1,720,954 research outputs found
Embedding support for students transitioning into higher education: evaluation of a new model.
Get PDFThis is the author pre-print version of this paper. Reproduced in accordance with the copyright policy of the publisher. The definitive version is available at www.tandfonline.com. Item availability may be restricted - (login required for Holmesglen staff and students)The Learning Academic Skills Support program was designed to improve progression and retention rates for students articulating from vocational education into the Bachelor of Hospitality Management at Holmesglen Institute. The program is scheduled around the student experience during their first semester in higher education and incorporates academic, information literacy and student welfare support. An analysis of the effectiveness of the program in terms of the student perspective as well as progression and retention rates forms the basis of the research project that underpins this paper. Findings indicate that the program has been successful during its initial implementation. Students demonstrated improved results, retention rates increased and students cited improvement in their own capabilities around academic writing, research and referencing.Bachelor of Hospitality ManagementHolmesglen Institut
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
Students as co-creators of course content: Understanding an embedded student partnership initiative in an Australian non-university institution of higher education
No full text© 2024 Sharon HebdonInterest in the philosophical and pedagogical approach to working with Students as Partners (SaP) has grown significantly in countries such as Australia, the United Kingdom and the United States over the past decade, particularly within the traditional university setting. Its proponents have labelled it as an extension of more established notions of student engagement which seek to enhance the student experience across all elements of learning. SaP's focus is on the relational aspects of the learning experience, considering not only what institutions do for students, but what is done with students. As such, it is also seen as having the potential to reimagine the power dynamics inherent within the traditional student-teacher relationship while offering a counterargument to the consumerist views of education that position students as customers. Current literature suggests that SaP initiatives tend to result in increased student engagement and responsibility for learning. Yet the same literature is dominated by small-scale initiatives that sit outside of the curriculum and are therefore not available to all students. So too, the existing research is limited to instances of SaP within traditional universities.
In Australia, there are a range of higher education (HE) institutions, classified as universities, university colleges which tend to focus on a specific discipline, and institutions of higher education (IHE). IHEs account for the largest number of HE providers. They have distinguished themselves from universities with a clear focus on teaching rather than research. With that in mind, and considering the potential of SaP to enhance the learning experience for students, it would be helpful to understand how SaP practices work beyond the traditional university context, particularly in IHEs. Doing so may allow for opportunities afforded by SaP to become available for different types of HE students and within different institutional settings. Therefore, this thesis aims to understand students' and teachers' perceptions of a model of co-creation in practice, embedded in an undergraduate degree within an IHE.
This study has been guided by the key research question, what do students and teachers perceive to be the benefits and challenges of an embedded partnership model within a non-university institution of higher education? The research is based on a single case study of a model of co-creation of course content, written into the subject design of a core subject within a not-for-profit IHE. The theoretical and methodological perspective is pragmatic, underscored by Dewey's educational pragmatism. A qualitative approach is taken, utilising activity-based focus groups, with three groups of three students in each, and one group of three teachers. Data is sourced from the written responses to set prompts within the activities as well as discussion amongst participants while completing the activities, allowing for multiple student and teacher perspectives while also closely reflecting co-creation in practice.
This study contributes both theoretical and practical findings. From a theoretical perspective, the thesis highlights parallels between Dewey's educational pragmatism and many of the tenets of SaP, suggesting that engaging students as co-creators allows for elements of educational pragmatism to remain relevant in contemporary HE. So too, it focuses attention on the ways in which co-creation might contribute to student-student partnerships and the subsequent opportunities to formalise mutual peer learning while supporting existing notions that SaP encourages active learners rather than passive consumers of education.
From a practical perspective, findings from this study suggest that having students work together to create course content in real time may result in a beneficial increase in metacognition, whereby students recognise the ways in which they are learning given they are required to conceptualise and respond to others in situ. So too, including assessment in the process of co-creating, and ensuring all co-created content is assessed, may contribute to students' perceptions that their contribution is valued resulting in an overall positive affective response to the experience. However, the findings also indicate challenges such as, inconsistent, and sometimes, inaccurate course content that may impact on course accreditation as a result of real time co-creation being embedded in a core subject. Teachers also recorded increased workload and intensity of work that may be unsustainable without adequate institutional support.
While this thesis contends that the benefits of embedding co-creation within the undergraduate course structure appear to outweigh the challenges, particularly in an IHE, careful consideration should be given to key elements that may detract from such benefits. For instance, embedding co-creation through a programmatic approach may be less challenging than introducing SaP into a single, core subject. Careful thought should also be given to how such a model is resourced, with particular attention paid to the additional work required of teachers. It is also argued that while IHEs may be better placed than traditional universities to facilitate co-creation, given their focus on teaching over research, the commercial imperatives of such institutions may also result in them being unwilling to initiate such practices or be unable to sustain them. Overall, this study adds to the growing body of research regarding ways in which HE institutions might work with SaP beyond the traditional university setting, specifically within IHEs, which are currently underrepresented in SaP literature, yet account for the majority of HE providers in Australia
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
- …
