This study identified the main explanatory factors of dropout in higher education in Rivera, Uruguay, and showed that the limitations and methodological implications related to the polysemic nature of the concept of dropout should be addressed by studies on this subject. Through a systematic search of the international scientific literature, the…

It seems that plagiarism has not been seen as misconduct in higher education in some developing countries including in Indonesia which might be affected by cultural, economic, and technological issues. The research aimed at exploring the perceptions of Indonesian student teachers towards plagiarism in four higher education institutions. The…

We examine the American landscape of higher education quantitative research concerning how gender and sex demographic information is collected. We use a directed content analysis to examine the prevalence and operationalization of gender and sex among widely used higher education survey instruments. Our findings illuminate a seemingly haphazard…

M.S. Horner has been criticized for defining "success" to her subjects in her research on fear-of-success. The present study, which provided an ambiguous verbal lead, showed low incidence of fear-of-success, because subjects themselves were allowed to define "success." (GC)

Argues that a definition of interactional argument based primarily on disagreement should be rejected in favor of a more traditional definition based on reason giving. Argues that views of ordinary arguers need not be given priority over those of experts. (SR)

Rejects Robert Rowland and J. Kevin Barge's conclusion (in an article in the same issue) that defining argument as reason giving is superior to defining argument as disagreement. Maintains that defining argument as disagreement is appropriate for an interpretive argumentation theorist, and that argumentation is a complex topic with room for more…

Addresses Pamela Benoit's response to an article in the same issue by the authors, restating key arguments of why a research focus on reason giving is superior to a research focus on disagreement. (SR)

Taking an international comparative perspective, the paper seeks to identify conditions that favour or impede participation in continuing higher education (CHE), and to answer the question what lessons can be learned from other countries. To this end we present selected findings of a secondary analysis of data from seven countries and…

Suggests that many of the forces which are resulting in declining enrollments in history courses originate outside the discipline and will not be affected much by remedies attempted by historians. The essay also argues that traditional historical practice will survive the current crisis if its unique identity, values, and functions are reaffirmed.…

Examines the potential for evidence-informed policy and practice (EIPP) in relation to educational leadership. Considers definitions, models, and factors promoting and inhibiting development of EIPP as a professional norm. Discusses two collaborative efforts to organize the validation stage of the EIPP cycle. (Contains 60 references.) (MLH)

Problems associated with the use of the Higher Education General Information Survey (HEGIS) data to make institutional comparisons are discussed. It is noted that information collected by HEGIS includes data on enrollment, degrees, finances, employees, libraries, and physical facilities. Attention is directed to the following problems with the…

The first of three papers from this symposium, "If We Can't Define HRD in One Country, How Can We Define It in an International Context?" (Gary N. Mc Lean, Laird D. McLean), questions the possibility of defining human resource development (HRD) in a worldwide context. Several factors were found that influence a country's and an individual's…

Responds to an article in the same journal on the rhetoric of whole language. Provides alternative readings in the defining and deconstructing of whole language, and argues that its sense will come from the points of difference rather than from the precision of final definitions. (SR)

To develop a perspective for assessing the effectiveness of developmental education, we must develop definitions, values, and criteria that permit consistency in analyzing students' learning needs and educational outcomes and in comparing research on developmental education. Research literature shows that a lack of consistent perspectives for…

This paper reports on research into the concept of mentoring from many educational perspectives, based on six papers presented at the Annual Meeting of the American Educational Research Association in April 1994. The paper notes that mentoring is a slippery concept, without a precise operational definition; definitions used in the six papers are…