Journal articles: '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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Roman, Mihai Daniel. "Students’ Failure in Academic Environment." Procedia - Social and Behavioral Sciences 114 (February 2014): 170–77. http://dx.doi.org/10.1016/j.sbspro.2013.12.679.

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Lippincott, Joan. "Assessing the Academic Networked Environment." Journal of Library Administration 35, no. 4 (December 31, 2001): 63–69. http://dx.doi.org/10.1300/j111v35n04_12.

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Glieder, Anton. "Industrial research in academic environment." New Biotechnology 29 (September 2012): S235. http://dx.doi.org/10.1016/j.nbt.2012.05.007.

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Dabinett, Gordon. "A changing academic publishing environment." Regional Insights 4, no. 1 (January 2013): 3. http://dx.doi.org/10.1080/20429843.2013.10708709.

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Lippincott, Joan K. "Assessing the Academic Networked Environment." New Directions for Institutional Research 1999, no. 102 (1999): 21–35. http://dx.doi.org/10.1002/ir.10202.

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Keller, George. "Managing in tomorrow's academic environment." New Directions for Institutional Research 1995, no. 85 (1995): 59–64. http://dx.doi.org/10.1002/ir.37019958507.

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Kovach, Christine R. "Thriving in an academic environment." Research in Nursing & Health 27, no. 2 (2004): 73–74. http://dx.doi.org/10.1002/nur.20010.

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Shepherd, Peter R., and William A. Denny. "The academic model: Drug discovery in the academic environment." Biochemist 34, no. 1 (February 1, 2012): 4–6. http://dx.doi.org/10.1042/bio03401004.

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The second half of the 20th Century was a golden age for the pharmaceutical industry, as ever increasingly sophisticated scientific methods were applied to the process of discovering new drugs and then developing them through the pre-clinical and clinical phases. This was very fruitful, scientifically and financially, with a wide range of highly successful new drugs being developed. These included blockbusters such as the very effective cholesterol-lowering drugs such as Lipitor®, which contributed significantly to the reduced rates of mortality from cardiovascular disease, through to drugs such as Viagra® that treated less life-threatening, but socially important, conditions. In the 1970s and 1980s, the pharma industry employed a high percentage of biochemistry graduates and provided jobs that paid well and seemed to have good security. Inevitably, however, as the older blockbusters began to come off patent, a technological ‘arms race’ broke out as companies searched randomly further and further into chemical space to find chemical structures that might be the elusive new blockbuster drug. Companies built bigger and bigger libraries of drugs, in many cases containing more than a million compounds. These required impressive assay technology and massive robotic screens to sift through. At the same time, the cost of getting drugs to market was increasing due to ever-tightening safety regulations, and, despite the application of ever more technology, the failure rate in (and after) clinical trial remained stubbornly high.

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Myhovych, Iryna. "Interculturalism and Higher Education: The Role of Academic Staff in Promoting Campus-Based International Academic Environment." Education and Pedagogical Sciences, no. 2 (177) (2021): 3–11. http://dx.doi.org/10.12958/2227-2747-2021-2(177)-3-11.

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The paper presents an attempt to articulate the link between the notions of «interculturalism», «internationalization», «collaborative online international learning» as a new educational paradigm enhancing intercultural competence of all actors of educational process within jointly established multicultural academic environment. The focus of empirical research is centered on the «internationalization-at-home» paradigm, which is viewed as the nexus of international and intercultural dimensions integrated into formal, non-formal, and informal learning with the application of digital teaching formats such as international virtual exchange and virtual mobility projects, etc. The analysis has been conducted with regard to the internationalisation process at Slovak higher education based on the empirical data provided by online open platforms of Commenius University in Bratislava, Slovak Republic. The collected data have showed that the enhancement of interculturalism in higher education should be aimed at developing more of an education for all in the spirit of recognizing the differences that exist within the same society, and less an education for different cultures, which would involve isolation of cultural groups. Among the results of the research the ways of achieving interculturality at higher educational institution are highlighted, such as: simultaneous learning of at least two foreign languages; integration in twinning European programmes; obtaining scholarships for academic mobility (including virtual one), etc.

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Benda, Libor. "Akademie, politika a akademie jako politika: Ke kritice „rozšířeného“ pojetí akademické svobody." Acta FF 12, no. 2 (2020): 19–43. http://dx.doi.org/10.24132/actaff.2020.12.2.2.

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There has been a significant growth of interest in the topic of academic freedom in recent years, predominantly with regard to the emergence of several new and unprecedented phenomena within the academic environment that allegedly threaten or directly undermine academic freedom both on the individual and institutional levels. One of the responses to these observations is the attempt to redefine academic freedom in political terms, since the traditional concept of academic freedom, grounded in the purely epistemological notions of rationality, objectivity, and truth, is becoming regarded as incapable of facing the challenges and overcoming the obstacles encountered by academia in the present circumstances. It has been argued that instead of being limited only to epistemic responsibilities of academics, academic freedom should be “extended” to include the political responsibility of academics as well and should therefore provide the academics first and foremost with an appropriate set of political rights to fulfil their political role. This paper critically examines both the theoretical background behind this political shift in thinking about academic freedom as well as its prospective consequences for the academic profession and academia as a whole. While there are sound theoretical reasons that favour the “extended” version against the traditional concept of academic freedom, I argue that the associated political extension of academic responsibilities blurs the line between academic and political affairs and puts academia in danger of becoming an openly political – rather than authentically academic – institution. The paper is concluded by a tentative suggestion of an alternative account of academic freedom: one that takes seriously the theoretical weaknesses of the traditional version but maintains at the same time a clear and sharp distinction between academic and political matters.

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Stuebs, Martin T. "Simply Academic: Linking Reporting Environments." Issues in Accounting Education 23, no. 3 (August 1, 2008): 455–66. http://dx.doi.org/10.2308/iace.2008.23.3.455.

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This instructional case attempts to connect the environmental incentives and ethical issues from two different reporting environments. It provides two different scenarios that allow students to identify and grapple with multiple incentives and resultant ethical dilemmas present in the academic reporting environment. A summary then requires students to link stakeholders, activities, incentives, and dilemmas in the academic environment to corresponding situations in the financial reporting environment. The purpose of the case is threefold: (1) It makes students aware of the incentives and ethical issues present in various reporting environments. (2) By explicitly linking the academic and financial reporting environments, students see the relevance of ethics in their current lives and are motivated to develop ethical habits now in order to prepare for the challenges that will occur later in their careers. (3) The case forces students to practice making decisions in situations with conflicting incentives and ambiguous or nonexistent legal guidance. Strong conflicting incentives can cloud and compromise even the purest of intentions. Dealing with these conflicts early and often can mature one's judgments and improve the decision-making process.

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Oruc, Aybars. "Requirements for Productivity in the Academic Environment." Higher Education Studies 11, no. 4 (October 3, 2021): 40. http://dx.doi.org/10.5539/hes.v11n4p40.

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Modern life is improving as a result of the research that corporations, research centres, and universities, in particular, conduct. Moreover, besides their teaching function, the quantity and quality of universities’ research activities comprise an essential criterion for measuring the university’s quality. Today, universities around the world face global competition. Although one facet of the effort to attract productive researchers entails offering more and more, individual incentives are not enough. Universities must also create an attractive academic environment for researchers. This study sought answers to the following question: “What incentives and requirements are necessary to create a productive academic environment?” As the result of a literature review in pursuit of the study aim, the study findings include a total of 10 incentives for researchers and requirements for universities to build a productive research environment in academia.

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P. Abeles, Tom. "The fate of academic publishing and academia in a semantic environment." On the Horizon 22, no. 4 (September 23, 2014): 221–28. http://dx.doi.org/10.1108/oth-06-2014-0022.

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Purpose – The purpose of this article is to present a viewpoint on the future of academic publishing. It is important for a traditional peer-reviewed academic journal that is focused on the future, particularly of post-secondary education, to be sensitive to the waters in which it swims and to sense how the climate is changing within the journal area and education as a whole. Design/methodology/approach – This is a viewpoint on the future of academic publishing. Findings – The rapid development of the Internet and the semantic Web is showing that: The traditional double-blind peer review process is changing to a variety of processes from both pre- and post-review to open reviews; open access is firmly established and growing; there is a shift in promotion/tenure towards more emphasis on teaching; the semantic Web is introducing changes in the impact value of journals in research and education, including the function of the institutions themselves. Social implications – Islands of concentrated knowledge locked in Ivory Towers are now readily accessible, broadly changing how individuals gain and improve competencies and use of increasing, evolving knowledge bases. Originality/value – This article discusses the following: There is a growing alternative to the hegemony of the traditional publishers of journals even with the moderate response to open access. Basic knowledge as offered in institutions is becoming a commodity, the cost of which is asymptotically approaching zero; “Big Data” and the semantic engines on the Internet are amplifying the human capabilities of accessing, parsing and rapidly evaluating an increasing knowledge base, impacting research and education.

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Seltzer, Steven E., B. Leonard Holman, James H. Thrall, Robert T. Bramson, and William Poller. "Academic radiology in a networked environment." Academic Radiology 3, no. 10 (October 1996): 865–72. http://dx.doi.org/10.1016/s1076-6332(96)80280-7.

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VAN VOORST TOT VOORST, MAARTEN. "The New Security Environment: Academic Advancements." Journal of Contingencies and Crisis Management 16, no. 4 (December 2008): 217–19. http://dx.doi.org/10.1111/j.1468-5973.2008.00552.x.

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Petre, Marian. "Academic integrity in a changing environment." ACM Inroads 3, no. 2 (June 2012): 15–16. http://dx.doi.org/10.1145/2189835.2189842.

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Revutska, S. K., S. Adamchuk, and K. Snizhytska. "ACADEMIC DISHONESTY IN THE STUDENT ENVIRONMENT." INTELLIGENCE. PERSONALITY. CIVILIZATION 1, no. 18 (2019): 12–18. http://dx.doi.org/10.33274/2079-4835-2019-18-1-12-18.

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Zax, Jeffrey S., and Daniel I. Rees. "IQ, Academic Performance, Environment, and Earnings." Review of Economics and Statistics 84, no. 4 (November 2002): 600–616. http://dx.doi.org/10.1162/003465302760556440.

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Fruehling, Donald L. "Publishing for a Changing Academic Environment." Change: The Magazine of Higher Learning 19, no. 2 (April 1987): 5. http://dx.doi.org/10.1080/00091383.1987.9939128.

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Stecker, Tracy. "Well-being in an academic environment." Medical Education 38, no. 5 (May 2004): 465–78. http://dx.doi.org/10.1046/j.1365-2929.2004.01812.x.

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Wortman, D. B. "Software Projects in an Academic Environment." IEEE Transactions on Software Engineering SE-13, no. 11 (November 1987): 1176–81. http://dx.doi.org/10.1109/tse.1987.232867.

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Divaris, K., P. J. Barlow, S. A. Chendea, W. S. Cheong, A. Dounis, I. F. Dragan, J. Hamlin, et al. "The academic environment: the students’ perspective." European Journal of Dental Education 12, s1 (February 2008): 120–30. http://dx.doi.org/10.1111/j.1600-0579.2007.00494.x.

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Kenny, Dorothy. "CAT Tools in an Academic Environment." Target. International Journal of Translation Studies 11, no. 1 (November 5, 1999): 65–82. http://dx.doi.org/10.1075/target.11.1.04ken.

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Abstract Many universities have now incorporated commercially available translators ' workbench-style systems into their translator-training programmes. But, when it comes to computer-aided translation (CAT), the university's role need not be confined to teaching students how to operate some third party's system; rather new CAT tools open up whole new areas of research. For example, experience of Trados's Translator's Workbench suggests that workbench features such as automatic terminology recognition and translation memories stand to bring about fundamental changes in the way terminology is recorded and texts are authored. State-of-the-art CAT tools can also make a contribution to Descriptive Translation Studies and translation pedagogy.

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Akright, Jan A., and Jenna L. Crabtree. "Shared governance in the academic environment." Nursing Management (Springhouse) 50, no. 7 (July 2019): 10–11. http://dx.doi.org/10.1097/01.numa.0000558540.67865.bd.

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Aladejana, Francisca, and Oluyemisi Aderibigbe. "Science Laboratory Environment and Academic Performance." Journal of Science Education and Technology 16, no. 6 (October 11, 2007): 500–506. http://dx.doi.org/10.1007/s10956-007-9072-4.

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Itri, Jason N., David H. Ballard, Stamatis Kantartzis, Joseph C. Sullivan, Jeffery A. Weisman, Daniel J. Durand, Sayed Ali, and Akash P. Kansagra. "Entrepreneurship in the Academic Radiology Environment." Academic Radiology 22, no. 1 (January 2015): 14–24. http://dx.doi.org/10.1016/j.acra.2014.08.010.

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Grant, David B., Gyöngyi Kovács, and Karen Spens. "Questionable research practices in academia: antecedents and consequences." European Business Review 30, no. 2 (March 12, 2018): 101–27. http://dx.doi.org/10.1108/ebr-12-2016-0155.

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Purpose The purpose of this paper is to discuss questionable research practices (QRPs) in business research, particularly in the logistics and supply chain management discipline, in light of antecedents influenced by the current academic environment and the consequences for academic rigour and relevance to stimulate thinking and debate among the academic community. Design/methodology/approach A literature review and autoethnographic approach were used to examine these issues based on over 60 years’ collective academic experience of the authors. Data were collected from discussions among the paper’s authors as well as recounting open discussions with other academics and journal editors to collate their observations. Findings Evidence is provided of issues the authors have seen first-hand where antecedents in the academic environment influences QRPs, which then detrimentally affect research rigour and relevance, integrity and proper contributions to ground-breaking research and knowledge advancement. Research limitations/implications This paper is based on personal observations and experiences of the three authors as well as open-ended discussions with others in the academic community. Suggestions are provided for various academic stakeholders to address these issues. Practical implications Practical implications are only provided for academics in their roles as authors, journal editors and reviewers. Social implications Encouraging the academic community to eliminate QRPs to improve the rigour, relevance and quality of research will provide more credibility and integrity resulting in better impact and outcomes for society at large. Originality/value The value of this paper is in stimulating thinking and debate among academics to return to core issues and values in academia opposed to focusing on narrow university goals focussed on other antecedents of QRPs.

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Opdenakker, Marie-Christine, and Alexander Minnaert. "Relationship between Learning Environment Characteristics and Academic Engagement." Psychological Reports 109, no. 1 (August 2011): 259–84. http://dx.doi.org/10.2466/09.10.11.pr0.109.4.259-284.

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The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

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Way, Samuel F., Allison C. Morgan, Daniel B. Larremore, and Aaron Clauset. "Productivity, prominence, and the effects of academic environment." Proceedings of the National Academy of Sciences 116, no. 22 (April 29, 2019): 10729–33. http://dx.doi.org/10.1073/pnas.1817431116.

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Faculty at prestigious institutions produce more scientific papers, receive more citations and scholarly awards, and are typically trained at more-prestigious institutions than faculty with less prestigious appointments. This imbalance is often attributed to a meritocratic system that sorts individuals into more-prestigious positions according to their reputation, past achievements, and potential for future scholarly impact. Here, we investigate the determinants of scholarly productivity and measure their dependence on past training and current work environments. To distinguish the effects of these environments, we apply a matched-pairs experimental design to career and productivity trajectories of 2,453 early-career faculty at all 205 PhD-granting computer science departments in the United States and Canada, who together account for over 200,000 publications and 7.4 million citations. Our results show that the prestige of faculty’s current work environment, not their training environment, drives their future scientific productivity, while current and past locations drive prominence. Furthermore, the characteristics of a work environment are more predictive of faculty productivity and impact than mechanisms representing preferential selection or retention of more-productive scholars by more-prestigious departments. These results identify an environmental mechanism for cumulative advantage, in which an individual’s past successes are “locked in” via placement into a more prestigious environment, which directly facilitates future success. The scientific productivity of early-career faculty is thus driven by where they work, rather than where they trained for their doctorate, indicating a limited role for doctoral prestige in predicting scientific contributions.

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Prevost, Chad, and Elena Hunt. "Bullying and Mobbing in Academe:A Literature Review." European Scientific Journal, ESJ 14, no. 8 (March 31, 2018): 1. http://dx.doi.org/10.19044/esj.2018.v14n8p1.

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This review of the current state of literature in regards to academic mobbing found that the most common types of bullying were psychological and emotional attacks, often directed towards an academic by either administrators, other academics and faculty, or even students. Many risk factors are related to academic mobbing, including sex, sexual orientation, gender, race and ethnicity, rank or seniority, work experience, and age. Incidents of academic bullying often lead to multiple negative outcomes on victims, including physical, emotional and psychological damages, as well as various work-related and institutional consequences. Some coping strategies are summarized. Universities and academia in general, should help foster a culture and an environment of civility. More specifically, policies of respectful workplaces should be created and enforced, with a focus on reducing or eliminating incidents of academic mobbing.

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Yilmaz, M. Betul. "The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments." Journal of Education and Training Studies 5, no. 9 (August 17, 2017): 146. http://dx.doi.org/10.11114/jets.v5i9.2545.

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The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic procrastination and academic performance. However, the effect of academic procrastination on assignments in distance learning setting has not been analyzed extensively. To understand the interaction between academic procrastination and the learning environment; assignment and exam performances of eighty-eight university students in face-to-face (FtF) and distance learning (DL) environments were investigated. According to the findings of the study, students’ academic procrastination and assignment scores were negatively correlated in both environments but especially in DL setting. Contrary to this, academic procrastination and exam scores were correlated to each other only in FtF environment. On the other hand, there was no correlation between total assignment and exam scores for DL group, while a medium positive correlation was found in FtF group. The findings of binary logical regression analysis demonstrated that predictive value of the DL environment for assignment score is much stronger than academic procrastination behavior of students.

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Jain, Komal, and Dr Sarika Mohta. "The Impact of Home Environment on Academic Achievement of Secondary School Students." International Journal of Trend in Scientific Research and Development Volume-3, Issue-4 (June 30, 2019): 808–11. http://dx.doi.org/10.31142/ijtsrd23910.

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Dima, Alina Mihaela, Shahrazad Hadad, and Iulia Luchian. "Review on the dimensions of business-university alliances." Proceedings of the International Conference on Business Excellence 11, no. 1 (July 1, 2017): 64–73. http://dx.doi.org/10.1515/picbe-2017-0007.

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Abstract The present paper is concerned with identifying and synthesizing the directions of development of the partnerships between the academic environment and the business environment found in main research dedicated articles in the last five years in three relevant databases: Thomson Reuters Web of Knowledge, Science Direct and PROQUEST Central. The method we employed consists in tertiary data selection, processing and filtering by means of adequate software. The thorough literature review on partnerships between the academic and business environments revealed eight main directions of development: sponsoring activities, collaborative research (research partnerships and research services), curriculum development and delivery, academic entrepreneurship, human resource transfer (mobility of academics, mobility of students), informal interaction, commercialization of property right, and scientific publications. In order to qualify the directions of the partnerships we analysed their definitions, identified their goals and the economic and social impacts that they had.

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Oganyan, А. A., and D. M. Khloptsov. "TRANSFORMATION OF THE ACADEMIC ENVIRONMENT: GLOBAL ASPECT." Vestnik Tomskogo gosudarstvennogo universiteta. Ekonomika, no. 42 (June 1, 2018): 22–40. http://dx.doi.org/10.17223/19988648/42/2.

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Cull, Peter. "Financing medical illustration in the academic environment." Journal of Audiovisual Media in Medicine 12, no. 3 (January 1989): 88–90. http://dx.doi.org/10.3109/17453058909055072.

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Mihaela, Diaconu, Dutu Amalia, and Georgescu Bogdan. "The Partnership between Academic and Business Environment." Procedia - Social and Behavioral Sciences 180 (May 2015): 298–304. http://dx.doi.org/10.1016/j.sbspro.2015.02.120.

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Manolache, Anca Codruţa, and Maria Viorica Bedrule-Grigoruţă. "Development of Disabled Employees from Academic Environment." Procedia - Social and Behavioral Sciences 142 (August 2014): 71–77. http://dx.doi.org/10.1016/j.sbspro.2014.07.590.

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Baafi, Richard Kwabena Akrofi. "School Physical Environment and Student Academic Performance." Advances in Physical Education 10, no. 02 (2020): 121–37. http://dx.doi.org/10.4236/ape.2020.102012.

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King, Alan R. "Family Environment Scale Predictors of Academic Performance." Psychological Reports 83, no. 3_suppl (December 1998): 1319–27. http://dx.doi.org/10.2466/pr0.1998.83.3f.1319.

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Abstract:

Relationships between high school and college academic performance and Family Environment Scale scores were examined within a sample of 346 college students. Low high-school grade point averages (GPA<2.5) were two to four times as common among students with high Conflict, or low Expressiveness, Cohesion, or Recreation scores. Moral–Religious subscale scores were also associated with favorable high school academic performance as well as increased college classroom attendance. Control variables included the Beck Depression Inventory, Shipley Institute of Living Scale, and reports of parental divorce or bereavement histories. A primary objective was achieved in providing simple guidelines for the identification of students at high risk for psychosocial problems using the Family Environment Scale.

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Woodward, Hazel. "Electronic Journals in an Academic Library Environment." Serials: The Journal for the Serials Community 10, no. 1 (March 1, 1997): 53–57. http://dx.doi.org/10.1629/1053.

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Journal articles on the topic 'Academic environment'

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