1,721,019 research outputs found
Equity in doctoral education:policy or action?
No full textThis chapter presents four distinctive perspectives to scrutinise the realisation (or lack thereof) of equity in doctoral education. At a personal level, the reflections presented here explore individual experiences of (in)equity, emphasising how personal biases and subjective experience influence one’s engagement with equity issues. At the institutional level, the chapter investigates how organisational structures and policies either facilitate or hinder equity. The authors also seek to examine the role of political leverage in shaping equity agendas, scrutinising how political dynamics and power structures affect the prioritisation and implementation of equity in doctoral education. While acknowledging instances of excellent equitable practices across many higher education institutions, the purpose of this chapter is to spotlight areas where these practices are absent but have potential for implementation.</p
Content Area 1:Teaching, Learning and Assessing
No full textThe specific chapter objectives are to provide you with:an understanding of theoretical perspectives on teaching and learning; support for exploring strategies to support teaching and learning;an understanding of the personalised learning agenda and its practice; an understanding of the principles and practice of assessment for learning; an understanding of the relationship between assessment and the planning of effective teaching; an understanding of a range of forms and mechanisms of assessment.Throughout the chapter, you will be challenged to explore and unpick your own assumptions about teaching, learning and assessment.Links to the professional core standardsThis chapter, as you might expect, addresses many of the professional standards. The key ones addressed are listed below.Professional knowledge and understandin
Content Area 1:Teaching, Learning and Assessing
No full textThe specific chapter objectives are to provide you with:an understanding of theoretical perspectives on teaching and learning; support for exploring strategies to support teaching and learning;an understanding of the personalised learning agenda and its practice; an understanding of the principles and practice of assessment for learning; an understanding of the relationship between assessment and the planning of effective teaching; an understanding of a range of forms and mechanisms of assessment.Throughout the chapter, you will be challenged to explore and unpick your own assumptions about teaching, learning and assessment.Links to the professional core standardsThis chapter, as you might expect, addresses many of the professional standards. The key ones addressed are listed below.Professional knowledge and understandin
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
Debates in Doctoral Education:Opportunities and Challenges
No full textDebates in Doctoral Education offers a comprehensive examination of contemporary doctoral programmes, exploring the challenges and opportunities that shape them.Split into three key sections, the book addresses fundamental debates, covering topics such as the massification of doctoral programmes, inclusivity, ethical considerations, postgraduate researcher development and the complexities of doctoral supervision. These comprehensive discussions lay the groundwork for thinking about the character of doctoral education and its broader implications. The book then shifts its focus to the challenges of supervising doctoral candidates. It examines the delicate balance that both supervisors and students must maintain throughout the doctoral journey, including considerations of preparedness, motivation, peer interactions and the academic environment. It also explores the specific challenges of professional practice doctorates and the examination of PhD theses.Designed to inspire academics to navigate the ever-evolving world of doctoral education and explore the broader implications of doctoral study, this book will provide a valuable resource for anyone involved in or interested in doctoral education, highlighting the intricacies and dynamics of this critical aspect of higher education
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
Supervisor professionalisation, recognition and reward
No full textOver the past three decades or so, doctoral supervision has been transformed from an experientially based role to a professional one which demands a multiplicity of specialised knowledge and skills. This chapter seeks to trace this development and to consider how institutions have responded in terms of recognition and reward. It (1) sets out a framework for analysis, (2) outlines the historical model of ‘restricted’ professionality, (3) identifies the key drivers for change and their implications for supervision, (4) summarises the contemporary model of ‘extended’ professionality and (5) reviews institutional responses. It concludes that more needs to be done to adequately recognise and reward the enhanced professionalism of supervisors
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