Non-traditional Institutions Research Articles

The Past Web: Exploring Web Archives

The Past Web: Exploring Web Archives

Climate institutions in Brazil: three decades of building and dismantling climate capacity

ABSTRACT What kinds of national climate institutions can solve the governance challenges that the Paris Agreement devolves to them? This article identifies three stages of climate institutions in Brazil, a major emitter of greenhouse gases through deforestation that managed to reduce such emissions for nearly a decade. It shows that a narrow definition of climate institutions that seeks purpose-built state institutions fails to capture important dynamics there, and that such institutions have little direct impact on outcomes. In Brazil’s political landscape, national presidents exercise a decisive influence on their climate ambitions and capacities. However, positive and negative feedback loops also brought some effective climate action from the layering of climate purposes into existing institutions, as well as through non-traditional institutions like private governance arrangements for agriculture.

From Combat to Classroom: An Analysis of Perceptions, Challenges and Support Practices for the Undergraduate Online Military Student Population

Military students enrolled in college face unique challenges as compared to traditional students. Given the nature of their military service, online education is a popular mode of study for such students. Despite the popularity of online education, there are unique set of challenges associated with it. The goal of the research was to investigate the overall perceptions of military students about online learning, the various types of challenges faced by the military students and how they overcome them and their perceptions of the practices used by faculty and staff to support their educational journey at a non-traditional institution. Limitations and future research avenues are also presented.

Institutional Maintenance and Sports Doping: The Case of Professional Cycling Institution

We examine how organizations pursue the institutional maintenance of illegal activities for their survival. To do so, we draw on an in- depth qualitative case study of professional road cycling in Europe and the historical use of doping to enhance sporting performance. Despite several doping scandals, revelations and the resulting disruptive pressure from the anti-doping authorities, doping has continued. We explore how doping became established as a response to the harsh working conditions of professional cyclists. Structural changes in the sport reinforced its reliance on sponsorship to fund professional cycling teams exacerbating doping as the means to ensure the demands of sponsors for sporting results were met. We contribute to the literature by developing an integrative model to explain the institutional maintenance of a non-traditional institution. We identify new forms of maintenance work associated the replication of illegal institutional practices including recruitment and concealment work and demonstrate how the creation of a shared identity enabled the adoption of an alternative system of norms and beliefs that saw doping as essential while enacting a mechanism to protect doping from revelation through informal sanction.

Does it matter who delivers? The case of early childhood education and care in Korea

ABSTRACT This paper takes the case of early childhood education and care in Korea to explore how the service delivery structure that utilises non-traditional welfare institutions creates tensions between private and public interests. It highlights that the state’s primary concern is to ensure citizens’ access to services provided in the market, the providers of which are entrusted with social responsibilities at the same time. Yet because social goals are pursued through the use of economically efficient tools, the economic logic is introduced where it should not, in ways that are detrimental to social goals.

Serving Those Who Have Served: How Educators from a Non-Traditional Institution are Best Supporting Undergraduate Online Military Students

Serving Those Who Have Served: How Educators from a Non-Traditional Institution are Best Supporting Undergraduate Online Military Students Dr. Anant Deshpande Abstract Military students are a critical subpopulation of adult students. Military students seek higher education to develop meaningful careers and financial independence. Evidence suggests that military students face numerous challenges during their academic endeavors and need a great deal of support to achieve academic success. The goal of the research is to investigate how faculty in a non-traditional US institution best support the needs of military students and help them be successful. Full Text: PDF DOI: 10.15640/jehd.v9n4a4

Academic Achievement and Retention at a Non-Traditional University

This study was conducted to examine if academic commitment and achievement were significant in the retention of first-time freshmen at non-traditional institutions. Findings indicated that while taking about the same course load, students who continued to their sophomore year had significantly better academic performance than those who dropped out within the first year of enrollment, thus confirming that as in traditional institutions, academic commitment and achievement are key factors contributing to student retention.

Postdoctoral Opportunities for Nursing PhD Graduates: A Resource Guide.

Before completing a nursing PhD program, doctoral students are encouraged to seek out and apply for a position in one of many, often highly competitive postdoctoral programs. These programs include the more traditional National Institutes of Health (NIH) funded experiences, such as the T32, as well as the nontraditional institution funded positions, including the associate faculty role. Graduates often need guidance on which postdoctoral programs are available, the resources each program offers to promote development of the applicant's program of research, the disadvantages of each program, and what each program uses as benchmarks for success. This article summarizes both traditional and nontraditional postdoctoral positions including the T32, F32, F99/K00, T90/R90, research supplements, associate faculty, research associate, and hospital-affiliated postdoctoral positions. This article updates previous papers describing postdoctoral opportunities and offers a starting place to aide PhD students planning their postgraduate activities in seeking and evaluating these positions.

The type specimens of Calyptratae (Diptera) housed in non-traditional institutions in Argentina.

The type material of species of Calyptratae Diptera belonging to Anthomyiidae, Calliphoridae, Fanniidae, Muscidae, Sarcophagidae, and Tachinidae, housed in the collections of non-traditional institutions in Argentina were examined. These collections were included in the recently created "Sistema Nacional de Datos Biológicos" (National Biological Data System). We examined four collections: "Administración Nacional de Laboratorios e Institutos de Salud 'Dr. Carlos G. Malbrán'" (ANLIS), "Instituto Nacional de Tecnología Agropecuaria, Castelar, Buenos Aires" (INTA), "Instituto Argentino de Investigaciones de las Zonas Áridas" (IADIZA); and "Fundación Félix de Azara" (CFA). Comparison of the original descriptions of these species with the label information revealed the existence of 24 holotypes, 5 lectotypes, 11 syntypes, and 441 paratypes/paralectotypes. Complete information is given for each type, including reference to the original description, label data, and preservation condition.

Inserción laboral docente: ¿una oportunidad perdida para la Formación Inicial Docente?

This research shows a depiction of the first years of working career of school teachers, using data from graduates’ records, and the official teacher registration of the Ministry of Education. Some of the findings of this research stand on the fact that most of the Education Careers Graduates join to the labor market as teachers (79%), and from this group 65% do it in a permanent way. The teaching career attracts and retains mainly women and teachers from a lower social class. Meanwhile, teachers with the best academic performance are more likely to be employed permanently instead to be employed temporarily. And for graduates from non-traditional institutions and low years of accreditation is more likely not to have access to schools than graduates of traditional institutions, but when this first group achieved to get into the classroom, they probably to stay on it. Finally, it seems this differences are not enough to keep away the best candidates from schools; so it would not be a lost opportunity for Initial Teacher Training (ITT) in terms of the efforts made for attracting the best to the teaching profession.

Job Initiation for Teachers: Is it a Missing Opportunity for Initial Teacher Training?

This research shows a depiction of the first years of working career of school teachers, using data from graduates’ records, and the official teacher registration of the Ministry of Education. Some of the findings of this research stand on the fact that most of the Education Careers Graduates join to the labor market as teachers (79%), and from this group 65% do it in a permanent way. The teaching career attracts and retains mainly women and teachers from a lower social class. Meanwhile, teachers with the best academic performance are more likely to be employed permanently instead to be employed temporarily. And for graduates from non-traditional institutions and low years of accreditation is more likely not to have access to schools than graduates of traditional institutions, but when this first group achieved to get into the classroom, they probably to stay on it. Finally, it seems this differences are not enough to keep away the best candidates from schools; so it would not be a lost opportunity for Initial Teacher Training (ITT) in terms of the efforts made for attracting the best to the teaching profession.

Financial liberalization and patterns of international portfolio holdings

International financial markets during the past several decades have been characterized by a significant rise in gross international capital flows, increased prominence of nontraditional financial institutions, and globalization of the banking sector. We utilize a 155-country panel framework to present new evidence that financial liberalization is related to reallocation of financial capital around the world. More specifically, we find that deregulation is associated with greater stocks of cross-border financial assets, overall net international indebtedness, and a net portfolio characterized by equity assets and debt liabilities.

The Structure of Educational Decision Making and Consequences for Inequality: A Swedish Test Case

Class differences in educational decision making are important for inequality. A unique Swedish population-level database of university applications and individuals’ ranking of different programs is used to analyze class differences in preferences for different program characteristics. Compared to individuals from service class backgrounds, individuals from manual labor class backgrounds choose programs of shorter duration with lower grade point requirements located closer to their parents’ home. Children from the service class instead prefer programs with higher earnings risk and avoid nontraditional institutions. Taken together, the differences in degree choice lead to substantial differences in expected earnings levels and expected unemployment risks.

Expanded Assessment Study Examining the Citation Patterns from Traditional and Nontraditional Institutions and Their Effect upon the Quality of Doctoral Dissertation Reference Lists

ABSTRACT This study used citation analysis in conjunction with a subjective rubric with five validated criteria to assess the quality of a purposive sample of 452 education dissertation reference lists produced at a nontraditional institution from six doctoral programs. These programs used a variety of distance education models. The citations were then compared with the 100 reference lists selected from doctoral education programs at 10 traditional institutions. Criteria included the breadth of resources, depth of the literature review as shown through the citing of critical historical and theoretical works, depth as demonstrated through the scholarliness of citations chosen, currency, and relevancy. The study discusses how the expanded sample of traditional reference lists continued to demonstrate consistent patterns. In contrast, although the sample of reference lists from distance education programs was much expanded, the patterns of the subsets of reference lists at the nontraditional institution were significantly diverse. The patterns of 35 doctoral reference lists from another for-profit, nontraditional institution known for providing distance education were also examined to compare the results of the two nontraditional programs. Possible reasons for differences in citation patterns by traditional and nontraditional programs are discussed, and the possible role of distance education and program criteria are examined for insights they offer into the use of citation analysis as an assessment tool of the library research skills of doctoral students.

A Study on Using Rubrics and Citation Analysis to Measure the Quality of Doctoral Dissertation Reference Lists from Traditional and Nontraditional Institutions

ABSTRACT This study used citation analysis in conjunction with a subjective rubric with five criteria deemed valid by a majority of committee chairs at the writers' institution to assess the quality of 144 dissertation reference lists from a non-traditional program. Criteria included the breadth of resources; the depth of the literature review as shown through the citing of critical historical and theoretical works; depth as demonstrated through the scholarliness of citations chosen; currency; and relevancy. The results were then compared with citations from 59 dissertation reference lists purposively selected from a list of 10 traditional institutions. This social-constructive theory-based approach ascertained that there was no statistically significant difference between traditional or non-traditional scores for any criteria except breadth of resources which measures the number and variety of citation sources. In contrast, the constructivist theoretical approach establishes statistically significant differences in 11 of 17 variables.

Rhetorical education in America

From Isocrates and Aristotle to the present, rhetorical education has consistently been regarded as the linchpin of a participatory democracy, a tool to foster civic action and social responsibility. Yet, questions of who should receive rhetorical education, in what form, and for what purpose, continue to vex teachers and scholars. The essays in this volume converge to explore the purposes, problems, and possibilities of rhetorical education in America on both the undergraduate and graduate levels and inside and outside the academy. William Denman examines the ancient model of the citizen-orator and its value to democratic life. Thomas Miller argues that English departments have embraced a literary-research paradigm and sacrificed the teaching of rhetorical skills for public participation. Susan Kates explores how rhetoric is taught at nontraditional institutions, such as Berea College in Kentucky, where Appalachian dialect is espoused. Nan Johnson looks outside the academy at the parlor movement among women in antebellum America. Michael Halloran examines the rhetorical education provided by historical landmarks, where visitors are encouraged to share a common public discourse. Laura Gurak presents the challenges posed to traditional notions of literacy by the computer, the promises and dangers of internet technology, and the necessity of a critical cyber-literacy for future rhetorical curricula. Collectively, the essays coalesce around timely political, and cross-disciplinary issues. Rhetorical Education in America will serve to orient scholars and teachers in rhetoric, regardless of their disciplinary home, and help to set an agenda for future classroom practice and curriculum design.

When East Meets West: Decontextualizing the quality of East European higher education

This paper discusses the new quality movement in East European higher education. Over the past decade quality assurance agencies have been established in most of the countries in the region. It has been argued that through quality assurance, East European states continue controlling higher education politically. However, a more complex interpretation of the situation may be appropriate. Analysing the post state-socialist quality assurance practices, it is proposed that the relationship between the political power and orthodox academe allows even in the current public policy vacuum using them primarily in one direction, fighting non-traditional institutions, programmes, and teaching methods. While post state-socialist countries present their quality assurance initiatives as a part of the Westernization programme, they stand in strong contrast to the 'fitness for the purpose' mantra applied in Western Europe. However, there have recently emerged signs, for example, the OECD performance indicators project, suggesting that the convergence of East and West may take place not through relating post state-socialist quality assurance processes more closely to local contexts, but by a radical decontextualization of the Western approaches.

CUNY's Community Colleges: Democratic Education on Trial

AbstractThe six community colleges of the City University of New York (CUNY) differ from each other but share a common commitment to serve New York City's ever‐changing population. As nontraditional institutions noted for their responsiveness to student needs, they face an uncertain future due to current contention over CUNY's open admissions policy and therefore CUNY's role as an urban public university.

Capitalisme sans pouvoir de classe

Financial institutions play a crucial role in capitalism by wielding the « structural power » of capital in three ways : by refusing to lend (particularly to cooperatives) ; by refusing to invest (the so-called « capital strike ») ; and by illegally transferring funds abroad. Thus, they hold govemments bent on conflict with the affluent classes hostage. It would therefore be necessary to weaken their power by 1) controlling the movement of capital through authorisation and tax ; 2) instauring in such institutions a three-way management, shared between shareholders, representatives of the staff, and representatives of consumers, local councils and lenders ; 3) by increasing the competitive pressure throught the creation of quasi-public banks, which would be compelled by law to lend, even to non-traditional institutions. Such a model is less dependent on the State than the social-democratic model ; it maximizes economic efficiency, social justice and individual freedom.

Education Functions within Research

The trend in approaching higher education issues, after a period lacking in confidence, is now one in which higher education is perceived as the tool to master the several changes to be faced in the course of one's working life. In this framework, the education activities carried out by both traditional and non-traditional institutions acquire major importance. This paper presents the educational initiatives of the National Research Council, Italy's main research institution, in its growing awareness of the educational responsibilities and the valorization of education functions (those already active and those which are potential) of a scientific structure.