Relevant bibliographies by topics / Academic environment

Academic literature on the topic 'Academic environment'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 May 2022

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Journal articles on the topic "Academic environment"

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Budkin, V. A., and G. P. Averyanov. "“Electrophysics” Academic Environment." Journal of Physics: Conference Series 798 (January 2017): 012188. http://dx.doi.org/10.1088/1742-6596/798/1/012188.

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Jevtić, Bisera. "ACADEMIC ENVIRONMENT AND ACADEMIC SUCCESS (AND FAILURE)." FBIM Transactions 2, no. 2 (July 15, 2014): 166–73. http://dx.doi.org/10.12709/fbim.02.02.02.16.

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Short, Angela L. "Academic environment, second edition." Toxicology Letters 89, no. 3 (December 1996): 265. http://dx.doi.org/10.1016/s0378-4274(96)03802-7.

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SPENCER, BRIAN. "The non-academic environment." Biochemical Society Transactions 18, no. 2 (April 1, 1990): 162–66. http://dx.doi.org/10.1042/bst0180162.

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Howard, Richard D., and Brenda H. Rogers. "Tracking academic progress within a complex academic environment." New Directions for Institutional Research 1991, no. 70 (1991): 61–72. http://dx.doi.org/10.1002/ir.37019917007.

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Davey, Todd, and Victoria Galan-Muros. "Understanding entrepreneurial academics ‐ how they perceive their environment differently." Journal of Management Development 39, no. 5 (June 6, 2020): 599–617. http://dx.doi.org/10.1108/jmd-09-2019-0392.

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PurposeAcademic entrepreneurship is seen as a pathway for universities to create value from their knowledge. However, there has been a lack of clarity about what activities constitute academic entrepreneurship, the different type of entrepreneurial academics and how their perceptions of their environment relate to their engagement.Design/methodology/approachDrawing on a large data set of 10,836 responses across 33 countries, the empirical study investigates European academics who undertake four academic entrepreneurship activities (spin-out creation, commercialisation of R&D results, joint R&D and consulting) to determine if they perceive the environment for academic entrepreneurship differently than those who undertake only some of the activities and those undertaking none at all.FindingsThe findings show that less than 1% of academics undertake exclusively spin-offs creation or R&D commercialisation; however, the majority also engage in other entrepreneurial activities such as joint R&D and consulting and even other education and management engagement activities with industry. In addition, entrepreneurial academics in Europe perceive significantly higher motivators and more developed supporting mechanisms for academic entrepreneurship. However, their perceptions of barriers are similar.Practical implicationsAt a managerial and policy level, the study results call into question universities prioritising a narrow view of academic entrepreneurship which focusses only on spin-offs creation and R&D commercialisation. Instead, a broader view of academic entrepreneurship is recommended and appropriate mechanisms in place to enable academics to achieve research outcomes from their entrepreneurial activity.Originality/valueThis paper offers an important contribution on how the perception of the environment contributes to the development of entrepreneurial behaviour in individual academics.
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Dr. K. C. Barmola, Dr K. C. Barmola. "Family Environment, Mental Health and Academic Performance of Adolescents." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 531–33. http://dx.doi.org/10.15373/22778179/dec2013/169.

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Kumar, Rupesh. "Academic Stress, Family Environment and Music at Adolescent Stage." Journal of Advances and Scholarly Researches in Allied Education 15, no. 8 (September 1, 2018): 47–52. http://dx.doi.org/10.29070/15/57866.

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Andrews, Penny. "The compliant environment." Online Information Review 43, no. 6 (October 14, 2019): 1063–79. http://dx.doi.org/10.1108/oir-09-2018-0284.

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Purpose The purpose of this paper is to present the concept of institutions as compliant environments, using data to monitor and enforce compliance with a range of external policies and initiatives, using the particular example of UK higher education (HE) institutions. The paper differs from previous studies by bringing together a range of policies and uses of data covering different areas of HE and demonstrating how they contribute to the common goal of compliance. Design/methodology/approach The compliant environment is defined in this context and the author has applied the preliminary model to a range of policies and cases that use and reuse data from staff and students in HE. Findings The findings show that the focus on compliance with these policies and initiatives has resulted in a high level of surveillance of staff and students and a lack of resistance towards policies that work against the goals of education and academia. Research limitations/implications This is the first study to bring together the range of areas in which policy compliance and data processing are entwined in HE. The study contributes to the academic literature on data and surveillance and on academic institutions as organisations. Practical implications The paper offers suggestions for resistance to compliance and data processing initiatives in HE. Originality/value This is the first study to bring together the range of areas in which policy compliance and data processing are entwined in HE. The study contributes to the academic literature on data and surveillance and on academic institutions as organisations.
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DEDIC, Velimir, Marko RANKOVIC, Svetlana ANDELIC, and Branislav MITIC. "E-EDUCATION IN ACADEMIC ENVIRONMENT." Annals of Spiru Haret University. Economic Series 19, no. 4 (December 8, 2019): 35–42. http://dx.doi.org/10.26458/1942.

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This paper discusses the major features of e-learning systems used by higher education institutions. A short historical overview provides the necessary perspectives and introduces the subjects of distance learning and e-learning. Major system features are further analyzed and concepts of content personalization and system standardization are given as technical constructs. Elements of further possibilities are displayed at the conclusion of this paper.
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Dissertations / Theses on the topic "Academic environment"

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Montgomery, J., Kerry Proctor-Williams, S. Wagner, and P. Prelock. "Re-wiring the CSD Academic Environment." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1819.

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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20040331.142834.

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Sun, Hui, and 孫輝. "The built environment and children's academic performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841252.

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Sun, Hui. "The built environment and children's academic performance." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841252.

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De, Silva Lasandahasi. "Academic entrepreneurship in a resource constrained environment." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/academic-entrepreneurship-in-a-resource-constrained-environment(89a85efe-f5e8-4fae-a6b4-0c034586f716).html.

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Expectations regarding the contributions of academics to entrepreneurial activity in addition to their primary role of carrying out teaching and research have increased in recent years. Nevertheless, research on academic entrepreneurship has, to date, been carried out mainly in developed nations and there has been little emphasis on developing countries, particularly low income ones. Developing countries, when compared with developed nations, have been reported to face relatively high levels of resource scarcity that involve shortages of skills, finance, physical infrastructure, technology, and institutions needed for innovation and entrepreneurship. This gap in our knowledge leads to the main objective of this study, which is to investigate academic entrepreneurship in a resource constrained environment. Referring to the entrepreneurship and diversification literature, the current study argues that, as a strategy to extract value from a resource constrained environment, academic entrepreneurs may diversify their entrepreneurial engagements, which is named in this research as ‘plural activity’. In order to achieve the main objective, this thesis derives four specific objectives; namely, investigating the ‘plural activities’ of academic entrepreneurs, studying the motivations of academic entrepreneurs, examining the influence of multilevel causal factors on ‘plural activities’, and investigating the impacts of academic entrepreneurship on universities and wider economy. Sequential mixed methods were adopted in three stages; namely, an initial context specific data gathering stage, an on-line survey, and in-depth interviews. Initial context specific data were used to design two subsequent data collection phases. This approach was believed to improve the construct validity of the study. The main purpose of the on-line survey was to obtain a broad understanding of the entrepreneurial engagements of academics, while that of in-depth interviews was to obtain detailed context specific data, required to achieve research objectives. This sequential mixed method design of a survey being followed up by in-depth interviews was also considered to improve the internal validity of this research.The results suggested that entrepreneurial activity was a means of overcoming resource barriers in a resource constrained environment as opposed to resources are a means of becoming entrepreneurial in a resource rich environment. The majority of academic entrepreneurs had overcome resource and opportunity constraints by diversifying their entrepreneurial engagements. ‘Plural activity’ was found to generate synergies between multiple academic entrepreneurial activities. Diversifying into a greater number of different activities was found to generate more synergistic effects than diversifying into a limited number of similar activities. Nevertheless, there remained synergies between those who adopted different diversification strategies. Moreover, academic entrepreneurship was found to enable the overcoming of resource barriers to university teaching and research as well as deliver positive outcomes to universities and wider economy. Furthermore, it was evident that academics were initially motivated by ‘push’ motives and over time the influence of ‘push’ factors declined, while the impact of ‘pull’ motives increased. As a result of a lack of research capabilities of industry and funding for universities, there was a higher mutual interdependence between universities and industry. However, due to the unavailability of supportive mechanisms or formal institutional infrastructure to promote academic entrepreneurship, university-industry interactions were driven by individuals, and thus, were scattered and isolated. Policy implications and future research avenues were considered in conclusion.
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Brett, Caroline E. "Applying health psychology in an academic environment." Thesis, City University London, 2015. http://openaccess.city.ac.uk/13861/.

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Introduction. With an ageing population, the health and well-being of older adults is one of the most pressing issues facing the world today. Subjective well-being refers to the way people evaluate the objective conditions of their life and is widely thought to consist of both affective and cognitive appraisal components. It has been found to be associated with a wide range of outcomes, including health, functioning, mortality, income and coping. Understanding the determinants of subjective well-being and the underlying mechanisms of these relationships is vital in identifying potential targets for intervention. This is particularly relevant in older adults, who experience increasing functional decline as part of the ageing process. Adopting a life course approach enables the investigation of the bio-psycho-social factors influencing well-being throughout life. This study utilises a unique sample of individuals studied extensively in childhood and early adulthood and followed up in old age. It aims to investigate the structure and life course determinants of subjective well-being in older adults. Methods. The 6-Day Sample of the Scottish Mental Survey consists of 1208 individuals born on 6 days of 1936 and followed up from the age of 11 to 27. 174 members of this group were recruited into a follow-up study at age 77, completing a questionnaire and physical testing measures. Childhood measures included background demographic factors, personality, and educational and occupational ambitions and attainment. Old age measures included social mobility, personality, optimism, resilience, mood, sense of coherence, stress reactivity (cortisol) and three measures of subjective well-being (life satisfaction, mental well-being and mental health). Results. The three individual measures of well-being were found to load onto single traits with satisfactory to poor fit. A confirmatory factor analysis of all well-being items suggested a modest fit to a model incorporating two inter-related latent traits of affective and cognitive well-being. None of the early career or occupational goal attainment factors were associated with well-being, with the exception of goal change in women. Job instability was found to be associated with sense of coherence manageability in men and resilience and sense of coherence comprehensibility in women, although in opposite directions. There were no associations between measures of stress reactivity and well-being. Hierarchical regression analyses suggested that the strongest determinants of subjective well-being in this group are current anxiety, current depression, and sense of coherence, with significant contributions from the Big Five personality traits of extraversion, conscientiousness, and emotional stability. Conclusions. The results have implications for improving subjective well-being in older adults. Anxiety and depression are important targets for intervention in older adults as they are associated with increased mortality risk and cognitive decline. A strong sense of coherence is important in old age as it has been associated with a variety of positive health and well-being outcomes. The current study highlights the importance of these three factors and personality traits in determining well-being in old age, and illuminates some of the potential mechanisms for these relationships.
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Laituri, Melinda Jean. "Risk, equity and environment: A methodology for conducting an Environmental Equity Assessment." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186147.

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This dissertation examines the relationship between risk and equity as manifested in the environment--in particular, what is the relationship of risk to social, political and economic processes. To accomplish this, I have developed a methodology, an Environmental Equity Assessment (EEA), by which to examine disproportionate impacts of environmental stress. This research acknowledges the fact that problems of environmental pollution are linked not only to business and industry practices but to issues of social justice. This dissertation is designed to contribute to a better understanding of the relationships between risk and equity, environmental philosophy and social justice, and to devise alternative methods to define and analyze risk, and help create equitable policy options and considerations. The methodology is applied to a case study related to water quality in Tucson, Arizona. The case study is primarily illustrative; it brings into focus the relationship between risk, equity and environment, providing a venue for the implementation of an Environmental Equity Assessment (EEA).
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MARTIN, JANAEA. "STRESS IN AN ACADEMIC ENVIRONMENT: THE UNDERGRADUATE EXPERIENCE." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188034.

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This work investigated stress in an academic environment for undergraduate students from both quantitative and qualitative perspectives. For Study One, a Student Life-Style and Attitude Survey was administered to 375 undergarduate students. Factor Analyses extracted a total of 27 factors which were utilized in subsequent analyses. Multiple Regression Analyses resulted in four, highly significant, five-step regression equations for perceived level of stress, student satisfaction, work satisfaction, and personal satisfaction (p < .001). Discriminant Function Analyses produced significant group classification functions for gender, non-working versus working students, grade level, and the academic majors of science and engineering, business, and liberal arts (p < .001). Hypothesized higher factor scores for students reporting higher levels of perceived stress, were supported only for significant, positive, univariate relationships with factors of academic work-overload, and tension (p < .001), but rejected in all other instances. All hypothesized lower factor scores associated with higher levels of stress were rejected. Predicted higher factor scores for women were statistically supported for a number of symptoms, academic concerns, time-utilization, and the coping strategy of social support seeking; however, there were no significant gender differences in overall perceptions of stress level. Predicted lower factor scores for women on self-esteem, and self-efficacy factors were rejected, as was the predicted non-significant relationship between gender and Type "A-like" behavior. Men in this study attained significantly higher factor scores for both Type "A-like" behavior, and sensate tension reduction than did women. Study Two used content analyses of interviews with 27 undergraduates to affirm, modify, and expand upon the relationships identified in Study One. Results emphasized the general relationship between perceptions of stress and experiences of depression, low self-esteem, and somatization. Increased physical activity was reported as a major form of "coping" as were a number of other "non-direct" strategies. The identification of several additional indicators of stress and coping raised serious questions about the biases, and limitations of scales currently used to measure those dimensions. Taken together, results from the two studies suggested that undergraduate stress may be best understood, and investigated through academic "life-cycle," and "sub-cultural" approaches examining similarities and differences in health, stress, and coping using both quantitative and qualitative methodologies.
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Shaddock, Bellamy Lucinda. "Classroom Environment: Content Analysis Examining Characteristics of Classroom Environments That Affect Students' Academic Achievement." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3133.

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The purpose of this qualitative study was to extend the understanding of the characteristics of a classroom environment that impact students’ engagement in academics and therefore has the potential to positively impact student achievement scores. Data were collected through content analysis to analyze for reoccurring themes to assess how the characteristics of the classroom environment impact student’s achievement. Ten classrooms within the Kingsport City District were observed and analyzed for this study. Six research questions guided this study, and qualitative data were analyzed for reoccurring themes. Findings from this study suggest that implementing certain characteristics in to the classroom environment can positively impact students’ academic success. The development and construction of classroom environments should include such characteristics as positive discipline, well laid out and organized classrooms, accountable talks, collaborative groups, positive teacher student interaction, and learning targets. As a result of this research a recommendation for practice is that districts support the development of classrooms that would positively impact student’s achievement.
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Ortiz, Yesenia. "The influence of perceived social support, academic self-concept, academic motivation, and perceived university environment on academic aspirations /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1404349151&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Books on the topic "Academic environment"

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Srivastava, Pushplata. Copyright in academic libraries in digital environment. New Delhi: Ess Ess Publications, 2008.

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McClure, Charles R. Performance measures for the academic networked environment. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1995.

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Marx Gómez, Jorge, and Sulaiman Mouselli, eds. Modernizing the Academic Teaching and Research Environment. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74173-4.

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McClure, Charles R. Assessing the academic networked environment: Strategies and options. [Washington, D.C.?]: Published by the Association of Research Libraries for the Coalition for Networked Information, 1996.

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Associates, DJB. The academic publishing environment: Implications of recent research. [London]: British Library Research and Development Dept., 1990.

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Evans, Kate. Pathways Through Writing Blocks in the Academic Environment. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-242-6.

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McClure, Charles R. Assessing the academic networked environment: Strategies and options. Washington, D.C: Association of Research Libraries, 1996.

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Chown, Tim. The use of firewalls in an academic environment. Manchester: JISC Technology Applications Programme, 2000.

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Cmeciu, Camelia, and Bogdan Pătruț. Social media and the new academic environment: Pedagogical challenges. Hershey, PA: Information Science Reference, 2013.

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Thomas, David G., ed. The Academic Ecosystem: Issues Emerging in a University Environment. Las Cruces, NM, USA: Doc45 Publishing, 1998.

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Book chapters on the topic "Academic environment"

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Schillo, R. Sandra. "The Environment for Academic Spin-offs." In Academic Entrepreneurship, 215–53. Wiesbaden: Gabler, 2009. http://dx.doi.org/10.1007/978-3-8349-8929-1_10.

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Brown, Rebecca F., Mahesh S. Sharma, and Melina R. Kibbe. "Learning and Practice Environment." In Success in Academic Surgery, 131–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29470-0_12.

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Moreno, Megan A., and Rachel Katzenellenbogen. "Your Institutional Support/Academic Environment." In Women Rock Science, 67–83. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10498-6_4.

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Rekman, Janelle F., and Adnan Alseidi. "Regulatory, Business, and Payer Environment." In Success in Academic Surgery, 103–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29470-0_10.

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Jakobs, Eva-Maria, and Dagmar A. Knorr. "Academic Writing and Information Retrieval." In The New Writing Environment, 73–86. London: Springer London, 1996. http://dx.doi.org/10.1007/978-1-4471-1482-6_7.

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Evans, Kate. "Creative Academic Writing." In Pathways Through Writing Blocks in the Academic Environment, 101–13. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-242-6_7.

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Zota, Răzvan Daniel, Ileana Stănescu, Emil Stănescu, Raluca Stănculescu, and Laura Stănescu. "Mobile Applications for the Academic Environment." In Lecture Notes in Business Information Processing, 544–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-78942-0_52.

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Lucas, Christopher J., and John W. Murry. "Institutional Environment and the Academic Community." In New Faculty, 3–21. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230120082_1.

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Lucas, Christopher J., and John W. Murry. "Institutional Environment and the Academic Community." In New Faculty, 3–20. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230107427_1.

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Phillips, William, Shruthi Subramani, Anusha Gorantla, and Victoria Phillips. "Developing Software in the Academic Environment." In Advances in Intelligent Systems and Computing, 1259–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32467-8_110.

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Conference papers on the topic "Academic environment"

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Mishra, Atul. "Environmental and Ecological Concerns in Indian academic environment." In 8th International conference on Research in Engineering, Science and Technology. Acavent, 2018. http://dx.doi.org/10.33422/8rest.2018.11.60.

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Kollanus, Sami, and Ville Isomöttönen. "Understanding TDD in academic environment." In the 8th International Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1595356.1595362.

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Pyra, Leszek. "VIRTUE ETHICS AND ENVIRONMENT." In 46th International Academic Conference, Rome. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.046.016.

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D'Amico, Blaine A. "Desktop security in an academic environment..." In the 35th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1294046.1294058.

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Whiting, Jen, and Gary Eshbaugh. "Supporting PeopleSoft in an academic environment." In the 28th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/354908.354980.

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Seneler, Cagla, Marina Dabic, Abdalilah Owaishiz, and Tugrul Daim. "Exploring Entrepreneurship in the Academic Environment." In 2019 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2019. http://dx.doi.org/10.23919/picmet.2019.8893752.

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de Aquino Teixeira, Cristiane Domingos, Marcelo Mendonca Teixeira, Cicero Antonio de Morais, Anderson Sena dos Santos, Marcos Vinicios Silva de Alcantara, Wellington Pereira dos Santos, Jaziel Victor de Souza, Victor Hugo Cosmo de Almeida, and Avaro Rocha. "Management of Innovation in Academic Environment." In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9141137.

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Grachev, Vladimir, and Natalia Kurysheva. "ENERGY SOURCES, ENVIRONMENT AND PUBLIC HEALTH." In 50th International Academic Conference, Paris. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.050.012.

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Ahmad, Nawaz. "ETHNIC DIVERSITY, STRESSFUL LIVING ENVIRONMENT AND INTERNATIONAL TRADE." In 40th International Academic Conference, Stockholm. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.040.001.

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Belas, Jaroslav, Martin Cepel, and Anna Kotaskova. "QUALITY OF BUSINESS ENVIRONMENT IN THE SME SEGMENT." In 40th International Academic Conference, Stockholm. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.040.006.

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Reports on the topic "Academic environment"

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McIlhany, Kevin L., and Reza Malek-Madani. COMSOL in the Academic Environment at USNA. Fort Belvoir, VA: Defense Technical Information Center, October 2009. http://dx.doi.org/10.21236/ada592632.

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Cowles, Robert D. NT Security in an Open Academic Environment. Office of Scientific and Technical Information (OSTI), June 1999. http://dx.doi.org/10.2172/10099.

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Frazier, Barbara J. Role of the physical environment in creating an academic major brand image. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1759.

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Leonetti, Shannon. Adults as Students: Ego Development and the Influence of the Academic Environment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1390.

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Conley, Dalton, and Emily Rauscher. Genetic Interactions with Prenatal Social Environment: Effects on Academic and Behavioral Outcomes. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16026.

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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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7

Zelinska, Snizhana O., Albert A. Azaryan, and Volodymyr A. Azaryan. Investigation of Opportunities of the Practical Application of the Augmented Reality Technologies in the Information and Educative Environment for Mining Engineers Training in the Higher Education Establishment. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2672.

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The augmented reality technologies allow receiving the necessary data about the environment and improvement of the information perception. Application of the augmented reality technologies in the information and educative environment of the higher education establishment will allow receiving the additional instrumental means for education quality increasing. Application of the corresponding instrumental means, to which the platforms of the augmented reality Vuforia, ARToolKit, Kudan can be referred, will allow presenting the lecturers the necessary tools for making of the augmented reality academic programs.
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Macdonald, Keir. The Impact of Business Environment Reforms on Poverty, Gender and Inclusion. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.006.

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This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how business environment reforms in middle-income countries impacts on poverty, gender and inclusion. Although, there is limited evidence on the direct impact of business environment reforms on poverty, gender, and inclusion, this review illustrates that there is evidence of indirect effects of such reforms. Business environment reform (BER) targets inadequate business regulations and institutions, in order to remove constraints to business investment and expansion, enabling growth and job creation, as well as new opportunities for international business to contribute to and benefit from this growth. However, there is a lack of detailed knowledge of the impact of BER on gender and inclusion (G&I) outcomes, in terms of the potential to remove institutional barriers which exclude formerly marginalised groups from business opportunities, in ways that promote equal access to resources, opportunities, benefits, and services. The literature shows how the business environment affects women in business, and how women’s experiences of a given business environment can be different from those of men. This is the result of disparities in how they are treated under the law, but also based on structural and sociocultural factors which influence how men and women behave in a given business environment and the barriers they face.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Greenberg, Jane, Samantha Grabus, Florence Hudson, Tim Kraska, Samuel Madden, René Bastón, and Katie Naum. The Northeast Big Data Innovation Hub: "Enabling Seamless Data Sharing in Industry and Academia" Workshop Report. Drexel University, March 2017. http://dx.doi.org/10.17918/d8159v.

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Increasingly, both industry and academia, in fields ranging from biology and social sciences to computing and engineering, are driven by data (Provost & Fawcett, 2013; Wixom, et al, 2014); and both commercial success and academic impact are dependent on having access to data. Many organizations collecting data lack the expertise required to process it (Hazen, et al, 2014), and, thus, pursue data sharing with researchers who can extract more value from data they own. For example, a biosciences company may benefit from a specific analysis technique a researcher has developed. At the same time, researchers are always on the search for real-world data sets to demonstrate the effectiveness of their methods. Unfortunately, many data sharing attempts fail, for reasons ranging from legal restrictions on how data can be used—to privacy policies, different cultural norms, and technological barriers. In fact, many data sharing partnerships that are vital to addressing pressing societal challenges in cities, health, energy, and the environment are not being pursued due to such obstacles. Addressing these data sharing challenges requires open, supportive dialogue across many sectors, including technology, policy, industry, and academia. Further, there is a crucial need for well-defined agreements that can be shared among key stakeholders, including researchers, technologists, legal representatives, and technology transfer officers. The Northeast Big Data Innovation Hub (NEBDIH) took an important step in this area with the recent "Enabling Seamless Data Sharing in Industry and Academia" workshop, held at Drexel University September 29-30, 2016. The workshop brought together representatives from these critical stakeholder communities to launch a national dialogue on challenges and opportunities in this complex space.
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