1,721,063 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
The datafication of higher education : evaluating tests that measure learning outcomes
No full text\u27Fireside chats\u27 remain part of higher education, but the industry is subject to increasing quantification, assessment and review. Australia is certainly at the forefront of this change, with the Bradley Review ushering in a new era of accountability, transparency and productivity initiatives. After much discussion, these are starting to play out in 2011, underscoring the significance of building capacity and resources within universities for critically consuming potential assessment tools and approaches. Bearing in mind this apparently inexorable trend, this briefing explores one facet of what might be referred to as the datafication of higher education. In particular, the briefing reviews the kinds of tests institutions can use to measure undergraduate learning outcomes. The briefing is not a product review, but after a few contextualising remarks presents a broader analysis of the kinds of questions institutions must ask of assessments that could be adopted – or potentially imposed – to measure, and hence improve, higher education. While Joining the Dots presents an evidence-based picture of key facets of higher education, no data are presented in this briefing as very little data exist. Despite and possibly because of its centrality to higher education, generating objective measures of learning remains an elusive task. Necessarily, the briefing touches on methodological ideas, but is practical in intent. There are many and varied outcomes resulting from a university education – employment, graduate study, intellectual growth, social development, to name just a few. As these outcomes take different forms they are measured with different tools such as tests, surveys, interviews and administrative data. Given the telic nature of tests and the centrality of learning outcomes, this briefing concentrates on tests of learning outcomes. In summary, the briefing provides information about: tests that exist to measure higher education learning outcomes; questions that critical consumers should ask; and qualities of productive assessments in higher education. [Author abstract
Attracting, engaging and retaining : new conversations about learning
Get PDF\u27Student engagement\u27, defined as students\u27 involvement with activities and conditions likely to generate high-quality learning, is increasingly understood to be important for higher education quality. This report presents the first insights into students\u27 engagement in higher education in Australasia. [p.vi
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Skills and learning gain(s) in twenty-first-century higher education: politics or policy?
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What kind of quality assurance leads to improved performance and accountability? The views of European students
No full textOne of the most long-lived debates within quality assurance is whether and how control and enhancement are related. This is an important debate related to how improved performance and accountability can best be achieved. While this issue has tended to cause heated public debates, there are fewer empirical studies analysing the relationship between these concepts. In the current chapter we investigate the student perceptions of control and enhancement, and ask whether these concepts are mutually exclusive. Based on a survey targeting European students, our findings suggest that ‘quality assurance as control’ and ‘quality assurance as enhancement’ may not be very relevant concepts from a student perspective. Our analysis suggests that students perceive quality in multiple and quite complex ways, and that pure control or improvement understandings of quality are difficult to identify. An implication of these findings is that quality assurance should be designed in ways that take into account the complexity of higher education and its stakeholders. The chapter ends by reflecting upon possible future directions of quality assurance, not least with respect to how the current interest in student-centred teaching carries the potential of transforming the ways in which higher education is evaluated
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