1,721,005 research outputs found
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
Phenomenographically exploring students’ utilisation of feedback
No full textThis paper proposes a conceptual cyclical assessment and feedback model which attempts to further understand the problematic nature of feedback within higher education. Whilst at University students experience many instances of feedback on their work. Quite often such feedback is facilitated by academic lecturers via a monologic transmission process, in the hope that the student will utilise this and improve in their next assessment. Frequently lecturers report that feedback does not always have the desired effect of improving a student’s subsequent performance (Hounsell, 1987). It also appears that the student’s emotional response, motivation, self-confidence and subsequent effort deployment in future assessments following feedback is unpredictable and warrants further consideration. In response to such problems, the present research explored student’s experiences of assessment and feedback from a phenomenographic perspective. Twenty undergraduate social sciences students, studying at an English University were asked to pictorially represent their experiences of assessment and feedback and participate in a 1-2-1 interview. The interview data were subjected to thematic data analysis (Braun & Clarke, 2006) and revealed 8 main themes (Lecturers, Emotions, Feedback Cognitions, Efficacy Cognitions, Draft Work, Motivation, Effort and Grades). The findings from this analysis indicate a multifaceted interpretation of the student experience and as such a six stage conceptual cyclical assessment and feedback model is proposed. The conceptual model indicates that a student’s achievement outcome, relative to their pre-determined expectation level, regulates their emotional reaction and subsequent feedback related cognitions. The phenomenographic outcome space (Åkerlind, 2002) revealed five categories of description (broken relationship, needy, low achiever, emotionally charged and high achiever). The structure of the variation indicates a hierarchically inclusive pattern, representing how varying forms of behaviour and emotional reactions interact to affect the students processing and subsequent utilisation of the feedback received. The results of the study also suggest that grade outcome was a powerful construct which seemed to foster both adaptive and maladaptive emotions and behaviours. In conclusion the study suggests that understanding students’ individual needs through fostering lecturer and student relationships, alongside dialogic feedback, helps to improve students’ propensity to utilise the feedback received
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
Students’ utilisation of feedback: A cyclical mode
Full text linkThis paper proposes a conceptual cyclical assessment and feedback model which attempts to further understand the problematic nature of feedback within higher education. Whilst at University students experience many instances of feedback on their work. Quite often such feedback is facilitated by academic lecturers via a monologic transmission process, in the hope that the student will utilise this and improve in their next assessment. Frequently lecturers report that feedback does not always have the desired effect of improving a student’s subsequent performance (Hounsell, 1987). It also appears that the student’s emotional response, motivation, self-confidence and subsequent effort deployment in future assessments following feedback is unpredictable and warrants further consideration. In response to such problems, the present research explored student’s experiences of assessment and feedback from a phenomenographic perspective. Twenty undergraduate social sciences students, studying at an English University were asked to pictorially represent their experiences of assessment and feedback and participate in a 1-2-1 interview. The interview data were subjected to thematic data analysis (Braun & Clarke, 2006) and revealed 8 main themes (Lecturers, Emotions, Feedback Cognitions, Efficacy Cognitions, Draft Work, Motivation, Effort and Grades). The findings from this analysis indicate a multifaceted interpretation of the student experience and as such a six stage conceptual cyclical assessment and feedback model is proposed. The conceptual model indicates that a student’s achievement outcome, relative to their pre-determined expectation level, regulates their emotional reaction and subsequent feedback related cognitions. The phenomenographic outcome space (Åkerlind, 2002) revealed five categories of description (broken relationship, needy, low achiever, emotionally charged and high achiever). The structure of the variation indicates a hierarchically inclusive pattern, representing how varying forms of behaviour and emotional reactions interact to affect the students processing and subsequent utilisation of the feedback received. The results of the study also suggest that grade outcome was a powerful construct which seemed to foster both adaptive and maladaptive emotions and behaviours. In conclusion the study suggests that understanding students’ individual needs through fostering lecturer and student relationships, alongside dialogic feedback, helps to improve students’ propensity to utilise the feedback received
Anonymous Marking Pilot Project at the University of Kent
No full textThe main arguments in favour of anonymous marking relate to the notion of minimising marker, gender and ethnicity bias (Belsey, 1988; Bradley, 1984) subsequently resulting in a fairer marking process. In more recent times research findings have been inconclusive (see Richardson, 2007 and Singh, 2011 for reviews). However, whilst not a full proof method it has been generally concluded that anonymous marking can promote students’ confidence in the fairness of the assessment process. Indeed, the NUS, who have campaigned for the widespread introduction themselves have suggested that it “reduces both the fear and likelihood of discrimination” (NUS, 2013, p3). Further they argue that It also protects staff from potential accusations of prejudice, since it removes the opportunity to prejudge student work (that comes from a knowledge of a student’s past performance), which may cloud judgement (Fleming, 1999). Critics of anonymous marking have argued that it appears to erode trust in the assessment process and, in particular, depersonalises teaching and undermines the development aspect of feedback (see, Baty, 2007; Southee, 2009; Price et al, 2010; Beals, 2012; MacDonald Ross, 2012).
In light of the current anonymous marking debate, the Assessment and Feedback Steering Group at the University of Kent requested that institutional data from students and experiences of staff engaged in anonymous marking should be explored in order to inform policy based decision for the University of Kent. Results from this study will be presented and future directions will be discussed
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