Tutoring executives online: what drives perceived quality?

Studies of learning and student satisfaction in the context of online university programmes have largely neglected programmes catering specifically to business executives. Such executives have typically been away from higher education for a number of years, and have collected substantial practical experience in the subject matters they are taught. Their expectations in terms of both content and delivery may therefore be different from non-executive students. We explore perceptions of the quality of tutoring in the context of an online executive MBA programme through participant interviews. We find that in addition to some of the tutor behaviours already discussed in the literature, executive students look specifically for practical industry knowledge and experience in tutors, when judging how effective a tutor is. This has implications for both the recruitment and training of online executive MBA tutors

A study on attendance and academic achievement

In this study we attempt to answer Romer’s (1993) question: “Should attendance be mandatory?” Contrary to many existing studies, we conclude that in the case of business and management programs the answer is ‘no’. In a study of over 900 undergraduate strategy students, spanning four academic years, we examine the link between attendance and exam results. Unlike prior research on this topic, our findings show that attendance is not the best determinant of student performance. We find instead that the best determinant of student performance for third year bachelor students is their over-all degree classification, which we see as a proxy for academic ability. We suggest that attendance may simply be a reflection of student conscientiousness, engagement and motivation. We also challenge the assumptions about gender differences found in prior research on student attendance and student performance. We do not find such differences to be consistently significant in our study

Can the performance effect be ignored in the attendance policy discussion?

Should universities require students to attend? Academics disagree. One side in the discussion of university attendance policies has tried to dismiss any association between attendance and student performance, insisting that students have a fundamental right to choose what and when to attend. By merging student record data and course attendance data for three cohorts of final-year undergraduate students at a London-based university, we are able to isolate attendance effects for 674 students, giving us a large sample, without the inherent weaknesses of more traditional survey methods. We provide fresh empirical evidence for the positive association between attendance and exam performance, and argue for a more balanced view in the attendance policy discussion. Politicians and higher education policies are increasingly focused on employability, student retention, and completion indicators. Carefully crafted attendance policies can have positive effects on pass and completion rates, primary policy targets of higher education funders and policymakers. Attendance effects therefore cannot be ignored

Childhood loneliness as a predictor of adolescent depressive symptoms: an 8-year longitudinal study

Childhood loneliness is characterised by children’s perceived dissatisfaction with aspects of their social relationships. This 8-year prospective study investigates whether loneliness in childhood predicts depressive symptoms in adolescence, controlling for early childhood indicators of emotional problems and a sociometric measure of peer social preference. 296 children were tested in the infant years of primary school (T1 5 years of age), in the upper primary school (T2 9 years of age) and in secondary school (T3 13 years of age). At T1, children completed the loneliness assessment and sociometric interview. Their teachers completed externalisation and internalisation rating scales for each child. At T2, children completed a loneliness assessment, a measure of depressive symptoms, and the sociometric interview. At T3, children completed the depressive symptom assessment. An SEM analysis showed that depressive symptoms in early adolescence (age 13) were predicted by reports of depressive symptoms at age 8, which were themselves predicted by internalisation in the infant school (5 years). The interactive effect of loneliness at 5 and 9, indicative of prolonged loneliness in childhood, also predicted depressive symptoms at age 13. Parent and peer-related loneliness at age 5 and 9, peer acceptance variables, and duration of parent loneliness did not predict depression. Our results suggest that enduring peer-related loneliness during childhood constitutes an interpersonal stressor that predisposes children to adolescent depressive symptoms. Possible mediators are discussed

Associations between birth size and later height from infancy through adulthood : an individual based pooled analysis of 28 twin cohorts participating in the CODATwins project

Background: There is evidence that birth size is positively associated with height in later life, but it remains unclear whether this is explained by genetic factors or the intrauterine environment. Aim: To analyze the associations of birth weight, length and ponderal index with height from infancy through adulthood within mono- and dizygotic twin pairs, which provides insights into the role of genetic and environmental individual-specific factors. Methods: This study is based on the data from 28 twin cohorts in 17 countries. The pooled data included 41,852 complete twin pairs (55% monozygotic and 45% same-sex dizygotic) with information on birth weight and a total of 112,409 paired height measurements at ages ranging from 1 to 69 years. Birth length was available for 19,881 complete twin pairs, with a total of 72,692 paired height measurements. The association between birth size and later height was analyzed at both the individual and within-pair level by linear regression analyses. Results: Within twin pairs, regression coefficients showed that a 1-kg increase in birth weight and a 1-cm increase in birth length were associated with 1.14-4.25 cm and 0.18-0.90 cm taller height, respectively. The magnitude of the associations was generally greater within dizygotic than within monozygotic twin pairs, and this difference between zygosities was more pronounced for birth length. Conclusion: Both genetic and individual-specific environmental factors play a role in the association between birth size and later height from infancy to adulthood, with a larger role for genetics in the association with birth length than with birth weight

Vessel co-option mediates resistance to anti-angiogenic therapy in liver metastases

The efficacy of angiogenesis inhibitors in cancer is limited by resistance mechanisms that are poorly understood. Notably, instead of through the induction of angiogenesis, tumor vascularization can occur through the nonangiogenic mechanism of vessel co-option. Here we show that vessel co-option is associated with a poor response to the anti-angiogenic agent bevacizumab in patients with colorectal cancer liver metastases. Moreover, we find that vessel co-option is also prevalent in human breast cancer liver metastases, a setting in which results with anti-angiogenic therapy have been disappointing. In preclinical mechanistic studies, we found that cancer cell motility mediated by the actin-related protein 2/3 complex (Arp2/3) is required for vessel co-option in liver metastases in vivo and that, in this setting, combined inhibition of angiogenesis and vessel co-option is more effective than the inhibition of angiogenesis alone. Vessel co-option is therefore a clinically relevant mechanism of resistance to anti-angiogenic therapy and combined inhibition of angiogenesis and vessel co-option might be a warranted therapeutic strategy

Exploring Supramolecular Gels in Flow-Type Chemistry - Design and Preparation of Stationary Phases

Two major challenges facing chemical synthesis are product isolation and catalyst recovery. One method to overcome these challenges is to perform the synthesis in a flow system with a catalytic stationary phase. However, the polymeric catalytic materials used in flow systems are often laborious to produce. In this study, we investigate a novel supramolecular gel as a catalytic stationary phase material. The gel is based on a modular, easy to synthesize, oxotriphenylhexanoate (OTHO) gelator comprised of a catalytic unit designed to catalyze the Knoevenagel reaction. The catalytic organogel enhances the rate of product formation and can be reused five times. Use of the OTHO to construct catalytic gels is a flexible technique that can be utilized to improve product isolation and reduce wastage of the catalyst

The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden

In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade 6 in 2012/2013. We have investigated what implications these reforms have for teachers’ teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in grade 6 (Y6), over 3 years after the reforms were introduced, were analysed. Building on the ideas of John Dewey, we consider teachers’ talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorisation of educational philosophies was used to teachers’ habits of teaching to a collective level and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: Their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with an essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy