Can Universities Help “Build Back Better” in Education? The Socially Embedded University Responds to the Covid-19 Pandemic

The high impact disruptions in the external environment caused by the Covid-19 pandemic revealed the socially embedded character of many universities around the world. University collaborations with schools during the pandemic suggest that they are institutions open to their external environment, capable of learning from and with their environment, and capable of influencing their external environment, helping to address significant social challenges. Drawing on a non-probabilistic survey administered to a convenience sample of 101 universities in 21 countries, I examine how they built partnerships with schools to sustain educational opportunity during the pandemic. The results are informative of the evolving nature of higher education and its mission. They illustrate the responsiveness of universities to societal needs. The findings show that universities are socially connected to their surrounding context, and that they see themselves as engines of social innovation at a time of great unexpected need. The study found the majority of universities to be engaged with schools supporting education during the pandemic. They see such engagement as part of their mission and strategy, even though they perceive it as challenging. Most of such engagements do not have a formalized “theory of action,” but are evolving as the crisis created by the pandemic itself evolved. While such engagement during the pandemic builds on pre-existing engagements with schools, the response during the pandemic provided an opportunity to integrate different efforts across various units. The majority of the universities in the study had a school of education, and about half have a program of pre-service teacher education and few of the collaborations established during the pandemic were new, most were based on pre-existing collaborations. In two thirds of the cases the collaborations with schools during the pandemic were initiated by University leaders. Most of the collaborations consist of developing alternative delivery channels and supporting teachers in developing new skills to teach remotely.

A trend study in the stratification of social media use among urban youth: Chile 2009-2019

This trend study describes changes and continuities in the stratification of usage of Facebook, Twitter, Instagram, and WhatsApp in Chile between 2009-2019—the decade that witnessed the rise of social media. Using the Youth, Media and Participation Study—a probabilistic survey conducted on an annual basis among 1,000 individuals aged 18 to 29 living in the three largest urban areas in Chile (N = 10,518)—we analyze how frequency of use and type of activities conducted on social media has varied over time along socioeconomic status, gender, and age cohort. Instead of a uniform trend towards less (or greater) inequality, the results show that each platform exhibits a unique dynamic. For instance, whereas SES-based inequality in frequency of use has decreased on Facebook over time, it has remained stable on WhatsApp and increased on Twitter and Instagram. In addition, significant differences in the likelihood of conducting different activities (e.g., chatting, commenting news, sharing links) remained across groups, even on platforms such as Facebook where frequency of use has equalized over time.

Association of Workplace Bullying and Workplace Vulnerability in the Psychological Distress of Chilean Workers

Workplace bullying has been identified as a global problem because of its growing magnitude and the harmful effects in victims and organizations. Workplace vulnerability is a component of job precarious1ness that reflects insecurity, fear, and labor uncertainty. This paper aims to analyze the associations between the exposure to workplace vulnerability and psychological distress, and to explore the associations between exposure to workplace bullying and psychological distress, by sex. A cross-sectional and probabilistic survey was applied to a randomly-selected valid sample of 1995 salaried workers in three main metropolitan areas of Chile. Chi-square test and logistic regression models controlling for confounders were tested. Female workers were more exposed to workplace vulnerability and presented a higher prevalence of psychological distress. Among women who were vulnerable, one of three reported psychological distress (30.8%), which is higher than men (16.5%). Workers exposed to workplace vulnerability had a greater chance of workplace bullying, workers who perceived high workplace vulnerability had a greater chance of psychological distress, and workers exposed to workplace violence had a greater likelihood of psychological distress in comparison to those who were not exposed. Increasing employment security can reduce the perception of job vulnerability and help prevent the existence of workplace bullying. Additionally, occupational health protection policies should prevent, protect from, and intervene in workplace bullying as a precursor to mental health problems in Chile.

The Advantages of Probabilistic Survey Questions

In monetary policymaking, central bankers have long pointed out the importance of measuring the expectations of financial market participants, households, and firms —especially with regard to inflation and the central bank’s so-called “reaction function” to changes in the economic outlook. In addition to model- and market-implied measures, there has been a growing interest in and reliance on survey-based measures of subjective expectations. This article describes two major innovative survey initiatives conducted by the New York Fed to measure policy-relevant expectations of households and market participants: the Survey of Consumer Expectations, and the Survey of Primary Dealers and Survey of Market Participants. A key feature of these surveys is its use of a probabilistic question format to elicit the likelihood respondents assign to different future events. We discuss the advantages of using probabilistic questions, illustrate their value in more fully measuring beliefs and uncertainty, and document the pervasiveness and importance of heterogeneity in beliefs among our survey respondents.

Estimating the Magnitude of Private Collection of Points and Its Effects on Professional Survey Results

ABSTRACTChipped-stone projectile points are used to mark the passage of time and cultures in the record. Archaeologists often recover points in surface survey, yet we do not know how many were found by private collectors before or after professional work. In a 1975–1977 Michigan probabilistic survey, professional archaeologists documented 30 private collections from 20 sample units. In those units, points found by private collectors outnumber professionally recovered ones by a factor of about 32. The survey region's point population estimated separately from the professional and private-collection samples differs by nearly an order of magnitude in favor of private collections, despite highly conservative assumptions about the latter. The number of points found in professional survey is inversely correlated with the number found in private collections, and the professional sample is more sparsely and randomly distributed. However, proportions of several common types are similar between professional and private collections. To the extent that large, reasonably complete samples of points are important for research and preservation, archaeologists must document private collections compiled in and near their survey areas.

Attributional Theory in investigating public music performance in higher music education

The purpose of this research was to investigate the causes attributed by undergraduate music students to situations of failure and success in public music performance. Attributional Theory has been used in this research as the theoretical framework to understand how situations of success and failure are interpreted by the person of the activity. The analysis was conducted from an Intrapersonal perspective of motivation, i.e., how the attributions made by the students doing an undergraduate course in music revealed their notions and beliefs. The methodology used included a non-probabilistic survey and the data were collected through a self-administered questionnaire involving 130 undergraduate music students of southern Brazil. The results show that in situations considered to be successful, the most frequent attributed causes are effort (77.7%), persistence (65.4%), and interest in the performance (63.1%), whereas in situations considered to be failures the most important aspects are emotional (60.8%), difficulty of the task (36.2%), and lack of effort (30.8%). This research shows that students who have more musical experience regard their performances as good or excellent, whereas those that have little experience do not view themselves in this way. The data reveal that the greater the importance that is attached to an activity, the more time is spent on preparing for it; in the same way students tend to be more engaged with musical activities and devote more time to them when they are aware of their skills and value them. Music students feel responsible for their results, which shows that they are engaged in their learning and seek to satisfy an inner need to achieve success.