Cognitive Science Teaching and Research at the University of Osnabrück

2019 ◽  
pp. 461-462
Author(s):  
Graham Katz ◽  
Roul Sebastian John
Nuncius ◽  
2019 ◽  
Vol 34 (3) ◽  
pp. 575-601 ◽  
Author(s):  
Martino Lorenzo Fagnani

Abstract The article studies agricultural science teaching and research in the Napoleonic Kingdom of Italy. In particular, it considers the three national universities of Pavia, Bologna and Padua, highlighting both the points in common and the differences between them. It analyses both unpublished documentation and monographs, dissertations, scientific journals circulating at the time. The article is introduced by an analysis of the Napoleonic legislation for the strengthening of agricultural science as an institutional knowledge. The study related to the University of Pavia comes next. It isolates the topics of cultivation of cereals and grain conservation techniques in order to analyse the educational and scientific activity and its contribution to the national debate. This is followed by an analysis of the professorships in Bologna and Padua, considering similarities and differences with Pavia in matter of topics.


1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.


1978 ◽  
Vol 21 (3) ◽  
pp. 177-180 ◽  
Author(s):  
Ronald J. Fleming ◽  
Roy Billinton ◽  
Mohindar S. Sachdev

2008 ◽  
Vol 22 (S1) ◽  
Author(s):  
Jennifer L. Holzman ◽  
Chad L. Brommer ◽  
Arri Eisen ◽  
J. K. Haynes ◽  
Douglas C. Eaton

1987 ◽  
Vol 33 ◽  
pp. 1-20 ◽  

John Fleet wood Baker returned to Cambridge in 1943, as Professor of Mechanical Sciences and Head of the Department of Engineering, and as a Professorial Fellow of Clare College, where he had been an undergraduate. In the conflict of interests, sometimes trivial, sometimes painful, between ‘University’ and ‘College’, Baker was clear, at least officially, as to where his duty lay. His staff was large—Engineering forms one tenth of the University of Cambridge, and consumes proportionately more than one tenth of its resources—and his staff were in demand, as men of affairs, for various College offices. He pretended to deplore this, and would occasionally, in the Departmental Common Room, rail against the College system, which seduced his lecturers away from their tasks of teaching and research to the time-consuming offices of Bursar or Tutor. In fact, when a young lecturer—and all his lecturers were, to Baker, young—when a young lecturer would summon the courage to confess that a College was proposing an appointment of this sort, Baker was not altogether displeased. He took immense pains with the appointment of his staff; he was quick to terminate employment of those who did not meet his high standards, in a way that is not possible in these more bureaucratic times; and he gave unstinting support to those he thought of as his team. If one of these should catch a College’s eye, it was only confirmation of the qualities of those in his Department.


2004 ◽  
Vol 57 (2) ◽  
pp. 182-202 ◽  
Author(s):  
David F. Ford

The future of Cambridge University is discussed in the context of the current British and global situation of universities, the main focus being on what the core concerns of a major university should be at this time. After raising issues related to core intellectual values (truth-seeking, rationality in argument, balanced judgement, integrity, linguistic precision and critical questioning) and the sustaining of a long-term social and intellectual ecology, four main challenges are identified: uniting teaching and research fruitfully; interrelating fields of knowledge appropriately across a wide range of disciplines; contributing to society in ways that are responsible towards the long-term flourishing of our world; and sustaining and reinventing collegiality so that the university can be a place where intensive, disciplined conversations within and across generations can flourish. The latter leads into questions of polity, governance and management. Finally, the inseparability of teaching, research and knowledge from questions of meaning, value, ethics, collegiality and transgenerational responsibility leads to proposing ‘wisdom’ as an integrating concept. The relevant sources of wisdom available are both religious and secular, and in a world that is complexly both religious and secular we need universities that can be places where both are done justice. Given the seriousness and long-term nature of the conflicts associated with religious and secular forces in our world, it is especially desirable that universities in their education of future generations contribute to the healing of such divisions.


2020 ◽  
Author(s):  
Marta De Philippis

Abstract This paper exploits a natural experiment to study the effects of providing stronger research incentives to faculty members on the universities’ average teaching and research performances. The results indicate that professors are induced to reallocate effort from teaching towards research. Moreover, tighter research requirements affect the faculty composition, as they lead lower research ability professors to leave. Given the estimated positive correlation between teaching and research ability, those who leave are also characterized by lower teaching ability. The average effect on teaching for the university is therefore ambiguous, as positive composition effects countervail effort substitution.


1998 ◽  
Vol 6 (1) ◽  
pp. 81-89
Author(s):  
Stig Strömholm

There are many ideas of what that medieval institution, the university, should be in the age of the mass university. It should be an institution combining teaching and research and should aim to produce a mature, cultured individual. Attempts to make it into an institution simply for giving technical training aimed at the contemporary labour market are misguided.


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