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Case, J.M., Marshall, D., McKenna, S. & Mogashana, D. (2017). Going to University: The Influence of Higher Education on the Lives of Young South Africans. Cape Town: African Minds.
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PHD by publication : an institutional analysis
Full text linkCITATION: Frick, L. 2016. PHD by Publication: An Institutional Analysis, in M. Fourie-Malherbe, R. Albertyn, C. Aitchison & E. Bitzer. (eds.). Postgraduate Supervision: Future Foci for the Knowledge Society. Stellenbosch: SUN PRESS. 299-312. doi:10.18820/9781928357223/18.The original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaINTRODUCTION: PhD1 theses generally follow one of two different formats. Firstly there is the (more
traditional) monograph, which is written as a unified and coherent work, and which is most commonly found in non-laboratory areas. Secondly, the PhD by publication2 has evolved, which comprises a number of papers written during a period of postgraduate training, as well as an introduction to and summary of the papers included. The PhD by publication has become established as a form of doctoral
knowledge production across disciplines. Increased demands for shorter completion times, lower dropout rates and higher so-called productivity during postgraduate study are instrumental in driving the pressure to publish internationally (Boud & Lee 2009). National funding and subsidy formulas,3 relatively low doctoral production rates and the aging profile of active researchers (ASSAf 2010; Backhouse 2008) may furthermore contribute to the promotion of PhD formats that are thought to
address these issues. These trends have (at least in part) led to the two different kinds of doctoral dissertations. Both the national and international drivers of the PhD by publication format seem to originate mostly from calls for accountability and quality assurance, appraisal and excellence, and effectiveness and efficiency. Such drivers are mostly aimed at managerial imperatives and policy adherence, rather than at the scholarly development of students or the advancement of scientific knowledge (see, for instance, Giroux 2014; Altbach 2012, 2013). Scholars warn that students
and supervisors alike may not be well prepared for doctoral education in general (Manathunga 2007), or for such an alternative format as such (Paré 2010), as it may demand a different doctoral supervisory pedagogy (Lee 2010).Publishers' versio
Book Review: Going to University: The Influence of Higher Education on the Lives of Young South Africans
No full textBook Title: Going to University: The Influence of Higher Education on the Lives of Young South AfricansBook Authors: Case, J.M., Marshall, D., McKenna, S. & Mogashana, D.(2017) Cape Town: African Minds
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Developing boredom as a pedagogical tool for fostering creativity in higher education: a pedagogical metaphor
Full text linkThesis (MPhil)--Stellenbosch University, 2021.ENGLISH SUMMARY : The vast body of knowledge on creativity and its development amongst higher education students underpins the critical role that creativity plays within the unpredictable and uncertain future of the 21st century. Despite the plethora of ways in which the literature suggests that creativity can be fostered, the notion of boredom as possible contributor to creativity is notably limited. Boredom appears to have largely been vilified within the context of higher education, with very few links made between the possibilities that boredom may hold for fostering creativity within the higher education context. This study employed concept analyses of the concepts of boredom and creativity in order to seek a potential nexus, if any, in operationalizing boredom within the higher education context towards fostering creativity amongst students. This thesis will review the concept analysis of each concept conducted, introduce a pedagogical metaphor to demonstrate the findings of the study, and conclude with limitations of the study and recommendations for future research.AFRIKAANSE OPSOMMING : Die versameling van kennis tans beskikbaar oor kreatiwiteit en die ontwikkeling van kreatiwiteit onder hoër onderwys studente is beduidend van die kritiese rol wat aan kreatiwiteit toegeskryf word in die konteks van die 21ste eeu en die onvoorspelbaarheid en onsekerheid wat dit meebring. Alhoewel ‘n groot verskeidenheid van strategieë in die literatuur aangebied word waarvolgens kreatiwiteit ontwikkel word, word die moontlike bydrae wat verveling daartoe kan maak, selde genoem. Dit is noemenswaarding dat verveling binne die konteks van hoër onderwys dikwels afgeraai word en dat moontlike verbande tussen verveling en kreatiwiteit nie dikwels oorweeg word nie. Hierdie studie het van konsep analise gebruik gemaak om die konsepte van verveling en kreatiwiteit onderskeidelik te ondersoek, ten einde ‘n moontlike verband, indien enige, tussen die gebruik van verveling ten einde kreatiwiteit aan te spoor onder tersiêre studente, vas te stel. Hierdie tesis sal die konsep analise van elke konsep bespreek, ‘n pedagogiese metafoor bekendstel om die bevindinge van die studie te illustreer, en sekere beperkinge en aanbevelings vir verdere navorsing maak.Master
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
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