Academic expectations profiles of spanish and portuguese higher education students

Las expectativas académicas de los estudiantes son hoy reconocidas como una variable importante en la explicación de su adaptación y éxito académico. Esa importancia es mayor en los alumnos del primer año, ya que, frecuentemente presentan expectativas iniciales muy elevadas que no siempre llegan a concretarse. Con la pretensión de conocer cuáles son esas expectativas iniciales, el trabajo que se presenta analiza el perfil de las mismas en estudiantes de Enseñanza Superior (ES) de primer año. La muestra está compuesta por 719 estudiantes de diversas titulaciones académicas de las Universidades de Vigo-Campus de Ourense y Minho. A los participantes se les aplicó el Cuestionario de Percepciones Académicas (CPA). Los resultados han sido analizados tomando la nacionalidad y el ámbito de estudio (cientifico, juridico-social, tecnológico). Los resultados muestran que los estudiantes portugueses tienden a presentar expectativas más elevadas en general, traduciéndose en una valoración superior de su entrada en la Universidad. A su vez, considerando las siete dimensiones de expectativas evaluadas, se comprueba un perfil similar para ambos países en relación a las expectativas más o menos valoradas. Se destacan las expectativas de obtener una formación que permita acceder a un buen empleo o carrera, en primer lugar, y las expectativas de tener en la Universidad oportunidades de desarrollo personal y social, en segundo lugar, como las más valoradas por los estudiantes.Academic expectations are recognized as an important variable for students’ adjustment and academic success. This importance is higher for first year students, because they often present initial expectations that may not be met. Aiming at identifying these initial expectations, this study presents and analyses the profile of first year students' academic expectations. The sample included 719 students attending different undergraduate programs at University of Vigo - Campus of Ourense, and at University of Minho. Participants completed the Academic Perceptions Questionnaire (APQ). Analyses were based on students’ nationality and study domain (scientific, juridical-social, technological). Results show that Portuguese students present higher expectations, in general, which shows they attribute a higher value to their access to University. On the other hand, and regarding the seven dimensions of assessed expectations, we can see that this difference in average scores is not structural, because there is a similar pattern of higher and lower expectations, for both countries. The most valued expectations are, in first place, expectations of having an education that will lead to a good job or career, and in second place, expectations of having opportunities of personal and social development in University

Who benefits from HEIs engagement? An analysis of priority stakeholders and activity profiles of HEIs in the United Kingdom

It has been suggested that higher education institutions (HEIs) may develop different activity profiles (including research, teaching and socio-economic engagement) in their attempt to maximise the fit between institutional resources and strategic opportunities; the latter include strategies of engagement with different groups of external stakeholders. Understanding the extent to which HEIs’ resources and activity profiles are aligned with their strategic prioritisation of stakeholder groups, allows us to better understand the different ways in which HEIs drive socioeconomic development. Using non-parametric techniques – qualitative and quantitative ordinal multidimensional scaling – applied to data on the universe of HEIs in the United Kingdom, we show that HEIs with different institutional resources and undertaking different sets of activities prioritise their engagement with different stakeholder groups. We also confirm the complex associations between HEIs’ institutional resources, activity profiles and stakeholder prioritisation strategies, which lock HEIs into configurations that are difficult to change

Epistemic insights: Contemplating tensions between policy influences and creativity in school science

Creativity and the way it could be supported in schools is understood differently by policy makers, practitioners and scientists. This article reviews, with a chronological lens, the development of policies that include teaching creativity and teaching for creativity. The epistemic tensions between the intentions of government and the nature of creativity as it emerges in learning or scientific work is introduced and reflected upon. There have been more than nine key educational policies that have been introduced over the last 50 years. Each of these are considered in this article and related to the ways that creativity is understood and expected to be taught, supported or enacted in schools by policy makers. In light of the need to support creativity as a key twenty‐first‐century skill, to ultimately enable current students (who will become the next generation of scientists) to develop the capabilities to address global concerns, this article highlights issues related to this issue. Epistemic insights are offered that relate to the development of aspects of creativity, including questioning, developing alternate ideas, ‘seeing’ things differently, innovation, curiosity, problem solving and evaluating. The ways that policy related to creativity in science appears not to recognise how creativity can be reified in these ways in schools suggests the need for rapid review, especially in light of the upcoming international creativity tests in 2021

Dimensionality reduction and prediction of the protein macromolecule dissolution profile

A suitable regression model for predicting the dissolution profile of Poly (lactic-co-glycolic acid) (PLGA) micro-and nanoparticles can play a significant role in pharmaceutical/medical applications. The rate of dissolution of proteins is influenced by several factors and taking all such influencing factors into account; we have a dataset in hand with three hundred input features. Therefore, a primary approach before identifying a regression model is to reduce the dimensionality of the dataset at hand. On the one hand, we have adopted Backward Elimination Feature selection techniques for an exhaustive analysis of the predictability of each combination of features. On the other hand, several linear and non-linear feature extraction methods are used in order to extract a new set of features out of the available dataset. A comprehensive experimental analysis for the selection or extraction of features and identification of the corresponding prediction model is offered. The designed experiment and prediction models offer substantially better performance over the earlier proposed prediction models in literature for the said problem

Biomaterials Approaches to Combating Oral Biofilms and Dental Disease

Background: Possibilities for biomaterials to impact the dental caries epidemic are reviewed with emphasis placed on novel delivery biomaterials and new therapeutic targets

Identifying patterns of alumni commitment in key strategic relationship programmes

Higher education institutions (HEIs) need to understand their alumni when drawing strategic relationship programmes. This paper aims to identify clusters of alumni based on their commitment relationship and to analyse factors influencing their intention to collaborate with the HEI. The study took place at a Portuguese university, considering a dataset of 1075 of alumni asserting intention to collaborate. First, a cluster analysis was conducted to identify patterns of commitment relationship. Secondly, a logistic regression was run to identify determinants of intention to collaborate. Both techniques revealed the decisive role of HEI commitment in the process. Relationship advantages and positive feelings towards the HEI were also pointed out as important. Alumni asserted recommendations, further training, sharing experiences and giving help as ways to collaborate with HEI. Regression results suggest that sociodemographic variables such as gender, marital status and volunteering are significantly associated with a probability to collaborate. Results also show that affiliation in sororities/fraternities and participation in extracurricular activities are significantly associated with that collaborative intention. The findings provide clues to support strategic relationship programmes based on consistent marketing campaigns, while bringing value to the literature in the European context, where alumni culture requires real insights to evolve.info:eu-repo/semantics/publishedVersio

Sources of stakeholder salience in the responsible investment movement: why do investors sign the Principles for Responsible Investment?

Since its inception in 2006, the United Nations-backed Principles for Responsible Investment (PRI) have grown to over 1300 signatories representing over $45 trillion. This growth is not slowing down. In this paper, we argue that there is a set of attributes which make the PRI salient as a stakeholder and its claim to sign the six PRI important to institutional investors. We use Mitchell et al.’s (Acad Manag Rev 22:853–886, 1997) theoretical framework of stakeholder salience, as extended by Gifford (J Bus Eth 92:79–97, 2010). We use as evidence confidential data from the annual survey of signatories carried out by the PRI in a 5-year period between 2007 and 2011. The findings highlight pragmatic and organizational legitimacy, normative and utilitarian power, and management values as the attributes that contribute most to the salience of the PRI as a stakeholder