Relevant bibliographies by topics / Academic disciplines

Academic literature on the topic 'Academic disciplines'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Academic disciplines"

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Zashikhina, I. M. "Academic Writing: A Discipline or Disciplines?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 2 (February 22, 2021): 134–43. http://dx.doi.org/10.31992/0869-3617-2021-30-2-134-143.

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In the last five years, the discipline “Academic Writing” in one form or another has become part of the programs of many Russian universities. The goal of the discipline is the achievement of academic literacy. Within the framework of state policy in education and the need to increase publication activity, the discipline should teach students, graduate students and researchers to write a scientific article in accordance with the requirements of highly rated journals. In Russian education, the model of teaching academic writing was adopted from Western educational discourse. Since the 2010s, university teachers introduce courses, focusing on the experience of Western colleagues and sharing the results achieved. Researchers of academic writing point out a number of problems in teaching students. It is noted that students experience difficulties in mastering the competencies of the course, and teachers are not satisfied with the results. A number of articles appear in the media discourse, the authors of which express doubts about the appropriateness of practice of academic writing borrowed from the Western educational space. Indeed, in Western educational institutions, the development of academic writing skills begins at school, and then an extensive standard program is implemented at universities, covering various subject and cross-subject areas, within which the discipline is taught. In Russia, university students are confronted with a new field of knowledge and find themselves in a whirlpool of new rules, abilities, skills, competencies that they have to master in a short period of study a far as at the undergraduate level. The Western academic writing program is hardly applicable to the realities of Russian education. This article attempts to find the reason for the difficulties in teaching the discipline of academic writing to Russian students. The results of the study on three different groups of students studying the discipline of academic writing are presented. As a way out of a problem situation, the author proposes to divide the discipline into three levels, each of which covers a number of educational competencies necessary to create a specific product within the framework of the academic text genre.
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Pogrebnikov, Alexander K., Vyacheslav N. Shestakov, and Yuri Yu Yakunin. "Methodology for identifying academic disciplines in the risk group in terms of academic performance." Perspectives of Science and Education 47, no. 5 (November 1, 2020): 465–78. http://dx.doi.org/10.32744/pse.2020.5.33.

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The relevance of the study is due to the lack in the literature of practical models and algorithms for improving the quality of education by identifying disciplines that are risky for academic performance. Such disciplines become a “stumbling block” on the way of successful mastering by students of the educational program. The consequence is a make-up examination, losing scholarships, academic arrears, expulsion. Risky disciplines require the adoption of corrective management actions to reduce the risks of unsatisfactory teaching and/or learning. The purpose of the study is to identify indicators for assessing the risk of academic achievement and developing an evidence-based methodology for identifying disciplines at risk. For the statistical analysis, the academic performance results of 462 second-year students in various fields of study in 92 disciplines were used. Two approaches have been developed to identify disciplines included in the risk group in terms of academic performance: 1) calculation of the total risk score for each discipline; 2) clustering of disciplines. Both approaches are based on: performance indicators; non-risky area for determining the values of these indicators; identification of disciplines that go beyond the non-risky area. Each of the approaches made it possible to single out the disciplines that were risky for academic performance (22 – by the first method, 27 – by the second one). A high correlation of the disciplines identified by the two methods was revealed. For disciplines with the “exam” form of control – r=0.99, with the “credit” form of control – r=0.77. The proposed methodology variants can be applied in universities that operate educational process management systems to support the functions of students’ contingent movement and accounting for academic performance.
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Lancaster, Thomas. "Academic Discipline Integration by Contract Cheating Services and Essay Mills." Journal of Academic Ethics 18, no. 2 (January 7, 2020): 115–27. http://dx.doi.org/10.1007/s10805-019-09357-x.

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AbstractContract cheating services are marketing to students at discipline level, using increasingly sophisticated techniques. The discipline level reach of these services has not been widely considered in the academic integrity literature. Much of the academic understanding of contract cheating is not discipline specific, but the necessary solutions to this problem may need to vary by discipline. This paper reviews current knowledge about contract cheating services at the discipline level, including summarising four studies that rank the relative volume of contract cheating within different academic disciplines. The reviewed studies show high volumes of contract cheating transactions in the disciplines of Business and Computing. Examples of discipline level contract cheating research and service advertising are provided. The main contribution of the paper is an analysis of the discipline level reach by contract cheating services as seen through an analysis of Google search results from the United Kingdom. This analysis of 19 discipline groups uses measures of organic search engine results, paid results and competition. Three discipline groups are shown as currently being heavily exploited by essay mills; these are: (1) Architecture, Building and Planning, (2) Computer Science and (3) Law. In addition, the discipline group of Creative Arts and Design is shown to be at risk of future exploitation. The paper recommends that academics are made aware about continual change in the contract cheating industry including the involved marketing taking place at discipline level. The paper concludes with a call to action for academia to develop discipline specific solutions to contract cheating.
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Khan, Shahzeb, and Amra Raza. "‘To terrify and Harmonize’: on The Need of Historicizing The Emergence of The ‘Fatal Discipline’ in Pakistan." Academic Journal of Social Sciences (AJSS ) 4, no. 2 (June 25, 2020): 292–308. http://dx.doi.org/10.54692/ajss.2020.04021048.

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The genesis of English as a university discipline has been widely discussed in various international contexts. However, in Pakistan, no comprehensive, critical study has come to the fore until now. The socio-political significance of university disciplines cannot be studied without relevant historicizations. Similarly, this lack of historical narratives of academic disciplines causes a lack of critical engagement with the process of disciplinary formation and evolution and thus, so far, the academic disciplines in Pakistan seem devoid of self-critique—a process which is of vital importance to the well-being of postcolonial societies. The present paper highlights English nationalistic fervour as a factor which played its part in the establishment of the discipline in England and identifies some of the ‘deeper contexts’ (Viswanathan, Uncommon Genealogies, 2000) of the discipline’s institutionalization through available histories of the discipline. The paper argues that the discipline of English literature in Pakistan, which is popularly conceived to be aesthetically autonomous, innocuous, and apolitical, has various historico-political dimensions that must be taken into account if the discipline has to play a humanely progressive and critically conducive role in the local context.
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Leonard, Carrie, and Victoria Violo. "Gender Equality in Gambling Student Funding: A Brief Report." Critical Gambling Studies 2, no. 1 (May 19, 2021): 68–75. http://dx.doi.org/10.29173/cgs59.

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Acknowledgement of gender disparity in academia has been made in recent years, as have efforts to reduce this inequality. These efforts will be undermined if insufficient numbers of women qualify and are competitive for academic careers. The gender ratio at each graduate degree level has been examined in some studies, with findings suggesting that women’s representation has increased, and in some recent cases, achieved equality. These findings are promising as they could indicate that more women will soon qualify for early-career academic positions. Most of these studies, however, examine a specific—or narrow subset—of academic disciplines. Therefore, it remains unclear if these findings generalize across disciplines. Gambling researchers, and the graduate students they supervise, are a uniquely heterogeneous group representing multiple academic disciplines including health sciences, math, law, psychology, and sociology, among many more. Thus, gambling student researchers are a group who can be examined for gender equality at postgraduate levels, while reducing the impact of discipline specificity evident in previous investigations. The current study examined graduate-level scholarships from one Canadian funding agency (Alberta Gambling Research Institute), awarded from 2009 through 2019, for gender parity independent of academic discipline.
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Byrne, Ella. "The Value of Citations in Academic Disciplines." Writing across the University of Alberta 2, no. 1 (December 30, 2021): 29–32. http://dx.doi.org/10.29173/writingacrossuofa22.

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Abstract: The following reflective essay focuses on the use of citations within academic disciplines. It focuses on my experiences and how these experiences relate to published literature. Moreover, as an individual in the discipline of neuroscience, this essay will focus largely on how citations apply to the discipline of neuroscience. Specifically, how the act of citing develops an individual’s rhetorical appeal and connectivity to the individual’s discipline.
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Fahrudin, Adi. "Pekerjaan Sosial Sebagai Disiplin Ilmu dan Profesi." Asian Social Work Journal 3, no. 3 (August 10, 2018): 38–46. http://dx.doi.org/10.47405/aswj.v3i3.50.

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Social work is an academic discipline and practice -based profession. As an academic discipline, social work is supported by theories derived from social work itself, social sciences and other relevant sciences. This confirm that social work is an applied social science that is at once a profession. To be considered a profession that social work should be practiced. Therefore, social work not only studied as an academic discipline but must be practiced. Practice without based on academic disciplines not directed and could be fraudulent, academic disciplines without practice is nothing more than discourse.
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EL-SakraN et. al., Tharwat. "Representing Academic Disciplines on Academic Book Cover." International Journal of Pedagogical Innovations 6, no. 2 (July 1, 2018): 151–63. http://dx.doi.org/10.12785/ijpi/060203.

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Shan, Wei, Chen Liu, and Jing Yu. "FEATURES OF THE DISCIPLINE KNOWLEDGE NETWORK: EVIDENCE FROM CHINA." Technological and Economic Development of Economy 20, no. 1 (January 28, 2014): 45–64. http://dx.doi.org/10.3846/20294913.2014.825460.

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Interdisciplinary knowledge exchange constitutes a network with discipline nodes and knowledge flow edges. Using data on Chinese academic literature, the current paper establishes a discipline knowledge network and analyses its structural features. Citation analysis is first used to measure the flow of knowledge between disciplines to build a discipline knowledge network. Subsequently, the features of the network, such as degree distribution, degree correlation, knowledge flow mode and other structure properties, are then analysed based on complex networks and social network theory. The tail of the degree distribution of this discipline knowledge network is in concordance with exponential distribution. The network has also a distinct hierarchical structure. Moreover, the knowledge flow between disciplines is directional. It flows from certain basic and academic disciplines to the applied disciplines.
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Fujimoto, Yuka, Pauline Hagel, Paul Turner, Uraiporn Kattiyapornpong, and Ambika Zutshi. "Helping university students to ‘read’ scholarly journal articles: the benefits of a structured and collaborative approach." Journal of University Teaching and Learning Practice 8, no. 3 (July 1, 2011): 79–91. http://dx.doi.org/10.53761/1.8.3.6.

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Academics often treat students’ discipline-specific literacy as unproblematic. In doing so they may underestimate the difficulties for university students as they move between subjects of study that may involve different disciplines, language genres and academic practices. This paper describes an initiative aimed at supporting students in reading academic articles in preparation for completing an essay for an assessment task. This initiative involved a structured and collaborative two-week tutorial exercise that provided students with practice in using a framework to extract the main ideas from academic readings. Students were surveyed after this exercise, and their reflections of its value are described in this paper. The findings of this study will inform further stages of the project which aim to develop and investigate practical ways to develop student’s academic literacy across several business disciplines.
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Dissertations / Theses on the topic "Academic disciplines"

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Breen, Rosanna Leone. "Motivation and academic disciplines in student learning." Thesis, Oxford Brookes University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369982.

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Vroonland, Joy Phelps. "The Evaluation of Academic Vitae in Low, Moderate, and High Paradigm Academic Disciplines." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278603/.

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Considering the vita an important vehicle for self-presentation in the process of applying for post-secondary academic positions, this study examined how vita contents are valued by readers of vitae in different academic disciplines.
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NeeQuaye, Barbara Burris. "A Maturity Model for Online Classes across Academic Disciplines." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/259.

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The number of academic institutions offering courses online has increased with courses being offered across almost all academic disciplines. Faculty members are often confronted with the responsibility of converting a face-to-face course to an online course while simultaneously dealing with new technologies and the interrelationship between the technology, content, and pedagogy. Best instructional practices may be applied inconsistently in the online environment due to faculty members' lack of proficiency in implementing such practices. Although Course Management Systems and Web 2.0 technologies make the task seem less daunting, faculty members still need guidance in consistently implementing best practices in online courses. The study examined the problem of academic institutions offering online courses without any validation or tracking processes to ensure course quality. An online instructional maturity model was developed to guide faculty members in implementing learner-centered practices in online courses. Survey methodology was used to collect data on instructional practices being implemented in the North Carolina Community College System. The model was developed from the survey findings using guidelines from the American Psychological Association Learner-Centered Principles, best practices found in the literature, and the People Capability Maturity Model. Feedback from an expert panel was used to refine the model.
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Campbell, Jessica Lynn. "Gender Bias in the Technical Disciplines." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5149.

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This study investigates how women are affected by gender bias in the workplace. Despite the increasing numbers of women in the workforce, women are still under-represented and under-valued in workplaces, which, in part, is due to their gender stereotype. This study demonstrates how gender bias in the workplace has been proven to limit women in their careers and potential in their occupational roles. The media's negative depiction of women in their gender stereotype reinforces and perpetuates this image as a cultural norm in society. Women both conform and are judged and evaluated according to their weak and submissive gender stereotype. Women face challenges and problems in the workplace when they are evaluated and appraised by their female gender stereotype. Women have been prevented from acquiring jobs and positions, have been denied promotions and advancements, failed to be perceived as desiring of and capable of leadership or management positions, as well as typically receive lower paid than their male counterparts. Furthermore, women's unique, indirect, and congenial conversational methods are perceived as unconfident, incompetent, and thus, incapable in the masculine organizational culture of most workplaces. Through the investigation of gender bias in the workplace, professionals and employers will gain an awareness of how gender bias and socially-prescribed gender roles can affect the workplace and interfere with women's success in their career. Technical communicators and other educators will have a better understanding of how to overcome gender stereotyping and be encouraged to teach students on how to be gender-neutral in their communications in the workplace, perhaps striving for a more egalitarian society.
ID: 031001392; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed May 28, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 145-154).
M.A.
Masters
English
Arts and Humanities
English; Technical Communications
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Li, Yanan, and 李亚男. "Multimodal analysis of academic posters by student writers across disciplines." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207138.

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This dissertation examines the multimodal discourse of academic posters from three disciplines, namely, Chemistry, Speech & Hearing Sciences and Linguistics, in an attempt to unravel how writers from different disciplinary communities build their communicative purposes into the verbal and visual modes in their posters. The analytical framework adopted for this study builds upon the one proposed by D’Angelo(2010), which incorporates Hyland’s metadiscourse model (2005) and Kress and van Leeuwen’s visual grammar paradigm (2006) for the verbal and visual analyses respectively, and supplements it with multimodal content analysis adapted from Jones’s (2007) model. Follow-up interviews with members of the discourse communities were also conducted to enhance the validity of the results. The findings reveal that there exist a wide range of differences in the use of metadiscourse markers (e.g. hedges, boosters, evidentials, code glosses) across the three group texts pertaining to disciplinary influences. There is also evidence that academics in different subjects value some of the same qualities in the texts necessitated either by the peculiar context of poster presentations (e.g. frame markers, engagement markers) or a need to maintain scientific formality (e.g. self-mentions). Visually, the concern for the context and ‘scientificness’ continue to exert great influences, rendering a myriad of visual manifestations (e.g. framing, modality) that are commonly shared across the data, whereas the cross-discipline discrepancy mainly narrows down to the image usage(functions and types).
published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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Gentil, Guillaume. "Academic writing instruction in disciplines other than English : a sociocultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43875.pdf.

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Higgins, Sarah. "Digital curation : contributions towards defining the discipline." Thesis, Aberystwyth University, 2018. http://hdl.handle.net/2160/54e5dddc-4904-441e-9664-810474f25d78.

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This work defines and evaluates the original contributions to the discipline of digital curation that the author has made through ten years of her career for the purposes of gaining a PhD by Published Works. It presents ten published papers, three of which are co-authored, and a narrative concerning the contributions made by these. This narrative explains the professional and academic contexts in which the papers were authored and the impact they have made. The work describes the progressive contributions to both the professional and academic development of the discipline through: an historical analysis of its origins, analysis of the conceptual space it inhabits, theoretical modelling of this conceptual space to enable practical implementations, and the development of higher education curricula. The work reflects on the disciplinary significance of these contributions and suggests next-steps for the author’s research.
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Cheng, Chiuyee Dora. "Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893.

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Hinkle, Ann Carole. "The attitudes and behaviours of British lecturers and students regarding academic writing across disciplines." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365220.

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Lindeberg, Ann-Charlotte. "Promotion and politeness conflicting scholarly rhetoric in three disciplines /." Åbo : Åbo akademis förlag, 2004. http://catalog.hathitrust.org/api/volumes/oclc/56061914.html.

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Books on the topic "Academic disciplines"

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R, Peacocke A., and Higher Education Foundation (Great Britain), eds. Reductionism in academic disciplines. Guildford, Surrey: Society for Research into Higher Education & NFER-NELSON, 1985.

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A, Jolliffe David, ed. Writing in academic disciplines. Norwood, N.J: Ablex Pub. Corp., 1988.

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Carpini, Dominic Delli. Issues: Readings in academic disciplines. Boston: Longman, 2010.

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Developing readers in the academic disciplines. Newark, Del: International Reading Association, 2011.

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Dillon, George L. Contending rhetorics: Writing in academic disciplines. Bloomington: Indiana University Press, 1991.

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Breen, Rosanna Leone. Motivation and academic disciplines in student learning. Oxford: Oxford Brookes University, 2002.

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Giltrow, Janet Lesley. Academic reading: Reading and writing in the disciplines. 2nd ed. Peterborough, Ont: Broadview Press, 2002.

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Writing in the academic disciplines: A curricular history. 2nd ed. Carbondale, IL: Southern Illinois University Press, 2002.

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Envisioning knowledge: Building literacy in the academic disciplines. New York: Teachers College, Columbia University, 2011.

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Teaching the tradition: Catholic themes in academic disciplines. New York: Oxford University Press, 2012.

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Book chapters on the topic "Academic disciplines"

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Williams, Joanna. "Disciplines under Attack." In Academic Freedom in an Age of Conformity, 110–27. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137514790_5.

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Schippers, Birgit, and Jonathan Worley. "Political Theory, Academic Writing, and Widening Participation." In Writing in the Disciplines, 155–73. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34451-8_10.

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Purser, Emily. "Developing Academic Literacy in Context: Trends in Australia." In Writing in the Disciplines, 30–47. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34451-8_3.

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Williams, Joanna. "Criticality within the Disciplines." In Academic Freedom in an Age of Conformity, 83–109. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137514790_4.

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Manzon, Maria. "Disciplines and Fields in Academic Discourse." In Comparative Education, 13–36. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1930-9_2.

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Simon. "Academic Integrity in Non-text Based Disciplines." In Handbook of Academic Integrity, 1–16. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-079-7_61-1.

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Simon. "Academic Integrity in Non-Text Based Disciplines." In Handbook of Academic Integrity, 763–82. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-098-8_61.

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Oberg, Caren S., and Lin Nelson-Mayson. "Unifying Material Culture and Traditional Research: How Academic Museums Stimulate Interdisciplinary Experiences for Faculty." In Intersections Across Disciplines, 123–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53875-0_10.

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Musselin, Christine, and Valérie Becquet. "Academic Work and Academic Identities: A Comparison between Four Disciplines." In Cultural Perspectives on Higher Education, 91–107. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6604-7_7.

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Grüning, Barbara, Marco Santoro, and Andrea Gallelli. "Discipline and (Academic) Tribe: Humanities and the Social Sciences in Italy." In Shaping Human Science Disciplines, 147–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92780-0_5.

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Conference papers on the topic "Academic disciplines"

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Shvartsman, Rina, and Stephen Abblitt. "A spectrum of assessments." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0118.

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Different methods of assessment are used to measure learning outcomes in different academic disciplines. Many learning designers, despite being predisposed to certain assessment methods as they draw on their own specific academic background, work with a broad range of academic disciplines. This can result in difficulties advising academics from a discipline with which they are less familiar on best-practice teaching, learning, and assessment. This paper offers a tool for learning designers and subject matter experts to use when working together to design assessments in various academic courses, based on the characteristics of subject matter within the relevant disciplines. Specifically, we map a set of disciplines and a set of assessment methods on two axes: Pure vs. Applied and Hard vs. Soft (PAHS). For the set of disciplines, we can justify our choice of map locations based on attributes required by relevant accreditation organisations. The scattering of the assessment methods on the map is based on a proposed taxonomy of assessment design and common practice as observed by the authors. Learning designers are encouraged to refer to this paper as a guide when designing assessments for courses outside their knowledge domain.
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Ekstrom, Joseph J., and Barry M. Lunt. "Academic IT and adjacent disciplines 2010." In the 2010 ACM conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1867651.1867653.

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Farmer, Lesley. "Data mining technology across academic disciplines." In the 2011 iConference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1940761.1940830.

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Inoue, Satoko, and Masataka Tokumaru. "Serendipity Recommender System for Academic Disciplines." In 2020 Joint 11th International Conference on Soft Computing and Intelligent Systems and 21st International Symposium on Advanced Intelligent Systems (SCIS-ISIS). IEEE, 2020. http://dx.doi.org/10.1109/scisisis50064.2020.9322747.

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AlHarbi, Ghada, and Thomas Hain. "Automatic transcription of academic lectures from diverse disciplines." In 2012 IEEE Spoken Language Technology Workshop (SLT 2012). IEEE, 2012. http://dx.doi.org/10.1109/slt.2012.6424257.

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Indrawan, Gede, Gede Teguh Heriawan, Anak Agung Istri Ita Paramitha, Gede Wiryawan, Gede Bendesa Subawa, Made Trisna Sastradi, and Kadek Ari Sucahyana. "SIsKA: Mobile Based Academic Progress Information System." In 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icirad-17.2017.24.

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Zhou, Min. "Colleges Academic Organization Construction Based on Perspective of Disciplines." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.15.

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Fortuna, Fabio, Gino Bella, Mirko Barbuto, Riccardo Conti, Raffaello Cozzolino, Silvia Di Francesco, Alfredo Donno, et al. "Virtual Academic Teaching for Next Generation Engineers." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20446.

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Recent advances in web technology have transformed the World-Wide-Web from delivering static text to providing an easily accessible multimedia channel for dynamic, interactive communication. By using such technologies, academic teaching may evolve toward the next-generation way to transfer knowledge. At present time, there are two approaches that can be found: the Massive Open Online Courses (MOOC) approach that delivers video interactive classes to the vast audience with an open-access philosophy and Restrict-Access Courses (RAC) that deliver classes and, more important, standard degrees to limited audience [1]. While the two approaches are comparable when dealing with most academic disciplines, teaching engineering has some peculiarities that let the restricted–access course a more viable solution. First of all, engineering schools must prepare the student for the profession. In most countries, after the degree there is a professional practice period, thus a closer relation between teacher and students allows bringing the professional knowledge embedded in the academy. Being also a scientific discipline, engineering takes advantage from a close contact between teaching and research, especially for cutting-edge technologies. Finally, student projects are one of the most important steps of the educational path of the young engineers. Good student projects need one to one supervision, an adequate environment in particular for lab practice, and campuses that only restricted-access academies may provide.
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Twardzisz, Piotr. "Language and international relations: Linguistic support for other academic disciplines." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-11.

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This article outlines the content of an elective university course designed for domestic and international students, combining language and international relations. The course is intended to make students more sensitive to the linguistic intricacies of a specialist variety of English. The focus is on its written modes, particularly writing and reading academic (professional) texts dealing with complex foreign policy issues. As a result, students are expected to enhance their academic writing skills. The linguistic component of the course is backed up with a review of world affairs. Conversely, the field of international relations theory is enriched by a systematic study of language effects observed in the respective discourse. The interdisciplinarity of this enterprise benefits students with different academic and cultural backgrounds.
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Wright, Angela Siobhan. "The Challenge of Research Supervision: The Experience of Lecturers in Various Academic Disciplines." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11234.

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Research supervision is the highest level of teaching for academics. Yet, in many cases, academics are allocated supervision without any formal training. For many supervisors, their supervision approach will be a mirror of what they have experienced themselves at post-graduate levels. Many supervisors consider that this form of teaching is stressful and onerous due to the responsibility placed on it by the Higher Education Institution and the student ultimately. What can be done to support supervisors in their supervisory journey? There is a void in the academic literature on research supervision with scant aids available to the supervisor (Cullen, 2009). Brew and Boud (1995) outline the importance of instructor knowledge; however, supervisors only gain extensive supervisory experience over the years. The aim of this study is to better understand the supervisory process. Data was gathered from 12 lecturers engaged in supervision across various disciplines. Findings indicate that supervisors need to adopt and continually change to differing circumstances and different student personalities while supervising. It is essential that formal supervisory training be provided for all supervisors. The findings from this evaluation are novel and will be beneficial to research supervisors across various disciplines. Keywords: Research Supervision, Multi-Disciplinary, Reflection.
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Reports on the topic "Academic disciplines"

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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional.
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Fotta, Martin, Mariya Ivancheva, and Raluca Pernes. THE ANTHROPOLOGICAL CAREER IN EUROPE: A complete report on the EASA membership survey. NomadIT, November 2020. http://dx.doi.org/10.22582/easaprecanthro.

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This report presents the results of the survey conducted among EASA members in 2018. The survey was a collaboration between EASA and the PrecAnthro Collective, whose members have worked together and mobilised since 2016 to raise awareness about the challenges of developing an academic career in anthropology. The themes explored in the survey reflect existing academic research on changes to the academic profession and the casualisation of labour in Europe and beyond. The survey enquired into the extent to which and how trends already documented in other disciplines, and in academia as a whole, affect anthropologists. These trends include a growing division between research and teaching, the deprofessionalisation of academic labour through multiple contract types, the imperatives of international mobility and cyclical fundraising, and weak labour unions. This report captures overall trends as well as regional differences in the anthropological profession in Europe.
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Berry, Daniel M. Academic Legitimacy of the Software Engineering Discipline. Fort Belvoir, VA: Defense Technical Information Center, November 1992. http://dx.doi.org/10.21236/ada260241.

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Lynch, Clifford, and Diane Goldenberg-Hart. Beyond the Pandemic: The Future of the Research Enterprise in Academic Year 2021-22 and Beyond. Coalition for Networked Information, August 2021. http://dx.doi.org/10.56561/mwrp9673.

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In early June 2021, representatives from a number of CNI member institutions gathered for the third in a series of Executive Roundtable discussions that began in spring 2020, during the early days of the COVID-19 emergency. The conversations were intended to inform our understanding of how the pandemic had impacted the research enterprise and to share information about how institutions were planning to shape investments and strategies surrounding the research enterprise going forward. Previous Roundtables were held in April and September 2020 and reports from those conversations are available from http://www.cni.org/tag/executive-roundtable-report. As with the earlier Roundtables on this topic, June participants primarily included senior library administrators, directors of research computing and information technology, and chief research officers from a variety of higher education institutions across the US and Canada; most participating member institutions were public universities with high research activity, though some mid-sized and private institutions participated as well. The June Roundtable took place in a single convening, supplemented by an additional conversation with a key institution unable to join the group meeting due to last-minute scheduling conflicts. As before, we urged participants to think about research broadly, encompassing the humanities, social sciences, and fieldwork activities, as well as the work that takes place in campus laboratories or facilities shared by broader research communities; indeed, the discussions occasionally considered adjacent areas such as the performing arts. The discussion was wide-ranging, including, but not limited to: the challenges involving undergraduate, graduate and international students; labs and core instrumentation; access to physical collections (libraries, museums, herbaria, etc.) and digital materials; patterns of impact on various disciplines and mitigation strategies; and institutional approaches to improving research resilience. We sensed a growing understanding and sensitivity to the human toll the pandemic has taken on the research community. There were several consistent themes throughout the Roundtable series, but shifts in assumptions, planning, and preparation have been evident as vaccination rates have increased and as organizations have grown somewhat more confident in their ability to sustain largely in-person operations by fall 2021. Still, uncertainties abound and considerable notes of tentativeness remain, and indeed, events subsequent to the Roundtable, such as the large-scale spread of the Delta variant of COVID-19 in the US, have eroded much of the confidence we heard in June 2021, though probably more around instructional strategies than the continuity of the research enterprise. The events of the past 18 months, combined with a growing series of climate change-driven disruptions, have infused a certain level of humility into institutional planning, and they continue to underscore the importance of approaches that emphasize resilience and flexibility.
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Neroda, Tetyana V., Lidia V. Slipchyshyn, and Ivan O. Muzyka. Adaptive toolkit of branch-oriented workshop environment for enlargement the cloud-based e-learning media platform. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4449.

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The ways of providing comprehensive efficiency increase in communication facilities of the academic space are given with regard to stipulated methods of managing distributed network resources. Selected the user interfaces types are distinguished according to user actions in the studied subject area, which made it possible to justify and hierarchically organize the categories of adaptive toolkit of the branch- oriented workshop environment by the classes of components declared in the project, which are closely related to the scheme of learning experiment and are basic means for simulating transients. The analytical models of classes of components of the virtual laboratory stand are compiled, the elements of which represent the properties and methods for visualization and further processing of interacting instances of the basic locations of the subject area, while ensuring system stability and controllability by clear distribution of functionality. Finally, the unification of component set template properties of the subject area is implemented, which greatly extending the targeted destination of virtual platform and increasing number of educational disciplines of academic course covered by the designed media resource. The results of the pedagogical verification showed an increase in the students’ performance in mastering the subject area by means of presented branch-oriented workshop environment.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Ruslan P. Shajda, Stanislav T. Tolmachev, and Oksana M. Markova. Methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3878.

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The article describes the components of methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects: using various methods of representing models; solving professional problems using ICT; competence in electric machines and critical thinking. On the content of learning academic disciplines “Higher mathematics”, “Automatic control theory”, “Modeling of electromechanical systems”, “Electrical machines” features of use are disclosed for Scilab, SageCell, Google Sheets, Xcos on Cloud in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. It is concluded that it is advisable to use the following software for mobile Internet devices: a cloud-based spreadsheets as modeling tools (including neural networks), a visual modeling systems as a means of structural modeling of technical objects; a mobile computer mathematical system used at all stages of modeling; a mobile communication tools for organizing joint modeling activities.
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Avis, Rupert. Causes and Consequences of Air Pollution in North Macedonia. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.139.

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This rapid literature review collates available evidence on the causes and consequences of air pollution in the Republic of North Macedonia (here after North Macedonia). It draws on a diverse range of sources from multiple academic disciplines and grey literature. The literature highlights that North Macedonia is considered to have some of the worst air quality in the West Balkans, and consequently some of the worst globally. Air pollution is a significant problem in North Macedonian cities and urban centres with exposure to high levels of particulate matter (PM) a particular issue. The PM2.5 size fraction is the focus of many air pollution studies because it is associated with a range of adverse health outcomes, it is also the focus of this review. This review identifies a limited but expanding evidence base discussing air pollution in North Macedonia. Studies are principally focussed on the capital city (Skopje) and ambient (outdoor) air pollution. There is a limited literature that discusses air quality issues outside of the capital and a dearth of evidence on household (indoor) air pollution.
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Avis, William. China’s Preferential Trading Schemes for Developing Countries. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.134.

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This literature review collates available evidence on China’s preferential trading schemes for developing countries. It draws on a diverse range of sources from multiple academic disciplines and grey literature. The review focuses explicitly on that literature that discusses preferential trade agreements as a specific form of free trade agreements. The review acknowledges that impacts are multidimensional and multifaceted and will be reflected differently across sectors and countries making conclusions hard to reach. One of the most important elements of many countries trade policy since the turn of the century has been the rapid growth of various forms of Free Trade Agreements (FTAs). There are different definitions of PTAs, some include regional trade agreements as a form of PTA i.e. where a country gives preferential trade to your regional partners - this is not always true and WTO does not define RTAs as PTA. A preferential trade area established via a preferential trade agreement is a trading bloc that gives preferential access to certain products from participating countries. This is accomplished by reducing trade tariffs and is considered a first stage of economic integration.
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Southwell, Brian, and Vanessa Boudewyns, eds. Curbing the Spread of Misinformation: Insights, Innovations, and Interpretations from the Misinformation Solutions Forum. RTI Press, December 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0008.1812.

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Although many people now have access to more accumulated information than has ever been the case in human existence, we also now face a moment when the proliferation of misinformation, or false or inaccurate information, poses major challenges. In response to these challenges and to build collaboration across disciplines and expertise and a more effective community of learning and practice, the Rita Allen Foundation partnered with RTI International and the Aspen Institute along with Craig Newmark Philanthropies, Democracy Fund, and Burroughs Wellcome Fund to hold the Misinformation Solutions Forum in October 2018 at the Aspen Institute in Washington, DC. This forum brought together academic researchers, technology professionals, data scientists, journalists, educators, community leaders, funders and a set of graduate student fellows to explore promising ideas for curbing the spread of misinformation. We issued an open call for ideas to be featured in the forum that sought interventions focused on reducing behaviors that lead to the spread of misinformation or encouraging behaviors that can lead to the minimization of its influence. Interventions with technological, educational, and/or community-based components were encouraged, as were projects involving science communication, public health and diverse populations. A panel of expert judges assessed submissions through a blind review process; judges included representatives from the Rita Allen Foundation, as well as external institutions such as the Democracy Fund, the National Institutes of Health, the Poynter Institute, First Draft, and academic institutions. Authors developed the essays presented here based on both original submissions and the iterative collaboration process that ensued.
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