understanding as to how academics develop and manage such networks. Many themes are presented that help academics develop and manage their networks. Key influences are identified. Network structures that academics use to facilitate publication are identified and implications for academics and business schools are discussed.Academic research Research networks Publications Business schools

Service Recovery Encounters in the Classroom: Exploring the Attributes of Professors Desired by Male and Female Students

This paper explores the nature of service recovery encounters, particularly the qualities and behaviours that male and female students expect from professors in personal service recovery encounters. For this purpose, 40 semi-standardized laddering interviews were conducted (with 20 male and 20 female respondents) in order to gain a deeper understanding of student expectations and the values that drive these expectations. The analysis and findings enrich the existing limited stock of knowledge on desired attributes of professors in service recovery encounters in higher education by developing a deeper understanding of the attributes of professors that dissatisfied female and male students’ desire, as well as the underlying values for these expectations. Results show that the professor’s active listening skills, expertise, friendliness, concern for students, and being empathetic were important to both male and female students. However, gender differences are important in a service-recovery encounter in a classroom, which suggests differential treatment. While men place more importance on a quick problem solution, women seem to prefer a more communal approach