The Decline in Study Time in British and American Universities: Unravelling the Paradox in Two Knowledge Economies

Due mainly to globalization, knowledge economies, liberalization, and regulation and accountability regimes, higher education institutions are under increasing pressure to demonstrate their relevance and significance to society. European and North American universities have rearticulated their profiles and adopted entrepreneurial and engaged mandates. The extent to which and how African universities are strategically repositioning themselves in that respect remains obscure. Using relevant theoretical frameworks, this study explores emerging modalities of university-society engagements and linkages in Africa through a critical analysis of the current strategic plans of 30 universities from 14 countries. Qualitative and quantitative analyses of the strategic plans reveal that universities have explicitly identified strategies for the production and transfer of knowledge; for creating networks and partnerships; and for engaging varied stakeholders in decision making at various levels. Implications for further research are identified.

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Perceptual Effects and Recollective Experience in Face Recognition

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.52.3.224 ◽

2005 ◽

Vol 52 (3) ◽

pp. 224-231 ◽

Cited By ~ 7

Author(s):

Chrisanthi Nega

Keyword(s):

Face Recognition ◽

Recognition Memory ◽

Congruency Effect ◽

Facial Recognition ◽

Memory Systems ◽

Study Time ◽

Perceptual Fluency ◽

Recollective Experience ◽

Trace Strength ◽

Size Congruency

Abstract. Four experiments were conducted investigating the effect of size congruency on facial recognition memory, measured by remember, know and guess responses. Different study times were employed, that is extremely short (300 and 700 ms), short (1,000 ms), and long times (5,000 ms). With the short study time (1,000 ms) size congruency occurred in knowing. With the long study time the effect of size congruency occurred in remembering. These results support the distinctiveness/fluency account of remembering and knowing as well as the memory systems account, since the size congruency effect that occurred in knowing under conditions that facilitated perceptual fluency also occurred independently in remembering under conditions that facilitated elaborative encoding. They do not support the idea that remember and know responses reflect differences in trace strength.

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