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Georgia: The Empires State of the South: Discover America. 2nd ed. Chicago: Encyclopaedia Britannica, Inc., 2008. Britannica E-Books. Web. 17 May 2011. <http://eb.pdn.ipublishcentral.com/product/georgia>.

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სტატიების ბიბლიოგრაფია Jstor-დან

1.
Title:  The Relationship between University Autonomy and Funding in England and Taiwan
Author(s):  Li-Chuan Chiang
Source:  Higher Education, Vol. 48, No. 2  (Sep., 2004), pp. 189-212
Publisher(s): Springer
Stable URL:  http://www.jstor.org/stable/4151575
Abstract: This paper aims to re-examine the effects of funding on university autonomy since the relationship between university autonomy and funding is likely to be interpreted as a linear effect; namely, the more funding the greater autonomy. Such a simplistic vision is less than complete since it ignores the complicated nature of university autonomy. The nature of the latter should be defined contextually and politically. Its interpretation should also be placed in the changing government-university relationships. This paper argues that the effect of funding on university autonomy is conditioned by the nature of university autonomy in a given country. While university autonomy involves more than a financial tie, greater efforts on the part of universities to diversify their funding bases may well not enhance, at least directly, their autonomy. Through an extensive literature review, and empirical studies conducted in England and Taiwan, the argument of this paper is supported.
2.
Title:  The Writing Approaches of University Students
Author(s):  Ellen Lavelle; Nancy Zuercher
Source:  Higher Education, Vol. 42, No. 3  (Oct., 2001), pp. 373-391
Publisher(s): Springer
Stable URL:  http://www.jstor.org/stable/3448002
Abstract: University students' beliefs about themselves as writers and about the experience of learning in writing were investigated as related to writing approaches as measured by the Inventory of Processes in College Composition (Lavelle 1993). General findings included support for the deep and surface paradigm as well as variation in students' conceptions of writing, in their attitudes about themselves as writers, and in their felt need for personal expression in writing. Implications for instruction and further research are included.
3.
Title:  University Life Science Programs and Agricultural Biotechnology
Author(s):  Yin Xia; Steven Buccola
Source:  American Journal of Agricultural Economics, Vol. 87, No. 1  (Feb., 2005), pp. 229-243
Publisher(s): Oxford University Press on behalf of the Agricultural & Applied Economics Association
Stable URL:  http://www.jstor.org/stable/3698004
Abstract: We examine sources of productivity in bioscience research and graduate training in U.S. universities. For this purpose, we first identify the scientific publications cited on agricultural biotechnology patents, and then trace the citations back to the universities producing the cited research. Insight is thus gained into the university investments that demonstrably influence useful technology. Life-science budget allocations substantially affect both graduate education and technology-relevant science. Graduate training shows decreasing returns to budget scale, while productive research shows decreasing returns in the short run but increasing returns in the long run. Training is a weak substitute for research, while research is a moderate complement to training.
4.
Title:  Organizational Paradigm Shift and the University Colleges of British Columbia
Author(s):  John S. Levin
Source:  Higher Education, Vol. 46, No. 4  (Dec., 2003), pp. 447-467
Publisher(s): Springer
Stable URL:  http://www.jstor.org/stable/3447571
Abstract: This study focuses on the university colleges of the Canadian province of British Columbia, connecting the behaviors of managers and faculty to government policy and legislation and determining that the responses of managers and faculty can be construed in part as responses to economic globalization. As such, this investigation observes that global forces of change framed and affected the evolution of five community colleges in British Columbia to university colleges. As well, this study addresses cultural change within British Columbia's university colleges, particularly to note if the baccalaureate degree status of these institutions has brought about an alteration to the organizational paradigm.
5.
Title:  Academic Growth and Development: How Do University Academics Experience It?
Author(s):  Gerlese S. Åkerlind
Source:  Higher Education, Vol. 50, No. 1  (Jul., 2005), pp. 1-32
Publisher(s): Springer
Stable URL:  http://www.jstor.org/stable/25068087
Abstract: This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of university academics' experiences of their own growth and development, i.e., what it means to them, what they are trying to achieve, how they go about it, why they do things that way... The outcomes presented are based on a series of interviews with teaching and research academics at a research intensive university. The group as a whole showed a range of views of academic development, representing in particular a varying focus on: • Academic performance, in terms of increasing work output, academic standing or work quality; • Personal learning, in terms of ongoing accumulation of new knowledge and skills or increasing depth of understanding in one's field of study; • Disciplinary or social change, in terms of contributions to one's field of study or a relevant social community. Implications for our understanding of academic development and academic work are discussed.