1,720,974 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
The Impact of Student Activism on Higher Education Administrators: Implications for Institutional Response, Strategy, and Social Media
Get PDFThe purpose of this research study was to use a phenomenological qualitative research approach to gain insight into how university administrators were prepared to respond to student activism, discover what strategies university administrators used when responding to student activism, and how social media affected university administrator's responses to student activism. Participants were six university presidents, vice presidents, and deans of students working at 4-year public institutions in Texas who were selected using criterion-based sampling. Each participant participated in one sixty-minute interview consistent with the phenomenological research approach. Structural coding and analytic memo writing were used to analyze the data. The data analysis revealed nine themes: (a) external and internal pressure, (b) balancing act and competing values, (c) varied degrees of student activism, (d) faculty activism, (e) student development and engagement, (f) empathy, (g) impact of social media, (h) institutional and organizational support, and (i) roles, and responsibilities. These themes indicated that social media presented new challenges for participants regarding institutional policy. However, university administrators were prepared to respond to student activism and had effective strategies for responding to student activism
Identifying Demographic Variables that can Predict Alumni Giving at a Regional Comprehensive Four-Year University in the South
Get PDFColleges and universities across the nation rely heavily on donations from private individuals, especially with the decline in government funding, to supplement operational budgets and support student financial aid. The purpose of this study is to determine if the (a) age, (b) gender, (c) race/ethnicity, (d) marital status, (e) academic college/major, (f) year of graduation, (g) proximity to campus, (h) professional title, (i) the alumni’s level of education, or (j) dual graduate marriage can predict whether or not an alumnus will give back to their alma mater upon graduation. This study explored predicting factors of alumni giving at a regional comprehensive four-year university in the South. Knowing the predicting factors surrounding donations can assist development officers effectively increase alumni giving. A logistic regression of alumni donor history is used to determine the probability of alumni giving. This study found age and race/ethnicity to be statistically significant in predicting alumni giving. The ability to identify demographic variables that can predict alumni who are most likely to give back to their alma mater can greatly enhance the efficiency and effectiveness of fundraising efforts by development officers
Differences in student affairs assessment culture by institutional size and geographic region
Get PDFTo provide insight for key stakeholders in divisions of student affairs, an inquiry was made as to whether differences were present in student affairs assessment culture as a function of institutional size, geographic region, and institutional size and geographic region. Thus, a factorial multivariate analysis of variance was conducted utilizing existing nationwide data from the Student Affairs Survey of Assessment Culture. Results indicated no statistically significant differences were present based on institutional size, but statistically significant differences were present based on geographic region and both institutional size and geographic region. The findings indicated that decision-makers should not consider their institution’s size when managing assessment culture. However, researchers should explore the influence of the observed differences in future studies
STRATEGIES AND BEST PRACTICES FOR COMMUNICATING DURING AN ACTIVE ATTACK IN HIGHER EDUCATION
Get PDFThe purpose of this phenomenological qualitative research study was to examine communication strategies and best practices utilized by higher education leaders during and after active attacks at their institution. Four leaders who worked at 2 or 4-year institutions in the United States in the marketing and communications department and the emergency management office were interviewed regarding their communication response to the attacks that occurred on their campuses. Structural coding and content analysis was used to analyze the interviews and revealed eight themes: (a) notifications, (b) response, (c) role, (d) lessons learned, (e) preparedness, (f) rumors, (g) media, and (h) reputation. These themes highlighted the important policies, procedures, and strategies that higher education decision makers should include in their crisis communication plans. By creating and implementing plans to include strategies mentioned in this study, decision makers can protect their stakeholders and reduce reputational damage to their institution
DOES THE NUMBER OF YEARS OF WORK IN HIGHER EDUCATION RELATE TO FACULTY PERCEPTIONS OF ASSESSMENT CULTURE?
Get PDFThe goal of this quantitative study was to examine if Time as a Faculty Member as an independent variable had an effect on the dependent variables (a) Focus on Student Learning; (b) Fear or Distrust of Assessment; (c) Benefits of Assessment; (d) Clarity of Assessment Leadership; (e) Use of Assessment Data; and (f) Sharing Assessment Results. This study used a linear regression to determine if the independent variable could predict any of the dependent variables.
In this study, p values were reported and interpreted for statistical significance, effect sizes (R2) were reported and used to assist in determining whether data are useful beyond statistically. Although p values were low, the effect size (R2) was large enough to indicate the independent variable, Time as a Faculty Member had an effect on the majority of the dependent variables. Further, discussion on the use of the results of this study include ways in which assessment leaders can address training both early- and latter-career faculty and suggestions for additional research
DIFFERENCES IN GRADE POINT AVERAGES AS A FUNCTION OF CREDIT ATTAINMENT FOR STUDENTS AT A TEXAS 4-YEAR PUBLIC UNIVERSITY
Get PDFPurpose
The purpose of this study was multifaceted. One goal of this quantitative study was to determine if GPA differences exist for students as a function of their pathway of credit attainment (i.e., dual credit, transfer credits, or first-time undergraduate students who obtain all credits at one institution). The three pathways examined included earning dual credits in high school, attending a 2-year institution then transferring to a 4-year institution, and students earning all credits at a 4-year institution. Students’ GPA averages were examined at the following levels: 30 credits earned, 60 credits earned, 90 credits earned, and degree completion from a Texas state funded institution for the 2005-2006 through the 2015-2016 academic years. This study expanded on what was known about the three pathways individually, but also built the foundation for what was not known about the three pathways comparatively. This study also provided students a blueprint for earning college credits and ultimately leading to the greatest overall academic performance (i.e., higher GPAs).
Method
To examine the research questions, a Multivariate Analysis of Variance (MANOVA) and General Linear Model (GLM) were used to investigate whether the independent variables predict the dependent variables of GPA at various points across credit attainment. Grade point averages at graduation revealed statistically significant results (p < .001) for all relationships. Utilizing a cross-sectional, non-experimental study combined with student records from a 4-year public university in Texas, the researcher examined the change in variance for credit attainment pathways and GPAs at specific points in students’ educational experience. Different credit attainment options served as the independent variables. Exploring differences in GPAs at 30 credit hours earned, 60 credit hours earned, 90 credit hours earned, and graduation represented the dependent variables.
Findings
In summary, statistically significant differences for each of the research question indicated variance was present for the three pathways comparatively at the four different GPA values. Students with dual credit experience graduated with a 3.31 GPA average. Community college transfer students graduated with the second highest average GPA of 3.20, followed by first-time undergraduate students graduating with a 3.12 average GPA. Students in each of the three pathways experienced GPA increases from 30 credit hours earned to graduation. Results, discussion, implications and recommendations for future research were 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
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