Coventry University: E-Journals
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Getting Your Scholarly Papers Published: A Guide on How to Avoid the Top Ten Most Common Causes of Paper Rejection
Get PDFScholarly writing and publishing are activities marked by intellectual honesty, integrity, and excellence. Together, they are an indispensable requirement for academics to maintain and sustain their careers in various academic institutions. However, in higher education institutions, the infamous aphorism 'publish or perish' has resulted in unethical academic practices. These practices derail the quality expected of scholarly writing and publishing. This paper is a collection of advice to novice writers on the ten most common reasons why scholarly papers are rejected, offering sound solutions to these problems. Though an unpleasant experience, scholarly paper rejection keeps authors on guard against unethical academic writing practices. It helps them to transform their scholarly papers to meet the high standards of academia. The paper contends that scholarly paper rejection is an important activity in scholarly writing and publishing because it ensures quality in academic knowledge production and dissemination
Review: Co-Intelligence: Living and Working with AI
Get PDFThis review considers Ethan Mollick's Co-Intelligence: Living and Working with AI and its implications for writing pedagogies
Authorial Voice in Academic Articles: A Corpus-Based Analysis of Citation Types and Citation Presentation across Disciplines
Get PDFAuthorial voice plays a key role in helping writers establish themselves as experts in their field as well as demonstrate their individual style (e.g., Tardy, 2012). Citation usage has an important impact on authorial voice in academic writing and can be implemented in various ways; namely, through citation types (e.g., integral, non-integral) and citation presentation (e.g., direct quotes, summaries, generalizations). While many researchers have examined citation type among novice and experienced writers, researchers have largely overlooked citation presentation across disciplines – that is, how experienced authors balance the use of quotations, summaries, and generalization to index authorial voice. Beginning academic writers may be encouraged to use quotations to prevent plagiarism, but it is unclear if this advice reflects patterns in published writing across disciplines. In this study, we examine the background sections (i.e., introductions and/or literature reviews) of 270 academic research papers to evaluate the extent to which various citation types and presentations are used in background sections across six disciplines. Findings which can inform disciplinary writing guides and educational materials indicate disciplinary variation in citation type, with applied linguistics using the most citations overall and physics and biology using the fewest integral citations. Disciplines also differed in their citation presentation, with some favoring summaries and others favoring generalizations while quotation was rare overall. These results have important implications for teachers and material developers who can use these patterns of source usage to compare and contrast disciplinary norms and provide direct instruction on features of academic voice. Cross-disciplinary awareness of voice features can also highlight disciplinary patterns for students, allowing them to write more like experts in their fields
Review of Research Methods in the Study of L2 Writing Processes
Get PDFWhile there are a number of books that address how to research first language (L1) and second language (L2) writing, there are not many accessible research manuals that guide novice researchers on how to research cognitive processes associated with L1/L2 writing. Researching L1/L2 writing processes and development requires a consideration of a number of variables because writing typically occurs in many different contexts (e.g., in-class, at home), settings (e.g., ESL vs. EFL), modalities (e.g., paper and pen, digital), and conditions (e.g., individual, collaborative). We find the edited volume Research Methods in the Study of L2 Writing Processes by Rosa Manchón and Julio Rocaa (2023) to be insightful for two reasons. First, all the chapters in the volume provide step-by-step directions in researching L1/L2 writing processes, highlight methodological concerns, and offer ideas on addressing those concerns. Second, the volume provides an excellent overview of key considerations in employing diverse research instruments to study writing processes
Predictors of Compassion Competence Among Nurses Working in The Non-profit Healthcare Sector in India
Get PDFThis cross-sectional study, conducted amid the second wave of the COVID-19 pandemic in April 2021, investigates compassion competence predictors among nurses in India's non-profit healthcare sector. Employing an online questionnaire, we scrutinized socio-demographics, nurse practice environment, nurse engagement, and compassion competence in medical college hospitals managed by private trusts. Linear regression analysis revealed that both nurse practice environment (β=0.982, p=< .001) and engagement (β=0.842, p=< .001) significantly predicted compassion competence during the pandemic. Notably, a high level of compassion competence was observed, primarily attributed to the nurses' practice environment and engagement. These findings underscore the influential role of a supportive practice environment and engaged nursing staff in fostering compassion competence. The study reinforces previous insights linking heightened compassion competence to enhanced healthcare quality. The implications extend to healthcare management, emphasizing the pivotal role of these factors in nurturing and sustaining compassion, especially during crises
Customer value theory and dispute resolution strategy
Get PDFLegal education within common law jurisdictions traditionally prioritises doctrinal and adversarial approaches. There is a strong emphasis on case law and statutory materials, which students are required (often from memory) to critically apply in order to identify and articulate solutions to complex legal problems. However, following significant changes to the legal and higher education sectors in recent years, there are now growing calls for such approaches to be supplemented by fresh perspectives which can prepare law graduates more fully for modern professional life, whether they ultimately go on to practise law or not. This paper presents the findings of an interdisciplinary, theoretical study which explored the application of customer value theory to modern dispute resolution strategy in a private law context. It is argued that customer value theory: (1) offers explanatory insight into the nature of dispute resolution strategy itself; and (2) has significant potential to enhance the effectiveness of such strategies in a given context. Accordingly, it is further argued that the inclusion of this and similar perspectives within the modern law degree would complement its longstanding and important doctrinal content and enhance the employability value of such programmes
A teaching best practice guide for early career academics in UK law schools grounded in the student voice
Get PDFThis paper draws on empirical data exploring undergraduate law students’ experiences of small group teaching in a UK law school. The results and analysis are presented in the form of a best practice guide for early career academics in law. Focus group data is combined with advice gleaned from the academic literature on effective small group teaching to create a guide grounded in the student voice with a focus on recommended approaches for overcoming common challenges. The paper explores the pedagogical purpose of small group teaching sessions and the challenges early career academics may encounter due to a growing ‘student-as-consumer’ mindset before providing advice related to three stages of teaching: preparing to teach, in the classroom, and outside the classroom, including helping students prepare for exams. The guide aims to provide the kind of friendly advice and support that an early career academic might receive from a supportive peer network
Designing Higher Education: Lessons for Law Schools
Get PDFThis literature review presents research published between 2018 and July 2023 relating to design thinking in higher education. It provides an overview of research themes and findings, while also having a particular interest in law education. The findings suggests that design thinking has been discussed across disciplines, including in the context of law education. Overall, design thinking is approached as a beneficial pedagogical method, while exploring its integration and effects or theoretical foundations in various settings. Based on the review, critical voices are few, including, however, discussion on the neoliberalist undertone linked to design thinking. In the context of law education, learning materials are discussed more often than in other fields included in the review. In integrating design thinking, law schools should draw from its benefits, such as the in-built student perspective and skills-based approach, while not forgetting its limitations.design thinking, higher education, university pedagogy, law education, la
The Other 'LLM': Large Language Models and the Future of Legal Education
Get PDFOn 21 December 2022, the Dean of Suffolk University Law School, Andrew Perlman, posted an academic paper on the Social Science Research Network. This otherwise unremarkable occurrence was made remarkable by the identity of Perlman’s co-author: ChatGPT, a large language model (“LLM”) chatbot developed by OpenAI, an artificial intelligence (“AI”) research laboratory. ChatGPT wrote most of the paper; Perlman contributed the abstract and section headings and inputted various prompts. The results are good, not great. But the paper's key point is clear: disruption of the legal industry by LLMs and other AI applications is near-term, if not now. Legal education will not be immune to this disruption. In fact, in the first part of this paper I will argue that legal education will be one of the primary areas affected. Both law students and law teachers will feel the inevitable attraction of LLMs. Got an essay on negligence due tomorrow? No problem – get ChatGPT to draft a general outline, add in some case references, and voilà – an essay. Similarly, during a busy marking season, teachers may be tempted to ask an LLM to review student essays so that they can allocate marks based on those reviews. The responses to the LLM challenge will vary across law schools. Some will undoubtedly stick their collective heads in the sand by prohibiting ChatGPT. They may even be tempted to revert to handwritten examinations, mooting and in-class essays as the only assessment forms. In the second part of this paper, I will argue that such responses are misguided. After all, the challenge presented by LLMs is a challenge that other faculties have faced before – most notably, the mathematics department with the invention of the calculator. As such, I will propose that the usage of LLMs and other AI tools be legitimized in law schools. Such a step would challenge teachers to reimagine legal education as such a joyful, meaningful, and engaging enterprise that law students will want to do it all themselves – rather than let computers have all the fun.
 
