1,720,964 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
(Re) connecting with our students: embracing diversity to enable student success in STEM
No full textThe global pandemic has disrupted higher education; with significant impact on student wellbeing and the potential to exacerbate inequities (Dodd et al, 2021). Further, the Australian government’s ‘Job-Ready Package’ to be introduced next year asks universities to prioritise the graduation of students with skills in selected degrees such as STEM and improve the opportunities and academic success for remote and regional students.
As STEM educators the pandemic disruptions coupled with a heightened expectation for the success of under-represented students can be an opportunity to reform our STEM curricula, not just for new delivery modes, but for diverse student cohorts.
Catering for diversity is not a new concept in tertiary education. It has been core to transition pedagogy, which ask that “academics…leverage the curriculum and its delivery…to make equitably explicit the implicit rules and expectations of disciplinary engagement and success.” (Kift, 2015). The educational research is arguably done, but as academics, do we have the capacity to implement equitable and inclusive STEM education?
This workshop will make the implicit explicit as together we discuss, deconstruct, and reconstruct ‘standard’ tertiary STEM classes to give participants practical experience in applying the principles of inclusive teaching through curriculum design
Embracing diversity in the changing climate of STEM higher education – transforming teacher beliefs
Full text linkEfforts to promote diversity and inclusivity in STEM higher education have been ongoing for over a decade; however, the participation and success of traditionally underrepresented cohorts in these fields still fall short of national aspirations. Even for women in STEM, desired outcomes remain elusive (Australia Department of Industry, Science, Energy and Resources, 2021).
This presentation shares the findings of our research, which employed a questionnaire survey and interviews to explore the perspectives of STEM educators in Australian universities. The survey gathered information on educator perceptions of barriers to student success, while the interviews delved deeper into the beliefs and practices that shape their instructional behaviours. Our study sought to identify potential gaps and biases in educators' perspectives that may hinder the full embrace of diverse student populations.
Whilst participants generally demonstrated great empathy for their non-traditional student cohorts, not surprisingly, the research findings revealed that educators often perceived student attributes such as inadequate high school preparation, prioritization of work over study, mental health concerns, lack of motivation, and intelligence as barriers to student success in STEM higher education. These findings are similar to findings reported by Naylor, Baik, and James (2013). Importantly, this suggests that some educators may harbor concerns about including a broader diversity of students, viewing it as a potential compromise on educational standards.
We argue that educators' beliefs significantly influence their instructional behaviors, thus impacting student learning outcomes (Turner et al., 2009). It is crucial to recognise that these beliefs are often deeply ingrained and implicitly shaped through years of personal experiences with education (Pajares, 1992). In this presentation, we will discuss a model to engage educators to recognise and challenge their existing biases or preconceptions they may hold and, in this way, transform their teaching practices to better embrace the diversity of their students.
REFERENCES
Australia Department of Industry, Science, Energy and Resources (2021) STEM equity monitor: data highlights 2021, Department of Industry, Science, Energy and Resources, Department of Industry, Science, Energy and Resources, retrieved 17 March 2022, https://www.industry.gov.au/data-and-publications/stem-equity-monitor.
Naylor, R., Baik, C., & James, R. (2013) A critical interventions framework for advancing equity in Australian higher education. Report prepared for the Department of Innovation, Climate Change, Science, Research and Tertiary Education. Centre for the Study of Higher Education, The University of Melbourne.
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Turner, J. C., Christensen, A., & Meyer, D. K. (2009) Teachers' beliefs about student learning and motivation. In Saha, L.J., Dworkin, A. G. (Eds) International handbook of research on teachers and teaching (pp.361-371), Springer, Boston
Academic Voices On Realising Diversity, Equity, And Inclusion For Systemic Change In Australian STEM Higher Education
No full text“Humans not ScienceBots” – the need for acknowledging other ways of knowing in STEM higher education
Full text linkSTEM graduates operate in workplaces and societies reshaped by advancements in AI, interdisciplinary demands, globalisation, sustainability, diversity and inclusion, virtual collaboration, and a constantly evolving ethical and social context. It is evident that in this climate, STEM graduates require not just core technical knowledge and ability, but also wider competencies in cultural and social skills, an appreciation of different knowledge systems, global awareness and an open but critical mindset.
This presentation will “trouble” STEM educators with a call to move beyond the boundaries of disciplinary content in preparing future graduates for the evolving world of the 21st century. The notion of troubling originates from Kumashiro (2002) and refers to “looking beyond the theories and methods that we already know” (p. 9). Most of us who are trained in STEM disciplines are generally socialised into a postpositivist paradigm (Harding, 2006; Boiselle, 2016). Postpositivism assumes that objectivity is possible if one is guided by the scientific method. STEM subjects are dominated by the belief that the Eurocentric scientific method is above all other ways of knowing because it is considered to be objective and neutral (Bhambra et.al., 2018).
We argue that for our STEM graduates to function in workplaces and social contexts of ever-increasing complexity, they need a level of understanding of other knowledge systems alongside the dominant Eurocentric scientific method. While students need to understand and apply the scientific method in their work, they equally need to embrace other ways of knowing to successfully navigate the context of that work, ethically and with cultural and social competency.
Introducing this knowledge and the corresponding critical thinking skills requires us as STEM educators to be open to explore other epistemologies with our students. At present, many of these skills and ideas may be taught in our courses, but students and staff often perceive them as external to the business of doing science. We advocate for reform, with these approaches becoming an integral component of all STEM courses and, as such, articulated as a Threshold Learning Outcome for Australian STEM higher education.
REFERENCES
Bhambra, G. K., Gebrial, D., & Nisancioglu, K. (2018). Decolonising the university. Pluto Press.
Boisselle, L. N. (2016). Decolonizing Science and Science Education in a postcolonial space (Trinidad, a developing Caribbean nation, illustrates). SAGE Open, 6(1), 215824401663525. https://doi.org/10.1177/2158244016635257
Harding, S. (2006). Science and social inequality: Feminist and postcolonial issues. University of Illinois Press.
Kumashiro, K. K. (2002). Troubling education: Queer activism and antioppressive education. RoutledgeFalmer
Academic voices on realising Diversity, Equity, and Inclusion for systemic change in Australian STEM higher education
Full text linkEnabling the participation and success of marginalised cohorts for equity in STEM education requires systemic and transformative change (Harkavy et.al., 2015). Efforts to widen participation, especially with respect to gender in Australian STEM higher education and employment have been underway for more than a decade. Yet, even for women in STEM, desired outcomes are far from being achieved (Australia Department of Industry, Science, Energy and Resources, 2021). What then of other historically underrepresented equity groups such as people with disabilities, people of Indigenous descent, or those that intersect or sit outside our monitored equity categories? Whilst Universal Design for Learning (UDL) is often proposed as a panacea for better participation outcomes in higher education institutions, there needs to be an understanding of systemic and contextual factors that will enable STEM faculty to implement UDL or other inclusive frameworks in their practice. Factors such as institutional culture and academics’ capacity to recognise personal implicit biases and assumptions greatly impact the success of inclusive learning and teaching approaches (Fuentes et al., 2020; Kumashiro, 2002). Further, as STEM academics are themselves under institutional constraints and power structures beyond their control, it is necessary to take a critical perspective of the context to understand how systemic factors perpetuate the underrepresentation of equity groups in STEM. This presentation will offer insights from a national level study into the opportunities and challenges that are present in the Australian STEM higher education context to facilitate transformational change for better participation.
REFERENCES
Australia Department of Industry, Science, Energy and Resources (2021). STEM equity monitor: data highlights 2021, Department of Industry, Science, Energy and Resources, Department of Industry, Science, Energy and Resources, retrieved 17 March 2022, https://www.industry.gov.au/data-and-publications/stem-equity-monitor
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), 69-79.
Harkavy, I., Cantor, N., & Burnett, M. (2015). Realizing STEM equity and diversity through higher education-community engagement. Netter Center for Community Partnerships Supported White Paper, 1-52.
Kumashiro, K. (2002). Troubling education:" Queer" activism and anti-Oppressive pedagogy. Routledge
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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