Journal articles: '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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Rostan, Michele, and Flavio Antonio Ceravolo. "The Internationalisation of the Academy: Convergence and Divergence across Disciplines." European Review 23, S1 (April 2, 2015): S38—S54. http://dx.doi.org/10.1017/s1062798714000763.

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The internationalisation of the academy varies according to individual, institutional and structural characteristics. Among factors influencing it, discipline plays a major role. Relying on data collected by two international comparative studies – the Changing Academic Profession Study and the Academic Profession in Europe Study – this article focuses on two aspects of the internationalisation of the academy – namely, international research collaboration and international mobility – asking whether these two aspects are associated with academic disciplines and how. Results from multivariate data analyses – comparing Europe and the Rest of the World or other meaningful macro-regions – show that in some areas, such as international research collaboration and educational circulation, the international behaviours of academics belonging to different disciplines diverge, while in some others, such as research productivity related to international research collaboration and short-term professional circulation, they converge.

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Cui, Xiuyun. "Academic Influence of China’s Sports Social Discipline Based on Bibliometrics." Mobile Information Systems 2021 (May 18, 2021): 1–9. http://dx.doi.org/10.1155/2021/9988847.

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Background. To accurately evaluate sports social discipline’s academic influence in China, a model of academic influence evaluation of sports social discipline in China based on bibliometrics is proposed. Objective. A statistical model of the academic influence of sports social discipline is constructed, the word frequency statistics method is used to measure the literature, and the semantic characteristic quantity of the sports social discipline academic influence is extracted, using the literature method and logical analysis method to analyze sports’ social value in the Internet era from healthy sports. The combination of sports and medical treatment can comprehensively promote physical and mental health. Methods. The dual semantic feature decomposition method is used to analyze sports social discipline’s academic influence. The statistical analysis model of sports social discipline academic influence is established. The principles of fuzzy pattern recognition include the principle of maximum membership degree and proximity degree. Results. The comprehensive relative closeness of the distribution of literature statistics on sports and social disciplines’ academic influence is constructed. The linear programming analysis of literature statistics is carried out using the standardized grid computing method. Conclusions. The combination of association rule feature extraction and semantic feature extraction is used to realize the quantitative calculation of literature statistics and academic influence. The simulation results show that the statistical analysis of the academic influence of sports and social discipline by this method is accurate, and the level of confidence is high.

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Brennan, Timothy J. "Academic Disciplines and Representative Advocacy." Business and Professional Ethics Journal 6, no. 1 (1987): 32–55. http://dx.doi.org/10.5840/bpej1987613.

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FORDHAM, MICHAEL. "Teachers and the Academic Disciplines." Journal of Philosophy of Education 50, no. 3 (June 30, 2015): 419–31. http://dx.doi.org/10.1111/1467-9752.12145.

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Li, Lei, Daqing He, Chengzhi Zhang, Li Geng, and Ke Zhang. "Characterizing peer-judged answer quality on academic Q&A sites." Aslib Journal of Information Management 70, no. 3 (May 21, 2018): 269–87. http://dx.doi.org/10.1108/ajim-11-2017-0246.

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Purpose Academic social (question and answer) Q&A sites are now utilised by millions of scholars and researchers for seeking and sharing discipline-specific information. However, little is known about the factors that can affect their votes on the quality of an answer, nor how the discipline might influence these factors. The paper aims to discuss this issue. Design/methodology/approach Using 1,021 answers collected over three disciplines (library and information services, history of art, and astrophysics) in ResearchGate, statistical analysis is performed to identify the characteristics of high-quality academic answers, and comparisons were made across the three disciplines. In particular, two major categories of characteristics of the answer provider and answer content were extracted and examined. Findings The results reveal that high-quality answers on academic social Q&A sites tend to possess two characteristics: first, they are provided by scholars with higher academic reputations (e.g. more followers, etc.); and second, they provide objective information (e.g. longer answer with fewer subjective opinions). However, the impact of these factors varies across disciplines, e.g., objectivity is more favourable in physics than in other disciplines. Originality/value The study is envisioned to help academic Q&A sites to select and recommend high-quality answers across different disciplines, especially in a cold-start scenario where the answer has not received enough judgements from peers.

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Garcia, Kenneth N. "Academic Freedom and the Service Theologians Must Render the Academy." Horizons 38, no. 1 (2011): 75–103. http://dx.doi.org/10.1017/s0360966900007702.

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Theologians are called upon to carry out many responsibilities, including calls from church and academic leaders to “stimulate the internal development” of other academic disciplines and to help students arrive at an “organic vision of reality.” How might theologians do so without infringing academic freedom and autonomy, or resorting to a heteronomous dominance of other disciplines? To answer these questions I propose a theologically-grounded definition of academic freedom, then show the implications of that definition for how theology might stimulate disciplines to look beyond their limited domains. This theological definition is founded in the desire of the mind for God—a dynamic eros for God that moves the mind from knowledge within any particular discipline toward completeness of understanding within an ultimate horizons. Fostering this movement from finite disciplines to theological understanding is the service theologians must render.

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Azher, Musarrat, Humaira Jehanagir, and Rabia Faiz. "Expressing Attitudinal Stance in Pakistani Academic Writing: A Corpus Based Study." Global Regional Review IV, no. I (March 31, 2019): 175–85. http://dx.doi.org/10.31703/grr.2019(iv-i).20.

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The present research aims to investigate the use of attitudinal stance devices proposed by Biber (2006) in Pakistani academic writing with respect to variation among disciplines. A special purpose corpus of Pakistani Academic Writing is built up with 235 research dissertations of M.Phil and PhD graduates representing three important disciplines (Humanities, Social Sciences and Sciences) and is tagged for the lexical and grammatical features expressing attitudinal stance to measure the frequency count of each feature out of 1000 words. The frequencies of attitudinal stance devices are separately calculated for each discipline and one way ANOVA is administered to see the significant differences among disciplines on the use of attitudinal stance devices. The findings reveal statistically significant differences among disciplines and would support the ESP syllabus designers and Pakistani academic writers.Key words: Attitudinal Stance Devices, Disciplinary variation, Pakistani Academic writing

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Dieffenbach, Kristen D., and Valerie Wayda. "A Critical Review of American Academic Coaching Education Programs." Journal of Coaching Education 3, no. 2 (August 2010): 21–39. http://dx.doi.org/10.1123/jce.3.2.21.

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Among the physical activity, exercise and health related academic disciplines, coaching education remains an under-developed field. Once closely aligned with physical education, coaching education has remained practically immobile despite the activity and growth in the related functional fitness and sport performance fields of exercise and sport sciences such as sport pedagogy, exercise physiology, and sport and exercise psychology. This article provides a historical context for the evolution of the academic discipline of coaching education within the broader field of physical education and a brief overview of coaching education as it exists within academia today. Recommendations and suggestions are made for the future growth and development of the coaching education discipline.

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Spolander, Gary, Maria Lúcia T. Garcia, Tânia Mara Zanotti Guerra Frizzera Delboni, Rafael V. Teixeira, Mouzayian Khalil-Babatunde, and Arinola Adefila. "3 Academic Activism inHigherEducation: A Dialectic of Resistance and Surrender in a Time of Neoliberalism." Philosophy and Theory in Higher Education 4, no. 2 (January 1, 2022): 61–86. http://dx.doi.org/10.3726/ptihe.022022.0006.

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Abstract: The historical, cultural, political, and economic contexts of academic activism have been marked by the structural crises of capitalism, which, along with the emergence of neoliberalism, have sought to change the Academy and disciplines. The disciplinary impacts of neoliberal policies outside and within the academy have all influenced students, academics, and management in differing ways. Furthermore, academic activism in higher education requires a debate on the function of education, the role of the university along with disciplines, and exploration of the importance of ideology in relation to human emancipation or alienation. So too this debate should consider whether academia and activism occupy separate worlds in a discursive strategy to disqualify the legitimacy, cogency, or efficacy of academic activism. The economic and managerial consolidation of the neoliberal university has intensified the challenges of activism and resistance within academic disciplines as well as for individuals. This paper aims to explore the legacy of neoliberal change within academia, identifying the opportunities and need for activism within the Academy. Using an argumentative literature review supported by the critical reflection of the authors’ experiences within the academy in Brazil and the UK, we explore the contemporary challenge and the need to utilise the contradictions of the current system to work collaboratively and to be engaged as public intellectuals.

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Hammarfelt, Björn. "Discipline." KNOWLEDGE ORGANIZATION 47, no. 3 (2020): 244–56. http://dx.doi.org/10.5771/0943-7444-2020-3-244.

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“Discipline” is commonly used to denote particular areas of knowledge, research and education. Yet, the concept is often not very well defined or even explicitly discussed when used in knowledge organisation and related fields. The aim of this article is to encourage and facilitate further reflections on academic disciplines, while at the same time offering insights on how this elusive concept might be understood. An overarching argument is that “discipline” should foremost be understood in relation to institutional and organisational features, and this is what distinguishes it from related terms such as, field, domain or topic. The etymology and history of the concept are reviewed along with a discussion of attempts to define and conceptualise disciplines. Insights are offered on how disciplines might be studied. Regardless of our views of disciplines, either as inherently out-dated constructs or as important features of a well-functioning academia, it is concluded that further precision or care in explicating the concept is needed.

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Pauler-Kuppinger, Lena, and Regina Jucks. "Out-of-Class Instruction in Higher Education – Impact of Approaches to Teaching and Discipline." International Journal of Higher Education 7, no. 2 (April 10, 2018): 199. http://dx.doi.org/10.5430/ijhe.v7n2p199.

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Many debates in higher education center around the role of approaches to teaching (measured with ATI-R) and impact of academic disciplines (soft vs. hard) on teaching practice, e.g. advice giving. An online study with N = 70 academic teachers was conducted and the advice given was content analyzed. Regression analyses showed that academics with a higher student focus (ATI-R) advised more deep learning strategies. Academics from the soft disciplines wrote longer answers, advised more resource management strategies, and provided more reasons for student self-learning that contained fewer external motivators. Hence, the study supports the role of approaches to teaching and academic disciplines on teaching practice.

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Gurukkal, Rajan. "What is Interdisciplinary ? How is it Different from Multidisciplinary ?" Tattva - Journal of Philosophy 10, no. 2 (July 1, 2018): 15–29. http://dx.doi.org/10.12726/tjp.20.2.

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Discipline based approach to knowledge and specialization goes back to the classical Graeco-Roman times. It was Isaac Newton’s Principia, which represented academic perfection of Renaissance inquiry, criticism, creativity and theorization. Principia set the epochal model of knowledge and led to the making of the Age of Enlightenment and the Age of Reason. August Comte heralded an era of Positivism in academic research and prepared the ground for the making of disciplines. As new knowledge accrued over centuries, specialization got diversified at the expense of holistic understanding. Academics of disciplinary specialization sought to resolve the problem through multidisciplinary research. Inherently discipline centric, it got further distanced from social reality. Interdisciplinary approach began as a movement through convergence research aiming to restore holistic comprehension and draw knowledge closer to social reality. It is production of knowledge beyond disciplines and across their interfaces enabling research output to be regenerative, non-conventional and resolution oriented.

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Howson, Camille Kandiko, and Olga Mun. "6 Academic Activism in STEM fields: Discipline in Theory and Practice." Philosophy and Theory in Higher Education 4, no. 2 (January 1, 2022): 123–42. http://dx.doi.org/10.3726/ptihe.022022.0009.

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Abstract: When theorising academic activism, the role of disciplines and their associated tribes and territories need to be considered. Notions of objectivity and neutrality and the approach of positivism and interpretivism are at the heart of Science, Technology, Engineering and Maths (STEM) fields, although nuances play out within and across disciplines. These orientations impact how activism is conceptualised across disciplinary contexts and put into practice for staff, students, and the wider public. This chapter explores activism in STEM disciplines, and the interdisciplinary spaces between them, as sites that can foster or hold back academic activism. The activist roles that individuals take on, the process and outcomes of their research, and teaching the next generation of scientists are all disciplined by disciplines. This paper further explores how academic activism in STEM is bounded by institutional and national social and political contexts, but also works to challenge and change these.

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Kelhoffer, James A. "New Testament Exegesis as an Academic Discipline with Relevance for Other Disciplines." Currents in Biblical Research 11, no. 2 (February 2013): 218–33. http://dx.doi.org/10.1177/1476993x12467129.

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INOUE, Satoko, and Masataka TOKUMARU. "Serendipity Recommender System for Academic Disciplines." Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 33, no. 1 (February 15, 2021): 501–5. http://dx.doi.org/10.3156/jsoft.33.1_501.

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Lee, Hye-Young. "Contribution of Journals to Academic Disciplines." Journal of Information Science Theory and Practice 3, no. 1 (March 30, 2015): 66–76. http://dx.doi.org/10.1633/jistap.2015.3.1.5.

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Farmer, Lesley, Alan Safer, and Eric Chuk. "Data Mining Technology across Academic Disciplines." Intelligent Information Management 03, no. 02 (2011): 43–48. http://dx.doi.org/10.4236/iim.2011.32005.

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Sbarbaro, Vic, and Theresa M. Enyeart Smith. "Health Education across Academic Disciplines (HEAAD)." Californian Journal of Health Promotion 13, no. 2 (September 1, 2015): 97–107. http://dx.doi.org/10.32398/cjhp.v13i2.1827.

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Background and Purpose: Studies have shown that teens who hypertext are at a higher risk to engage in other health risk behaviors including binge drinking, tobacco use, illicit drug use, partaking in physical fights, engaging in risky sexual behavior, and driving distracted. Interventions addressing excessive use of mobile devices have mainly focused on mobile phone use while driving. The aim is to describe the Health Education Across Academic Disciplines (HEAAD) teaching tool and implementation, which may help to educate and raise awareness of the risks associated with excessive cell phone use among adolescents and young adults. Educational Teaching Tool: HEAAD includes introductory activities ranging from identifying risks related to excessive cell phone use to follow-up interactive activities with examples applied across academic disciplines other than health. HEAAD targets students in grades nine through twelve and can be adapted to the college population for freshmen and sophomores enrolled in personal health and wellness classes and/or other health orientation and first year experience classes. Conclusion: HEAAD intends to engage students in practicing decision-making skills related to excessive cell phone use, which may be applicable to their lives. Pilot testing of HEAAD is recommended to determine its effectiveness and potential.

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Rahmandad, Hazhir. "Understanding the Differences among Academic Disciplines." Academy of Management Proceedings 2013, no. 1 (January 2013): 14207. http://dx.doi.org/10.5465/ambpp.2013.30.

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Lemberger, August P. "The Pharmaceutical Sciences as Academic Disciplines." Drug Intelligence & Clinical Pharmacy 22, no. 10 (October 1988): 807–12. http://dx.doi.org/10.1177/106002808802201020.

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Recent studies of higher education in America have raised concern over the lack of integrity and coherence, the absence of vigorous intellectual exchange, and the dominance of careerism in the undergraduate curriculum. Observations and recommendations emanating from studies of pharmaceutical education acknowledge the importance of problem-solving abilities but emphasize the inculcation of knowledge relevant to professional functions and the development of skill in contemporary practice. The current emphasis placed on training students for pharmacy practice found in the pharmacy curriculum causes the objective of achieving intellectual growth to be overshadowed. Balance must be restored. The pharmaceutical sciences, taught for their value as academic disciplines and for their integrity with other branches of science, could serve as the stimulus for intellectual growth of students. An academic baccalaureate program with a major in pharmaceutical sciences as the required base for professional education is proposed as a remedy.

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ARCHER, JOHN, and SARA FREEDMAN. "GENDER-STEREOTYPIC PERCEPTIONS OF ACADEMIC DISCIPLINES." British Journal of Educational Psychology 59, no. 3 (November 1989): 306–13. http://dx.doi.org/10.1111/j.2044-8279.1989.tb03105.x.

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Garrett, Nathan. "How Do Academic Disciplines Use PowerPoint?" Innovative Higher Education 41, no. 5 (October 26, 2016): 365–80. http://dx.doi.org/10.1007/s10755-016-9381-8.

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Albert, Mathias, and Barry Buzan. "On the subject matter of International Relations." Review of International Studies 43, no. 5 (July 17, 2017): 898–917. http://dx.doi.org/10.1017/s0260210517000262.

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AbstractThis article deals with the subject matter of International Relations as an academic discipline. It addresses the issue of whether and how one or many realms could legitimately be claimed as the discipline’s prime subject. It first raises a number of problems associated with both identifying the subject matter of IR and ‘labelling’ the discipline in relation to competing terms and disciplines, followed by a discussion on whether, and to what degree, IR takes its identity from a confluence of disciplinary traditions or from a distinct methodology. It then outlines two possibilities that would lead to identifying IR as a discipline defined by a specific realm in distinction to other disciplines: (1) the ‘international’ as a specificrealmof the social world, functionally differentiated from other realms; (2) IR as being about everything in the social world above a particularscale. The final section discusses the implications of these views for the study of International Relations.

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Markova, Madara. "Landscape sociology as developing academic discipline." Landscape architecture and art 14 (July 16, 2019): 95–101. http://dx.doi.org/10.22616/j.landarchart.2019.14.09.

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The common tendency in higher education is specialisation. Landscape has been subject of interest in sociology from its beginnings, and social aspects are one of mane characteristic parts of landscape. Even more – sociology is strong theoretical basis of landscape architecture. The research is made with aim to understand theoretical basis of landscape sociology as developing academic discipline. Methodology used in research is systematic literature review, which provides range of tools to identify connections in theory. Literature review was done to define landscape sociology as important academic discipline in higher education of landscape architecture. Landscape and sociology as academic disciplines have long history, but landscape sociology as separate discipline is still developing. It is important include landscape sociology in landscape architecture higher education.

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Kakooza, Victoria, Robert Wamala, James Wokadala, and Thomas Bwire. "Are Graduates from the Arts-Related Academic Disciplines More Productive than those from the Science-Related Disciplines?" International Journal of Higher Education 8, no. 3 (June 13, 2019): 226. http://dx.doi.org/10.5430/ijhe.v8n3p226.

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The experiences of employees from developed countries affirm that those from science/ technology-related disciplines benefit more through more technological inventions, than those from the Arts/ Humanities-related disciplines. The study utilizes statistical data of higher education graduates to determine a causal link between graduates from the two fore mentioned academic disciplines, and labour productivity in the developing country of Uganda. The data from 1985 to 2017 were analysed using the Vector Error Correction model, and revealed that arts graduates wereas productive as the science graduates. The findings also show the existence of long-term relationship between academic discipline and labour productivity, as well as a bi-causality between the variables under study.

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Kholmatov, Temurmalik. "Theory and Methodology of Auxiliary Historical Disciplines in Academic Activity of Stepan Veselovskiy." ISTORIYA 12, no. 9 (107) (2021): 0. http://dx.doi.org/10.18254/s207987840012137-9.

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The article examines theoretical and methodological views of the historian S. B. Veselovskiy (1876—1952) on auxiliary historical disciplines (that have received the most noticeable development in his scientific activity): archeography, genealogy, onomastics, and historical geography. There are investigated the subjects of these four disciplines, their goals, as well as his approach to the analysis of historical sources. The main conclusion of the study is that, according to S. B. Veselovskiy, the support for expanding the potential of auxiliary historical disciplines is based on their interpenetration and complementarity. The study of these theoretical and methodological principles allows not only to present the scientific work of the historian, but also the stages of development of disciplines, especially given the increased interest in questions about their status — the transition from an auxiliary function in relation to historical science to an independent discipline/subdiscipline.

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Kosemyan, S. E. "MODELING OF STUDENTS ACADEMIC ACHIEVEMENT." Quality. Innovation. Education, no. 2 (2022): 15–18. http://dx.doi.org/10.31145/1999-513x-2022-2-15-18.

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Assessment of student learning outcomes is the most important part of the learning process. The progress of students can be determined on the basis of obtaining nal grades in certain subjects. The nal marks of students can be used to predict their future achievements.The issues of assessing the formed competencies of students within the studied disciplines and educational program of the specialty are considered.A conditional model for determining the achievements of student learning outcomes is proposed. The process of assessing students› competencies within the discipline and educational program is presented.

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Yousaf, Muhammad, and Wasima Shehzad. "Prevalence of Prefabricated Structures in Academic Discourse: A Corpus-Based Study." International Journal of English Linguistics 8, no. 5 (August 3, 2018): 297. http://dx.doi.org/10.5539/ijel.v8n5p297.

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Multiword structures that appear in a text more than expected frequency are called lexical bundles. These prefabricated structures vary in length but the most common lexical bundles are four-word lexical bundles which have been explored by many scholars worldwide. The current study aimed to explore five-word lexical bundles, which have lesser been researched. For this purpose a corpus of about 4.7 million words was compiled which consists of PhD dissertations written in Pakistani context. Moreover, the dissertations were selected from three different disciplines to make the study cross disciplinary. The corpus was analyzed according to the taxonomy of lexical bundles given by Biber et al. (1999). The analysis shows that lexical bundles are predominant feature of PhD dissertations in Pakistani context. Moreover, frequency of lexical bundles varies from discipline to discipline, and the structural variation of lexical bundles is also found across disciplines. Dominant structures across disciplines are not fixed as Prepositional Phrase Fragments is the dominant category in the corpus of English Studies and corpus of Social Sciences, whereas, Verb Phrase Fragments is the dominant category in the corpus of Bio Sciences.

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Sereda, Larisa I. "Humanitarization of Education: Humanitarian-Based Teaching of Academic Disciplines." Volga Region Pedagogical Search 2, no. 40 (2022): 91–98. http://dx.doi.org/10.33065/2307-1052-2022-2-40-91-98.

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The article considers the concepts of such educational principles as “humanization” and “humanitarization” which are closely related. Humanization is filling the entire educational process with humanistic ideas and meanings in any educational institution. The principle of humanization is realized through the humanitarization of education which aims to educate a freely and creatively thinking and harmoniously developing personality. To implement these principles, first of all, humanitarian-based teaching of academic disciplines is necessary. This process is not conceivable without a teacher who needs a humanitarian vector in personal and professional development. On the example of the academic discipline “Foreign Language”, the process of humanitarian-based teaching at the university is shown and its criteria are developed. The results of this study can be applied by teachers and teachers of various academic disciplines.

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Everett, Jennifer. "Sustainability in higher education: Implications for the disciplines." Theory and Research in Education 6, no. 2 (July 2008): 237–51. http://dx.doi.org/10.1177/1477878508091115.

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Academic disciplines have a critical role to play in higher education's response to the planetary challenges of the 21st century. Many academics have embraced the call for a fundamental reorientation of higher education around the goal of education for sustainable development. Individual faculty members who prioritize such a pedagogical goal, however, may find themselves caught between claims of social responsibility on the one hand and traditional norms of their disciplines on the other. This predicament, I suggest, does not require resolution of theoretical debates over interdisciplinarity, but does require concrete practical action on the part of academics for institutional change in the disciplines. I highlight strategies currently being adopted by academic disciplinary associations to advance the mission of the UN Decade on Education for Sustainable Development.

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Ünal, Serdar, and Berivan Binay. "Signs of the feminization of sociology in Turkey: Transformation of gender composition and possible scenarios." International Sociology 32, no. 3 (February 1, 2017): 391–416. http://dx.doi.org/10.1177/0268580917693174.

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Recently, both in Turkey and the international arena, there has been a remarkable increase in the number and visibility of women among students and academic personnel, particularly in specific areas of higher education. In this respect, this article provides a gender-based picture of students and academic personnel in undergraduate and graduate sociology programs in Turkey and identifies the direction of the gender-based changes in these programs over the last 20 years in quantitative/demographic terms. The article also attempts to assess, within the framework of qualitative/cultural changes, the current and potential changes and transformations in the methodological practices of the discipline, as well as in the discipline’s present and future basic fields of interest and study. To this end, and within the scope of discussions in the literature regarding the feminization of certain academic disciplines, the article focuses on where sociology in Turkey currently stands in this respect, and on possible future scenarios regarding this discipline.

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Choura, Sabiha. "Grammatical choices of ditransitive patterns in academic articles." Text & Talk 39, no. 3 (May 27, 2019): 315–40. http://dx.doi.org/10.1515/text-2019-2030.

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Abstract Texts are products of systemic functional choices determined by contextual factors . To analyze how the context affects writers’ lexico-grammatical choices, this paper attempts to study ditransitive patterns in the research article genre across medical science and sociology, a choice explained by the gap in the literature of genre analysis of ditransitivity. To this end, ditransitive patterns are quantified in a corpus of 245 academic articles from medical science and sociology published in 2011. The analysis shows that the object–prepositional object pattern dominates both disciplines, which can be explained by its being a compactness device enabling writers to observe the communicative functions of the research article genre. Across the two disciplines, the higher frequency of clausal patterns in sociology than medical science reveals the explicitness and persuasiveness of writers in sociology, which may be attributed to the different research methods, and the nature of knowledge accumulation in each discipline. These findings lead to the conclusion that the choices of ditransitive patterns are determined by the generic features of the research article genre and disciplinary specificities, though they are also influenced by the different research topics across disciplines and the category-selectional properties of ditransitives.

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Lewis Priestley, Jennifer, and Robert J. McGrath. "The Evolution of Data Science." International Journal of Knowledge Management 15, no. 2 (April 2019): 97–109. http://dx.doi.org/10.4018/ijkm.2019040106.

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Is data science a new field of study or simply an extension or specialization of a discipline that already exists, such as statistics, computer science, or mathematics? This article explores the evolution of data science as a potentially new academic discipline, which has evolved as a function of new problem sets that established disciplines have been ill-prepared to address. The authors find that this newly-evolved discipline can be viewed through the lens of a new mode of knowledge production and is characterized by transdisciplinarity collaboration with the private sector and increased accountability. Lessons from this evolution can inform knowledge production in other traditional academic disciplines as well as inform established knowledge management practices grappling with the emerging challenges of Big Data.

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Ford, Michael J. "Critique in academic disciplines and active learning of academic content." Cambridge Journal of Education 40, no. 3 (September 2010): 265–80. http://dx.doi.org/10.1080/0305764x.2010.502885.

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Butowski, Leszek. "Tourism - an academic discipline (discursive article)." Turyzm/Tourism 21, no. 1-2 (January 31, 2012): 17–24. http://dx.doi.org/10.2478/v10106-011-0002-8.

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The article discusses the main methodological dilemmas connected with tourism as a field of academic research. The first part presents tourism as an area of interest in various academic disciplines. The second is a critical discussion on multidisciplinary and interdisciplinary approaches to the study of tourism. The third features an analysis of the methodological standpoints concerning possibilities for the autonomy of tourism as an academic discipline. The summary proposes a model of development for tourism studies aimed at the autonomy of academic tourism.

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Schneiders, Sandra M. "Theology and Spirituality: Strangers, Rivals, or Partners?" Horizons 13, no. 2 (1986): 253–74. http://dx.doi.org/10.1017/s036096690003632x.

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AbstractAfter tracing the history of the term “spirituality” and the discipline of spirituality up to the mid-twentieth century, this article describes the contemporary understanding of spirituality as lived religious experience and of the academic discipline which studies this subject. This phenomenology of the discipline grounds a position on the relationship between lived spirituality and theology on the one hand, and the academic disciplines of spirituality and theology on the other.

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Gjorgjevikj, Ana, Kostadin Mishev, and Dimitar Trajanov. "ADD: Academic Disciplines Detector Based on Wikipedia." IEEE Access 8 (2020): 7005–19. http://dx.doi.org/10.1109/access.2019.2963674.

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McAlpine, Steven. "Concept Mapping Model, Academic Disciplines and Interdisciplinarity." Crossing the Border: International Journal of Interdisciplinary Studies 2, no. 1 (July 27, 2014): 7–12. http://dx.doi.org/10.3126/ctbijis.v2i1.10808.

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Why do we use maps? What sense of understanding does a map provide that a simple list of directions cannot? Beginning with an examination of the most useful properties of maps, we will then review a methodology for constructing a conceptual map used to explore the complexities of a topic or problem. DOI: http://dx.doi.org/10.3126/ctbijis.v2i1.10808 Crossing the Border: International Journal of Interdisciplinary Studies Vol.2(1) 2014: 7-12

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Mingle, John O. "Commentary on “Academic Disciplines and Representative Advocacy”." Business and Professional Ethics Journal 6, no. 1 (1987): 63–65. http://dx.doi.org/10.5840/bpej1987616.

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Castledine, George. "Is nursing the Cinderella of academic disciplines?" British Journal of Nursing 4, no. 22 (December 14, 1995): 1350. http://dx.doi.org/10.12968/bjon.1995.4.22.1350.

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Journal articles on the topic 'Academic disciplines'

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