1,721,020 research outputs found
Measuring the impact of the ‘Get Involved Button’: an evaluation of creating an online signposting service for student engagement opportunities at a medium UK University
No full textAccessibility and equal participation remain important considerations for the operationalisation of student engagement practices to ensure all students can participate and benefit from engagement in extra-curricular activities in Higher Education (HE). This case study details one institution’s approach of ensuring all opportunities remain accessible to a broad and diverse student body via a centralised online directory (the ‘Get Involved Button’ (GIB)) in order to break down barriers to participation and stimulate involvement. The paper summarises the project and gives recommendations for other Higher Education providers embarking on similar projects. Importantly, the paper highlights the effectiveness of the GIB in catalysing student involvement and provides recommendations for institutions looking to implement a similar resource
Theory and principles underpinning 'students engaged in educational developments': SEEDs for the future
No full textThis chapter will outline seven key principles of good practice in student engagement. The theories that underpin student engagement have been popularised in the last 30 years, largely from educational psychology. The chapter will encompass aspects of philosophy, psychology, and sociology relating to changes in education which have influenced student engagement, the practice of educational development, and the growth of higher education communities. In addition, political and societal contexts will be examined in the belief that the contexts have fuelled alignment with such theories. The alignment between Student Engagement and Self Determination Theory (Ryan and Deci, 2000 ) will be analysed, alongside the work by Dweck ( 2012 ) and Lawson and Lawson ( 2013 ), which demonstrates the impacts of associated mind-sets and behaviours. The chapter will acknowledge, also, that even the most empowering of student engagement schemes will still struggle with the inherent power relations within their structures. The need for student empowerment within student-engaged educational development (SEED) activities is illustrated and discussed. The chapter will consider the benefits of creating openness and transparency through such schemes, for the staff who support them and for the wider university or college community
A handbook for student engagement in higher education: theory into practice
No full textDrawing on scholarship as well as established practice, A Handbook for Student Engagement in Higher Education is a sector-leading volume that unpacks the concept of student engagement. It provides ideas and examples alongside compelling theory- and research-based evidence to offer a thorough and innovative exploration of how students and staff can work together to genuinely transform the higher education learning experience.Providing readers with evidence from successfully embedded schemes, the book uses case studies and practical, workable examples from a variety of international institutions. With the insight of world-leading contributors, it showcases what good practice looks like in higher education institutions across the globe. Simultaneously collating a wealth of contemporary research, this book creates vivid connections between theories and student engagement in higher education, with chapter topics including:Creating relationships between students, staff and universitiesOffering non-traditional students extracurricular opportunitiesTaking a students-as-partners approachCritically reflecting on identities, particularities and relationshipsThe future of student engagement.In a fast-developing and significantly shifting area, this book is essential reading for higher education managers and those working directly in the field of student engagement
A ‘satisfied settling’?:Investigating a sense of belonging for Muslim students in a UK small-medium Higher Education Institution.
Full text linkIn West European and North American Higher Education (HE), students of Islamic faith often feel overlooked, disregarded and marginalised by traditional post-secondary education colleges and Universities (Stevenson, 2014). This paper presents the findings of a research study conducted at a small-medium sized University in the UK to explore Muslim students' sense of belonging at the Institution, aiming to assess whether the University of Winchester followed a western trend of housing barriers to a full HE experience for minority student groups (Harper & Quaye, 2015). As the student population in the UK is growing to 50% of 18-24-year-old adults, so too is the number of students from diverse and underrepresented groups such as: students of faith, Black, Asian and Minority Ethnic (BAME) students, disabled students and students with caring responsibilities (Lea, 2015). Therefore, understanding Winchester's Muslim student populations' sense of belonging and engagement at the Institution was to be deemed necessary. This study spanned over Winter 2017 / Spring 2018 using semi-structured interviews with 20% of the Muslim student population at the University, with findings suggesting that although the HEI has a very small Muslim population, students generally felt valued and a sense of belonging to the Institution. However, this was seen to be one-sided (fuelled mostly by positive academic experiences) and was implicated by being of minority status, to which the article labels as a ‘satisfied settling’. The article will also discuss how simple implementations by HEIs can further engage and enhance the university experience for these students
Evaluating partnership and impact in the first year of the Winchester Student Fellows Scheme
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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
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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