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The Teaching Company Scheme, which brings Higher Education and manufacturing industry together in the UK, has as one of its principal objectives graduate training. Some 65 Teaching Company Programmes have been identified which have a marketing component and details of these are presented. The evolution of the scheme is discussed and personal experience of Lancaster University Programmes is presented and reflected upon using ideas from general systems theory and experiential learning. Operational issues in running a Teaching Company Programme are considered and factors associated with programme success identified. [ABSTRACT FROM AUTHOR]

Cooperative education can be expressed in terms of a partnership between students, university and industry. A stakeholder-integrated approach to cooperative education involves formalized sustainable relationships between stakeholders. This study investigated the motives and determinants for the formation of cooperative education partnerships. Through a qualitative case study, the perceptions of cooperative education stakeholders were explored in the context of sport tertiary education. The students, industry and academics views supported multiple determinants such as reciprocity, efficiency, legitimacy and synergy as important in the formation of cooperative education partnerships. Interpersonal connections and individual factors also played a key role. However, for long-term viability the university and industry also need to consider strategic alignment rather than partnerships based on individual interests alone. Understanding the perceptions of the stakeholders involved in the partnership will contribute to improving the management and sustainability of sport cooperative education experiences for students, the university and industry. [ABSTRACT FROM AUTHOR]

Successful access to higher education for black students in particular remains a challenge to all tertiary institutions in South Africa. This is the opinion of Prof. Russel Botman, Rector of Stellenbosch University (SU). It is therefore of concern that the SU strategic framework document (SU 2010a) states that the increase in our country's student population projected by the National Commission for Higher Education in 1997 (DBO 1997) has not been attained. This is in contrast with the University's vision for the future, which commits itself to an academic institution of excellence and a respected knowledge partner that contributes towards the development of South Africa and welcomes a diversity of people and ideas. But according to a report by the Centre for Higher Education Transformation (CHET) little demographic transformation had occurred in respect of who participates in higher education. This is an indication that black students' chances of gaining access to university have in fact decreased. Despite this authorities continue to insist that the percentage of black students in public higher-education institutions be increased. The Ministry's vision is of a transformed, democratic, non-racial and non-sexist system of higher education that will promote equity of access and fair chances of success to all who are seeking to realise their potential through higher education (DBO 1997). The Vice-Rector of SU (Fourie 2009b:16) expands on this: "Besides the moral-ethical considerations, pressure is also being placed on universities by higher education policy to diversify their student and staff compositions and to remove measures that could exclude certain groupings". Stellenbosch University is thus under pressure to align its diversity profile with the transformation goals set by the government, as proclaimed in the White Paper on Higher Education of 1997. At the same time the University also experiences pressure from the broader community to answer to the call of alleviating poverty in disadvantaged communities (SU 2010a). However , the standard of teaching in previously disadvantaged schools in the surrounding areas is such that very few students qualify to further their studies at university level. The question therefore is what the University can do to draw students that will rise to these challenges. In his response the University announced a strategy referred to by the current vice-chancellor (Botman 2007) as a "pedagogy of hope". This seems to have been inspired by the neo-Marxist Brazilian educationalist Paulo Friere's publication Pedagogy of the oppressed (1970). According to this strategy the University will search for and exploit opportunities that will lead to "the farm owner's daughter and the farm worker's son sitting in the same class" (Botman 2007). This gave rise to initiatives such as the Rachel's Angels Schools Partnership Project, which is based on the principles of community interaction. The project aims to build the capacity of promising students from disadvantaged communities with the aid of a mentorship programme. This will enable them to bridge the gap between school and university successfully. This article presents an overview of the project as well as a report on its impact. The educational theories which underpin the Rachel's Angels project can be considered to be constructivist in nature, founded upon a philosophy that is student centred and based on a view in which knowledge is not absolute, but is actively constructed by the student. The study aims to establish whether the project has achieved the desired outcomes. If employed successfully, SU will give effect to its transformation agenda, which includes increased participation by a diverse corps of students, willingness to react to social and economic needs and growing cooperation between higher education institutions and all sectors of society. The results of the impact study indicate that, despite growing pains, the project has already made a meaningful contribution in building the capacity of disadvantaged students. The implications for the University are to continuously engage in partnerships with previously disadvantaged schools in order to unlock the potential of disadvantaged students. Not only will it reflect positively on the University's diversity profile, but at the same time give meaning to the University's quest for a "pedagogy of hope". [ABSTRACT FROM AUTHOR]

This article examines two early modern models of dissertation authorship that both relied on extensive collaboration between the degree candidate and his supervisor. The dissertation conducted on the traditional model, practiced until the eighteenth century at German universities, was a joint product of the supervisor, who prepared the thesis in writing, and the degree candidate, who defended it in the oral disputation. The two collaborators shared the credit for a successfully defended thesis in different forms: right for public recognition and rights to use and reproduce the thesis. Instead of sharing the credit as two equal partners, each of them took advantage of his credit in ways that benefited his status. In the model that Albrecht von Haller introduced at Göttingen, the supervisor provided the student with a laboratory and experimental training, while the degree candidate wrote a thesis by himself based on the experiments he carried out, and defended the thesis without the supervisor chairing the disputation. The Haller model reveals two new elements that heralded the development of modern scientific education: divisibility of laboratory labor between the student’s experimentation and the research program to which it belongs; and feasibility of the requirement of experimental work in return for the exclusive authorship of the doctoral thesis. [Copyright &y& Elsevier]

MSU Libraries has a commitment to serving its students and faculty both on campus and off the main campus. This paper is a case study that outlines the specific efforts designed to address the library and information needs of the students at the Mississippi State University-Meridian Branch, with particular emphasis on the use of existing distance services, augmented by the contractual arrangement with the local community college library to provide comparable resources and services. [ABSTRACT FROM AUTHOR]

Metropolitan College is a distinctive and innovative business–education partnership that provides educational opportunities to many Kentucky residents who would otherwise be unable to attend college. The program also provides significant, tangible benefits to the business and education partners, as well as to the local and statewide community. This article outlines the structure of the Metropolitan College, chronicles some measures of program impact, and briefly describes the values on which the program was founded and continues to operate. [ABSTRACT FROM AUTHOR]

This study examined the relation between self–esteem and responses to a romantic partner’s moods. College students in dating relationships imagined one scenario in which their romantic partners were in a positive mood and one in which their partners were in a negative mood. A probable source of each mood was suggested to half the participants. Participants reported their cognitive, affective, behavioral, and attributional responses to each scenario. When the partner’s mood was negative and ambiguous in cause, participants with low self–esteem felt more responsible for the mood, more rejected, and more hostile than did those with high self–esteem. A mediational analysis suggested a dependency regulation explanation of the results, such that low self–esteem people perceived self–directed negativity in their partners’ bad moods and in turn responded with more negativity toward their partners. [ABSTRACT FROM AUTHOR]

Focuses on partnerships between institutions of higher education and private providers of services related to traditional functions of students affairs. Possible hazards associated with outsourcing; Information on some institutions who are not inherently primary providers of services; Benefits of appointing private providers to fill the gap between periodic needs of the university and its existing staff.

University supervisors must consult regularly with on-site practicum and intern supervisors, although collaboration between university educators in providing group supervision simultaneously to both practicum students and interns is not likely to be a common practice in counselor training programs. This article uses the Systematic Peer Group Supervision format (Borders, 1991) and principles of group work and human development to illustrate one method for conducting this type of collaborative training. [ABSTRACT FROM PUBLISHER]

Focuses on corporate partnership student assessment program illustrating the experience of Owens Community College in Ohio. Outlines of corporate partnership programs; General education components of all of the corporate partnership programs; Assessment of corporate partnership student skills.

Focuses on a teacher's task of really seeing and responding to the needs of all students. Need to coordinate with parents, colleagues and interns on how to approach different methods of instruction; Formation of school and university partnerships; Intentions of the school-university partnership.

Discusses the role of the Society of the Chemical Industry's (SCI) Corporate Partner Scheme in bridging the gap with educational institutions. Role of SCI in bridging communication gaps between sectors; Benefits gained by student members from SCI; Launch of headStart, an online resource where students can find advice and information on careers within the chemical industries.