Journal articles: 'Academic progress'

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Hanson, Daniel James. "Progress in Academic Radiology." Investigative Radiology 29, no. 2 (February 1994): 258–60. http://dx.doi.org/10.1097/00004424-199402000-00027.

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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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Berkseth, Janet Kempf. "Composition Skills and Academic Progress." Journal of Nursing Education 26, no. 8 (October 1987): 333–34. http://dx.doi.org/10.3928/0148-4834-19871001-08.

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Barnett, Mandy M. "Academic Progress in Palliative Care." Progress in Palliative Care 5, no. 1 (January 1997): 40–41. http://dx.doi.org/10.1080/09699260.1997.11746773.

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Adnan, Norliza. "Longitudinal Tracking of Students’ Academic Progress using Model-based Clustering." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 497–505. http://dx.doi.org/10.37200/ijpr/v24i5/pr201714.

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Burns, Matthew K., and Helen Young. "Test Review:Measures of academic progress skills." Journal of Psychoeducational Assessment 37, no. 5 (June 22, 2018): 665–68. http://dx.doi.org/10.1177/0734282918783509.

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KUCK, VALERIE J. "PROGRESS OF WOMEN IN ACADEMIC SCIENCE." Chemical & Engineering News 88, no. 42 (October 18, 2010): 32–33. http://dx.doi.org/10.1021/cen-v088n042.p032.

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Gorski, Mary Sue, and Patricia Polansky. "Accelerating Progress in Seamless Academic Progression." Nursing Outlook 67, no. 2 (March 2019): 154–60. http://dx.doi.org/10.1016/j.outlook.2018.11.008.

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Hull, Marie C. "The academic progress of Hispanic immigrants." Economics of Education Review 57 (April 2017): 91–110. http://dx.doi.org/10.1016/j.econedurev.2017.02.002.

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Kirk-Kuwaye, Michael. "Using Metaphor in Academic Advising." NACADA Journal 18, no. 1 (March 1, 1998): 50–53. http://dx.doi.org/10.12930/0271-9517-18.1.50.

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Student understanding of academic programs and student services is essential to academic progress and the first step to enjoying an enriched college experience. However, student conceptions of college are often inaccurate, incomplete, and difficult to change. Through the use of metaphor, advisors can redirect students' attitudes about seeking assistance, increase their understanding of higher education and its philosophies, and encourage them to solve problems creatively.

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Hamel, Mary Beth, Julie R. Ingelfinger, Elizabeth Phimister, and Caren G. Solomon. "Women in Academic Medicine — Progress and Challenges." New England Journal of Medicine 355, no. 3 (July 20, 2006): 310–12. http://dx.doi.org/10.1056/nejme068143.

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Haigh, Jackie. "Integrating progress files into the academic process." Active Learning in Higher Education 9, no. 1 (March 2008): 57–71. http://dx.doi.org/10.1177/1469787407086747.

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Lefler Primack, Alice. "Identifying Academic Physical Sciences Research in Progress." Collection Building 10, no. 1/2 (January 1990): 22–28. http://dx.doi.org/10.1108/eb023414.

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Primack, Alice Lefler. "Identifying Academic Physical Science Research in Progress." International Astronomical Union Colloquium 110 (1989): 214. http://dx.doi.org/10.1017/s0252921100003444.

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For the scientist working on a research problem, books and journals serve mostly as archival records documenting what has been done and who did it. But the researcher usually has difficulty when he wants to determine what areas are currently being researched. Personal communication is a widely-used method of obtaining information, but one which is often inefficient and incomplete, especially as the number of colleagues working in a particular area of interest expands. Beyond this, current awareness of research in progress is available only by consulting an array of sources: preprints and lists or indexes of preprints, newsletters and annual reports, letters journals, reviews of research, directories of research grants, directories of graduate faculties or research facilities and their interests, indexes of theses and dissertations, indexes of progress reports, papers presented at conferences and lists and indexes of these papers, and lists of articles submitted or accepted for publication.

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Kalil, Ariel, and Kathleen M. Ziol-Guest. "Parental employment circumstances and children’s academic progress." Social Science Research 37, no. 2 (June 2008): 500–515. http://dx.doi.org/10.1016/j.ssresearch.2007.08.007.

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Yen, Wendy M., Venessa F. Lall, and Lora Monfils. "EVALUATING ACADEMIC PROGRESS WITHOUT A VERTICAL SCALE." ETS Research Report Series 2012, no. 1 (June 2012): i—55. http://dx.doi.org/10.1002/j.2333-8504.2012.tb02289.x.

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Cameron, CA, and SG Olswang. "Patient debt management and student academic progress." Journal of Dental Education 53, no. 10 (October 1989): 569–72. http://dx.doi.org/10.1002/j.0022-0337.1989.53.10.tb02352.x.

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Sheu, Hung-Bin, Yanfei Liu, and Yue Li. "Well-Being of College Students in China." Journal of Career Assessment 25, no. 1 (August 6, 2016): 144–58. http://dx.doi.org/10.1177/1069072716658240.

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In this study, we tested a modified academic satisfaction model based on social cognitive career theory in a sample of 757 college students in China. The hypothesized model included personality traits (extraversion and emotional stability), self-construals (independence and interdependence), environmental and person-cognitive variables (supports, self-efficacy, outcome expectations, and perceived goal progress) in the academic domain, and academic and global well-being outcomes. Pathways that consisted of academic supports, self-efficacy, and goal progress partially mediated the effects of personality traits and self-construals on academic satisfaction and/or stress, which were, in turn, predictive of life satisfaction. Although Chinese students perceived outcomes of completing a college degree as favorable, such outcome expectations did not predict progress made in the academic domain. Multigroup analyses showed that the modified academic satisfaction model was applicable to both male and female college students in two major metropolitan areas—Chongqing in Southwest China and Shanghai in East China. With evidence for measurement equivalence, full structural equivalence was present by gender, whereas two of the hypothesized paths differed by location. Results of the study suggest that outreach or intervention programs, which involve gathering supports, boosting self-efficacy, and facilitating goal progress in the academic domain, are particularly beneficial for promoting the well-being of Chinese college students.

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Pham, Trang. "Academic Identity Development of Asian International Doctoral Students at a Public University – A Reflexive Thematic Analysis." International Journal of Doctoral Studies 17 (2022): 323–44. http://dx.doi.org/10.28945/5013.

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Aim/Purpose: This study explores the development of academic identity among a group of Asian international doctoral students at a U.S. research university in various settings, including interacting with students and faculty members and reflecting on their personal journeys. Background: In 2020-2021, 132, 000 international doctoral students enrolled in U.S. universities – an increase of 71% since 2000. Despite this, relatively little is known about their academic identity development and how acculturative stress affects their academic growth. Methodology: A conceptual framework was constructed to integrate the concepts of acculturative stress and academic identity development. With the premise that academic identity development comprises three strands of intellectual, network, and institutional, the current framework conceptualizes the intersection of acculturative stress in all three strands to explore the tensions of balancing home-host culture values while international doctoral students grow into a new identity. Reflexive thematic analysis was applied to study the narratives of eight Asian international doctoral students and identified four main themes characterizing the participants’ academic identity development under acculturative stress. Contribution: This study contributes to an understudied area of higher education literature, directing the attention of the academic community to a small but growing group of junior academics. When examined in the confluence with acculturative stress, the conceptualization of academic identity is extended to include academics from cultural minorities. Findings: Acculturative stress intersects with all three strands of academic identity development, inhibiting participants’ progress in their doctoral programs. Acculturative stress also makes participants more hesitant to adopt an academic identity. Recommendations for Practitioners: This paper informs leaders and managers at departmental and university levels about cultural inclusiveness in doctoral training programs. Cultural minority students face the challenge of acculturative stress, an issue that distinguishes them from racial or gender minority groups; therefore, simply replicating race or gender inclusion initiatives is unlikely to be an ideal model for a culturally inclusive program. Recommendation for Researchers: The findings of this study indicate that Asian doctoral international students deviate from the commonly accepted view of academic identity in that they do not define intellectual growth strictly in terms of paper-trailed achievements (e.g., number of publications or grants), and they view jobs within and outside academia as equally attractive. Impact on Society: Doctoral training programs at universities are the suppliers of doctoral-level workers for industry. However, some programs, especially in the social sciences and humanities, focus on academic job placements. To broaden the impact on society, educational leaders need to expand the professional development training elements in such programs to prepare doctoral candidates for opportunities outside of academia. Future Research: Other aspects of doctoral training programs could be explored, such as the development of instructor identity and the changes in student identity.

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Covington, Natalie V., and Larissa M. Jordan. "Impact of the COVID-19 Pandemic on PhD Students in Communication Sciences and Disorders." Perspectives of the ASHA Special Interest Groups 7, no. 2 (April 14, 2022): 512–22. http://dx.doi.org/10.1044/2021_persp-21-00137.

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Purpose: The COVID-19 pandemic upended the status quo in higher education, causing rapid and unprecedented instructional, social, and financial changes. The aim of this exploratory study was to characterize doctoral students' experiences during the pandemic and draw insights that may impact the long-term health of the field of communication sciences and disorders (CSD). Method: One hundred sixty current PhD students in CSD completed an online survey. Student perceptions of the pandemic's impacts on their academic progress, future academic careers, and support from their academic programs were analyzed both quantitatively and qualitatively. Results: A majority of students indicated that the pandemic had negatively impacted progress through their PhD program. A quarter of respondents reported that their caregiving responsibilities had increased. Of these, the majority said that this increase in caregiving would delay their academic progress. A majority of students had concerns about farther-reaching negative impacts on their academic careers. Students' perceived support from their programs during the pandemic was significantly lower compared to perceived support prior to the pandemic. When asked directly what decision-making stakeholders should know, respondents reported increases in stress and anxiety, a desire that stakeholders would recognize the effect of less-rich academic environments on student training, and the potential that students would leave the academic “pipeline” as a result of pandemic-related delays and stressors. Across multiple open-response questions, students expressed concerns that the negative impacts of the pandemic would be unequally distributed across groups, such that existing inequalities in academia would be further exacerbated by the pandemic. Conclusion: This study characterizes the lived experiences of PhD students in CSD during the COVID-19 pandemic and provides information that may inform key decision-making stakeholders (advisors, departments, and the American Speech-Language-Hearing Association) as they continue to make changes and accommodations in response to the pandemic. Supplemental Material: https://doi.org/10.23641/asha.19294634

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Becht, Kathleen, Carley Blades, Rumi Agarwal, and Shanna Burke. "Academic Access and Progress for Students With Intellectual Disability in Inclusive Postsecondary Education: A Systematic Review of Research." Inclusion 8, no. 2 (June 1, 2020): 90–104. http://dx.doi.org/10.1352/2326-6988-8.2.90.

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Abstract The passage of the Higher Education Opportunity Act in 2008 extended the expectation of previous legislation (the Education for All Handicapped Children Act and Individuals With Disabilities Education Act) regarding general education academic access for students with intellectual disability, from elementary to secondary and now through to postsecondary education. In light of this extension of academic access, the authors conducted a systematic research review of the studies that explored access to and progress in college academics for students with intellectual disability (ID) enrolled in inclusive postsecondary education (PSE) programs. Of the 43 studies that met criteria, between 1987 and 2017, less than half provided sufficient contextual information to confirm academically inclusive course attendance or participation. Findings and implications, regarding the lack of research exploring access to and progress in academically inclusive college course content for students with ID are discussed. Authors also discuss the need for consensus on academic expectations of students with ID enrolled in college courses and the timely use of compensatory technologies and strategies.

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Adler, Matthew, and Marc Fleurbaey. "IN PURSUIT OF SOCIAL PROGRESS." Economics and Philosophy 34, no. 3 (October 30, 2018): 443–49. http://dx.doi.org/10.1017/s0266267118000354.

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In 2014, the New York Times columnist Nicholas Kristof wrote: ‘Some of the smartest thinkers on problems at home and around the world are university professors, but most of them just don't matter in today's great debates … I write this in sorrow, for I considered an academic career and deeply admire the wisdom found on university campuses. So, professors, don't cloister yourselves like medieval monks – we need you!’ At that time, a group of academics were working to launch the International Panel on Social Progress, with the aim of preparing a report analysing the current prospects for improving our societies.1 It gathered about 300 researchers from more than 40 countries and from all disciplines of the social sciences, law and philosophy.

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MacPhee, David, and Silvia Sara Canetto. "Women in Academic Atmospheric Sciences." Bulletin of the American Meteorological Society 96, no. 1 (January 1, 2015): 59–67. http://dx.doi.org/10.1175/bams-d-12-00215.1.

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Abstract Past studies suggest that the atmospheric sciences may have the fewest women of all geosciences occupations. The purpose of this study was to document the representation of women in the academic atmospheric sciences, specifically women’s representation among faculty in U.S. atmospheric sciences doctoral programs. A second purpose was to describe the demographic profile, educational preparation, and occupational destination of atmospheric sciences graduate students—as a way to gauge the characteristics and progress of women potentially in the pipeline for academic positions. Data on atmospheric sciences faculty (N = 813) were collected from the websites of 34 doctoral programs. Women constituted 17% of tenure-track and tenured atmospheric sciences faculty. Most departments (53%) had two or fewer female tenure-track or tenured faculty members. The proportion of female faculty members declined as academic rank increased. Institutional data for graduate students (N = 1,153) at a subset of these programs showed that at matriculation, women represented 39% of the students. The typical provenience disciplines of atmospheric sciences graduate students were majors with a low participation of women. Finally, significantly fewer women than men completed their doctoral degrees or pursued academic careers upon completion of the doctorate. Only 20% of doctoral degree completers who chose academia were women. Based on these findings and those of related studies, we forecast a persisting scarcity of female faculty members in U.S. atmospheric sciences doctoral programs.

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Breitbach, Anthony P., Kathrin Eliot, Micki Cuppett, Mardell Wilson, and Maria Chushak. "The Progress and Promise of Interprofessional Education in Athletic Training Programs." Athletic Training Education Journal 13, no. 1 (January 1, 2018): 57–66. http://dx.doi.org/10.4085/130157.

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Context: Interprofessional education (IPE), an emerging theme in health professional education programs, intends to prepare students for collaborative practice in order to improve patient outcomes. In 2012, the profession of athletic training strategically began to increase program participation in IPE. Objective: This article compares 2 studies that examined the presence of IPE in athletic training. Design: Cross-sectional design utilizing similar surveys regarding athletic training program participation in, and readiness for, IPE initiatives were administered via Qualtrics in 2012 and 2015. Patients and Other Participants: Program directors of Commission on Accreditation of Athletic Training Education–accredited athletic training programs were surveyed in 2012 and 2015 using the “Interprofessional Education Assessment and Planning Instrument for Academic Institutions” in addition to program demographic information and IPE participation. Data Collection and Analysis: The participants involved included 160 of 367 surveyed (43.6%) in 2012 and 162 of 380 surveyed (42.6%) in 2015. Results: Data were analyzed, and χ2 analysis revealed a significant relationship between level of accreditation and academic unit housing the program in both studies. Significant change was also shown in program participation in IPE from 2012 to 2015. However, institutional readiness and infrastructure for IPE was low in nearly all categories. Conclusions: Interprofessional education has a greater presence in Commission on Accreditation of Athletic Training Education professional programs that reside in health science–related academic units and are accredited at the master's level. However, less than 50% of the programs participate in IPE. There is also a need for greater institutional infrastructure and readiness for IPE.

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Eley Suzana Kasim, Abdul Rahman Mohamad Gobil, Wan Aryati Wan Ghani, and Norlaila Md Zin. "Undergraduate Students Academic Progress Reporting Using UPReS: A Feed Forward Approach." Insight Journal 8 (April 7, 2021): 262–74. http://dx.doi.org/10.24191/ij.v8i0.117.

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Academic performance monitoring is traditionally based on feedback approach. A disadvantage of this approach is that any remedial action would be too late to be implemented. Given that higher education institutions are striving towards achieving graduate on time objectives, an innovative feed forward approach is highly needed. Undergraduate Progress Reporting System (UPReS) is an innovative monitoring and reporting system to monitor academic performance among undergraduate students using electronic spreadsheet. UPReS enables users to forecast academic performance and to identify under-performing students which allows for early intervention programs to be implemented. Using qualitative methodology, this research found that UPReS is able to overcome the limitations of current academic progress monitoring system and offers benefits to students, lecturers and higher education institutions.

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Consuegra, Els, and Sebastiano Cincinnato. "Gendered study progress in Flemish academic bachelor programmes." Tijdschrift voor Genderstudies 20, no. 1 (March 1, 2017): 61–79. http://dx.doi.org/10.5117/tvgn2017.1.cons.

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van Weesep, Jan. "PROGRESS REPORT: ACADEMIC URBAN GEOGRAPHY IN THE NETHERLANDS." Urban Geography 8, no. 1 (January 1987): 65–76. http://dx.doi.org/10.2747/0272-3638.8.1.65.

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Jae Whoan Lee. "Progress and Problems in Korean Academic Library Policies." Journal of Korean Library and Information Science Society 43, no. 4 (December 2012): 317–46. http://dx.doi.org/10.16981/kliss.43.4.201212.317.

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Barbarash, N., M. Chichilenko, N. Tarasenko, G. Dvurechenskaia, and D. Kuvshinov. "The Chronopsychological Aspects of College Students' Academic Progress." Russian Education & Society 48, no. 8 (August 2006): 20–30. http://dx.doi.org/10.2753/res71060-9393480802.

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Windsor, John, Tamsin Garrod, Lorwai Tan, Nicholas J. Talley, James Churchill, Elizabeth Farmer, and Julian A. Smith. "Progress towards a sustainable clinical academic training pathway." ANZ Journal of Surgery 88, no. 10 (October 2018): 952–53. http://dx.doi.org/10.1111/ans.14706.

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Pillarisetty, Ravi. "Academic and industry research progress in germanium nanodevices." Nature 479, no. 7373 (November 2011): 324–28. http://dx.doi.org/10.1038/nature10678.

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Kressel, Neil J. "Systemic Barriers to Progress in Academic Social Psychology." Journal of Social Psychology 130, no. 1 (February 1990): 5–27. http://dx.doi.org/10.1080/00224545.1990.9922929.

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Corcoran, Roisin P., and Joanne O'Flaherty. "Longitudinal tracking of academic progress during teacher preparation." British Journal of Educational Psychology 87, no. 4 (August 4, 2017): 664–82. http://dx.doi.org/10.1111/bjep.12171.

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Bialek, Ronald. "A Decade of Progress in Academic/Practice Linkages." Journal of Public Health Management and Practice 6, no. 1 (2000): 25–31. http://dx.doi.org/10.1097/00124784-200006010-00005.

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Wright, Anne L., Kenneth Ryan, Patricia St. Germain, Leslie Schwindt, Rebecca Sager, and Kathryn L. Reed. "Compensation in Academic Medicine: Progress Toward Gender Equity." Journal of General Internal Medicine 22, no. 10 (August 13, 2007): 1398–402. http://dx.doi.org/10.1007/s11606-007-0329-7.

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Noh, Dong-Jo, Sung-Jin Kim, In-Ja Ahn, and Younghee Noh. "Progress toward Subject Specialization in Korean Academic Libraries." Journal of Academic Librarianship 37, no. 2 (March 2011): 177–82. http://dx.doi.org/10.1016/j.acalib.2011.02.007.

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Xhomara, Nazmi, and Gezim Bara. "The Relationship between Lecturer Feedback about Academic Performance and Academic Progress of Students." European Journal of Education 1, no. 2 (July 17, 2018): 7. http://dx.doi.org/10.26417/ejed.v1i2.p7-14.

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Miller, Andrew D. "Evolving from academic to academic entrepreneur: overcoming barriers to scientific progress and finance." Future Medicinal Chemistry 8, no. 11 (July 2016): 1157–62. http://dx.doi.org/10.4155/fmc-2016-0100.

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Zhang, Chenxi, Zeshui Xu, Marinko Skare, and Sascha Kraus. "Sustainable Tourism Research Progress." Tourism 70, no. 3 (June 14, 2022): 493–511. http://dx.doi.org/10.37741/t.70.3.11.

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In recent years, scientific research on sustainable tourism has attracted wide attention, which has fueled the concomitant need to comprehend the current state of research in sustainable tourism. In order to identify the research status of sustainable tourism and explore the direction for future research, this paper presents a comprehensive bibliometric analysis of 2,184 academic literature related to sustainable tourism. By using five bibliometric methods of citation analysis, co-analysis, co-occurrence analysis, burst detection analysis and timeline view analysis, this paper reviews and analyzes the study of sustainable tourism from three perspectives of performance analysis, collaboration networks analysis and keywords analysis. The popular issues in the current study, future research and limitations are also discussed in this paper. By systematically reviewing the academic literature on sustainable tourism, this paper expands and deepens the knowledge and understanding of relevant topics, and provides guidance and reference for scholars to carry out research on sustainable tourism in the future.

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Nohuddin, Puteri NE, Zuraini Zainol, and Mohd Hanafi Ahmad Hijazi. "Study of B40 Schoolchildren Lifestyles and Academic Performance using Association Rule Mining." Annals of Emerging Technologies in Computing 5, no. 5 (March 20, 2021): 60–68. http://dx.doi.org/10.33166/aetic.2021.05.007.

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B40 community school children experience many underprivileged lifestyles which impacted their academic performance. Through data trends and patterns, the education top management can observe the progress of academic performance and the lifestyle relationships of students in a school or nearby school. It can also help to identify the causes of progress or deterioration of the performance of B40 community students. Therefore, a data analytics framework is essential to help decision-makers to see and analyze the changing trends and patterns of academic progress in data and related lifestyles of B40 community students more effectively and accurately. The objective of this study is to design and develop association rules analysis to deduce the relevance of academic achievement and lifestyle among schoolchildren from the B40 family. The analysis framework is established in several stages that involve data collection and processing and transformation, then the design, application and evaluate of the association rules algorithms. The framework is expected to benefit students, teachers and Education Ministry. This study foresees whether educational programs and healthy lifestyle awareness can be designed specifically for the B40 children so as to improve their academic achievement as desired by the government.

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Olsson, Eva, and Liss Sylvén. "Extramural English and academic vocabulary." Apples - Journal of Applied Language Studies 9, no. 2 (June 23, 2015): 77–103. http://dx.doi.org/10.17011/apples/urn.201512234129.

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In content and language integrated learning (CLIL), where school subjects are taught trough an L2 – in this case English – students often reach higher L2 proficiency levels than students who follow regular education. There are also indications that English encountered and used outside of school, e.g. through books, computer games or films, may be as influential as CLIL instruction for vocabulary growth. However, there is little research on the development of academic vocabulary in this connection, and few studies have considered students’ use of English outside school, when evaluating the effect of CLIL instruction. In this study, male and female CLIL and non-CLIL students’ use of English in their spare time is investigated and compared (N=230). Further, the possible impact of extramural English on students’ progress in academic vocabulary use in writing is investigated. The results indicate that CLIL students use English in their spare time to a significantly greater extent than non-CLIL students. Male CLIL students, who used English outside school most frequently, also included the highest proportion of academic vocabulary in their essays. However, they did not progress more than other students; extramural English does not seem to have any significant impact on progress of academic vocabulary over time.

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Rezaei Gazki, Parvin, Ali Delavar, and Abdolvahab Samavi. "Does Academic Commitment Affect the Learners' Progress through Academic Buoyancy? A Structural Equation Model." Iranian Evolutionary and Educational Psychology Journal 1, no. 3 (September 1, 2019): 196–203. http://dx.doi.org/10.29252/ieepj.1.3.196.

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Davidovitch, Nitza, Margarita Belichenko, and Yurii Kravchenko. "Information Resources Usage in Project Management Digital Learning System." Journal of Education and Learning 6, no. 2 (January 9, 2017): 146. http://dx.doi.org/10.5539/jel.v6n2p146.

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The article combines a theoretical approach to structuring knowledge that is based on the integrated use of fuzzy semantic network theory predicates, Boolean functions, theory of complexity of network structures and some practical aspects to be considered in the distance learning at the university. The paper proposes a methodological approach that takes into account these features. The paper deals with the structuring of project management programs of academic mobility. The features of these projects show their impact on the progress and results of the implementation.It is shown that traditional approaches to solving the problems of academic mobility management applications to integrate the process of setting objectives and planning projects. But due to the complexity of academic mobility programs to solve these problems effectively without decomposing it into components can be managed quite difficult. Therefore, the main idea of this paper is that an increasing the efficiency of the university on the basis of a possible application of rational structuring of academic mobility programs. The features of these projects shows their impact on the progress and results of their implementation and the ways of construction of project management Digital learning systems.The experience of universities of many countries shows that an effective tool to overcome these obstacles is Digital learning, which allows to get all necessary knowledge at any time and in any place. The identity of urgency takes in terms of academic mobility when students and teachers work in another country. The paper presents the analyse of the structure of scientific and methodological basis of project management systems. The model determines the effect of academic mobility project management tools through knowledge of business administration at the progress of the educational projects. In this structure are identified two parts: creation tool to identify knowledge users and how they change, and the creation of information tools effect on these people.

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Mbukanma, Ifeanyi, and Kariena Strydom. "Challenges to and Enablers of Women's Advancement in Academic Careers at a Selected South African University." International Journal of Learning, Teaching and Educational Research 21, no. 12 (December 30, 2022): 44–64. http://dx.doi.org/10.26803/ijlter.21.12.3.

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The study was motivated by the question of what challenges and enablers women encounter as they progress in their academic careers. A qualitative research method was used. This participatory action research involved 19 members of a South African university’s permanent academic staff who shared their perspectives on women's academic advancement. A literature review was conducted to provide contextual insight. The four key themes that underpinned the data analysis are: factors hindering women's academic careers; challenges faced by women academics; advancing women’s academic careers; and advancing the employability of aspiring female academics. Unfair recruitment processes, intrinsic societal attitudes, low self-esteem and a lack of mentorship programmes were identified as critical factors impeding women's academic careers. Revised recruitment policies, promotion opportunities and support programmes for women are evidenced as critical to advancing women's academic careers. It is suggested that a concerted effort be made by women as individuals, universities and the government to advance women's academic careers.

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Andrew, Megan. "Effectively Maintained Inequality in U.S. Postsecondary Progress." American Behavioral Scientist 61, no. 1 (January 2017): 30–48. http://dx.doi.org/10.1177/0002764216682809.

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In this analysis, I evaluate how socioeconomic status (SES) directly shapes the probability that students with similar academic achievements complete key transitions in the U.S. postsecondary system. I develop the concept of institutional reach to illuminate the maintenance of socioeconomic differences across successive forward transitions via institutions of varying selectivity in this postsecondary system. Both low- and high-SES students with high academic achievements display a greater probability of moving forward through the system. However, high-SES students are more likely to do so by attending more selective institutions at entry and, consequently, are more likely to complete a bachelor’s degree at such institutions. In other words, high-SES students have greater institutional reach given similar academic achievements. Greater protection from low achievements and greater boosts from high achievements are both important for maintaining high-SES students’ advantage.

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Ping, Ke, and Sha Li Zhang. "Toward Continual Reform: Progress in Academic Libraries in China." College & Research Libraries 63, no. 2 (March 1, 2002): 164–70. http://dx.doi.org/10.5860/crl.63.2.164.

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This article traces recent developments in China’s academic libraries. Areas covered include managing human resources, restructuring library departments, revising and implementing new policies, evaluating services and operations, establishing library systems, building new structures, and exploring joint-use library models. China’s academic libraries are focusing more on the user; consequently, several major changes accompany this endeavor.

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Bratischenko, V. V. "MEASURING STUDENTS’ COMPETENCES WITH THE HELP OF ACADEMIC PROGRESS." University Management: Practice and Analysis 23, no. 3 (2019): 69–78. http://dx.doi.org/10.15826/umpa.2019.03.020.

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Cole, Cassandra M., Nancy Waldron, and Massoumeh Majd. "Academic Progress of Students Across Inclusive and Traditional Settings." Mental Retardation 42, no. 2 (April 2004): 136–44. http://dx.doi.org/10.1352/0047-6765(2004)42<136:aposai>2.0.co;2.

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Abdel Rahman, Amira Gamal. "Does Mobile Phone Affect Academic Progress among Medical Students ?" Egyptian Journal of Community Medicine 31, no. 1 (January 2013): 67–76. http://dx.doi.org/10.12816/0011934.

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GREEN, A., T. J. PETERS, and D. J. T. WEBSTER. "Preclinical progress in relation to personality and academic profiles." Medical Education 27, no. 2 (March 1993): 137–42. http://dx.doi.org/10.1111/j.1365-2923.1993.tb00244.x.

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Journal articles on the topic 'Academic progress'

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