The aim of this article is to develop a framework that encapsulates the key managerial complexities of running offshore branch campuses. In the transnational higher education (TNHE) literature, several managerial ramifications and impediments have been addressed by scholars and practitioners. However, the strands of the literature are highly…

This urban synthesis paper encompasses the works of Drs. Joel Handler, Yeheskel Hasenfeld, Ann Winfield, John Rury, and Jean Anyon. The main purpose of this paper is to synthesize arguments contained within their books relating to the theory of power vs. oppression as it plays out within our society. This synthesizing acknowledges and elucidates…

Reviews research which indicates that the knowledge structures of professional literatures are systematically different from those of scientific literatures, and that these differences are consistent with theories of scientific knowledge such as those advanced by Kuhn, Polyani, and Zinman. A list of 104 references is included. (MES)

This overview of the writings of Manfred Kochen focuses on the pervasive theme of the growth, fragmentation, and integration of knowledge. Topics discussed include information science; the problem of fragmentation and specialization in the growth of knowledge; knowledge structures and cognitive science; and the application of Kochen's ideas to…

Argues that the limited resources with which organisms start their development make possible certain kinds of learning which otherwise would be highly problematical. Discusses limitations of the cognitive structure of the organism, learning, and its problems in connectionism. Maintains that the knowledge gained from efforts to overcome problems…

One of the major trends occurring in the area of task analysis methodology is the development of better methods to analyze cognitive tasks, including new methodologies for analyzing the ways in which knowledge should be structured within a student's head to facilitate given types of performance. The most important trend is the integration of task…

Argues that two current receptions of Plato's rhetorical theory that either (1) leave him out, or (2) claim he rejected rhetoric, have serious consequences for contemporary rhetoric and composition studies. Discusses critics who support a third position and claims this position reconnects rhetoric with thinking rather than mere formulizing. (NH)

This paper presents two general approaches to the assessment of knowledge structures, the first of which entails the building of empirical evidence to support cognitive theory. This type of assessment is concerned with attempting to prove the existence of various knowledge structures; that is, evidence that leads to the construct validity of these…

Comments on Lewis's ideas about reconciling stage and specificity in neo-Piagetian theory in this issue. Focuses on whether general stages, domain specificity, and individual diversity are compatible from a nonlinear, dynamic perspective. Suggests that, by using catastrophe theory, intra- and interindividual diversity and domain specificity can be…

Assesses three papers in this volume, those by Wellman and Estes, Olson and Torrance, and Hall and Nagy, for their treatment of the following: (1) definition of semantic space, (2) defining children's processes of understanding that space, and (3) describing the contexts in which cognitive language is used. (AEW)

Argues for the need for theoretical work on mental models in the field of science education. Considers relationships between both models and theories, and mental models and conceptions in order to improve the notions of "model" and "mental model" used in the literature. Contains 20 references. (Author/WRM)

This sixth in a series of edited transcripts based on a conference at Utah State University discusses ideas from cognitive psychology that have implications for instructional design. Highlights include information processing phases; pattern recognition; short-term and long-term memory; purposes of instruction; cognitive structures; and cognitive…

To resolve tension between general stages and conceptual specificity in neo-Piagetian theory, R. Case introduced the idea of central conceptual structures. To resolve difficulties of separating developmental level and conceptual diversity, this article reconceptualizes central conceptual structures as self-organizing systems that stabilize in…

Comments on Lewis's ideas about reconciling stage and specificity in neo-Piagetian theory in this issue. Summarizes R. Case's central conceptual structure and its relation to other neo-Piagetian theories. Notes similarities between Lewis and Piaget, suggesting that differences adhere to a limited number of general laws instead of being…

Tiryakian's "school" approach is used to analyze the evolution of Kohlberg's study of moral development over the past 25 years. The first part of the paper contrasts the paradigm approach (Kuhn 1970) to the schools approach in defining the development of the social sciences. Specifically, Kuhn's definition of a paradigm…