Journal articles: 'Academic results'

1

Igenbergs, Eduard. "Results of the Academic Forum." INSIGHT 7, no. 3 (October 2004): 13. http://dx.doi.org/10.1002/inst.20047313.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Al-Zoubi, Samer M., and Mohammad A. Bani Younes. "Low Academic Achievement: Causes and Results." Theory and Practice in Language Studies 5, no. 11 (November 22, 2015): 2262. http://dx.doi.org/10.17507/tpls.0511.09.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

ISHIWARA, Hiroshi. "Results of Questionnaire to Academic Societies." TRENDS IN THE SCIENCES 19, no. 8 (2014): 8_48–8_51. http://dx.doi.org/10.5363/tits.19.8_48.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Möller, Jens, and Olaf Köller. "Spontaneous Cognitions Following Academic Test Results." Journal of Experimental Education 67, no. 2 (January 1999): 150–64. http://dx.doi.org/10.1080/00220979909598350.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Medsker, Karen, Patty Hunter, Don Stepich, Gordon Rowland, and Kanchan Basnet. "HPT in Academic Curricula: Survey Results." Performance Improvement Quarterly 8, no. 4 (October 22, 2008): 6–21. http://dx.doi.org/10.1111/j.1937-8327.1995.tb00696.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Shirk, Gary M., and Amy L. Miller. "Academic library survey, fall 1988 results." Library Acquisitions: Practice & Theory 13, no. 4 (January 1989): 335. http://dx.doi.org/10.1016/0364-6408(89)90044-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Tondello, Gustavo Fortes. "How to publish research results for academic and non-academic audiences." XRDS: Crossroads, The ACM Magazine for Students 25, no. 1 (October 2018): 16–17. http://dx.doi.org/10.1145/3265921.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Fiialka, S. B. "The disclosure of Ukrainian scientists’ research results in academic journals: problems and prospects." Printing and Publishing 2, no. 76 (2018): 128–41. http://dx.doi.org/10.32403/0554-4866-2018-2-76-128-141.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Torres-Salinas, Daniel, Nicolás Robinson-Garcia, Evaristo Jiménez-Contreras, and Enrique Fuente-Gutiérrez. "The BiPublishers ranking: Main results and methodological problems when constructing rankings of academic publishers." Revista española de Documentación Científica 38, no. 4 (November 23, 2015): e111. http://dx.doi.org/10.3989/redc.2015.4.1287b.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Galati, Francesco, Barbara Bigliardi, Renato Passaro, and Ivana Quinto. "Why do academics become entrepreneurs? How do their motivations evolve? Results from an empirical study." International Journal of Entrepreneurial Behavior & Research 26, no. 7 (May 26, 2020): 1477–503. http://dx.doi.org/10.1108/ijebr-11-2019-0619.

Full text

Abstract:

PurposeAccording to the paradigm of the Triple Helix, universities are moving from their traditional roles of research, teaching and knowledge dissemination to an entrepreneurial role. Specifically, they contribute to innovation and competitiveness by creating academic spin-offs (ASOs). In such a context, the diffusion of digital technologies is impacting both on the development of new forms of academic entrepreneurship and on the motivations of academics in launching ASOs. Grounded on a recent reconceptualization developed on identity theory, this study investigates the motivations that lead an academic to establish a spin-off and if, how and why these motivations vary over time.Design/methodology/approachAn extensive online survey was performed in order to obtain a final database of 151 Italian ASOs. Different statistical techniques were used, such as Cluster analysis and ANOVA, to identify different ASO profiles and to understand how and why these profiles change over time.FindingsThe results suggest that motivations change over time: while financial aspects become less important, academics give more importance to other issues. Time, experience and financial gain influence the evolution of academic entrepreneurs' motivations over time.Practical implicationsInsights derived from the study could help policy-makers and administrators in better understanding this phenomenon and the possible evolution of such academic motivations in the context of digitalization, and enable them to act accordingly to foster academic entrepreneurship.Originality/valueThe main contributions of the present study are the addition of empirical knowledge to the scant and anecdotal literature existing to date and the inclusion of cognitive and psychological theoretical perspectives in the academic entrepreneurship debate. Moreover, it is believed that no other study has investigated the above topics in the Italian context.

APA, Harvard, Vancouver, ISO, and other styles

11

Åstebro, Thomas, Serguey Braguinsky, Pontus Braunerhjelm, and Anders Broström. "Academic Entrepreneurship: The Bayh-Dole Act versus the Professor’s Privilege." ILR Review 72, no. 5 (December 10, 2018): 1094–122. http://dx.doi.org/10.1177/0019793918819809.

Full text

Abstract:

Is the Bayh-Dole intellectual property regime associated with more and better academic entrepreneurship than the Professor’s Privilege regime? The authors examine data on US PhDs in the natural sciences, engineering, and medical fields who became entrepreneurs in 1993–2006 and compare this to similar data from Sweden. They find that, in both countries, those with an academic background have lower rates of entry into entrepreneurship than do those with a non-academic background. The relative rate of academics starting entrepreneurial firms is slightly lower in the United States than in Sweden. Moreover, the mean economic gains from becoming an entrepreneur are negative, both for PhDs originating in academia and for non-academic settings in both countries. Analysis indicates that selection into entrepreneurship occurs from the lower part of the ability distribution among academics. The results suggest that policies supporting entrepreneurial decisions by younger, tenure-track academics may be more effective than are general incentives to increase academic entrepreneurship.

APA, Harvard, Vancouver, ISO, and other styles

12

Han, Bünyamin, and Behçet Oral. "Investigating the Views of Academic Staff on Academic Synergy." Yuksekogretim Dergisi 11, no. 2Pt2 (August 31, 2021): 550–62. http://dx.doi.org/10.2399/yod.21.651685.

Full text

Abstract:

The aim of this study is to examine academics' views on academic synergy. Academic synergy can be defined as the process by which two or more academics work together to achieve more than what they can individually. This study focuses on how academics can combine their knowledge and experience to achieve more efficiency/work (publications, articles, papers, projects, etc.) with the same effort they would spend alone. It is designed as a case study, applying a qualitative research method. The interviews were conducted with 21 academic staff members working at a public university. The results indicate that having a higher or lower academic title does not have a significant effect on the willingness to work together. Most of the participants stated that, for joint studies, they prefer to work with colleagues who have "academic background in the field of study". The results also revealed that academics' positive personal characteristics such as being open to cooperation, acting responsibly, and being sincere are considered as some important criteria for joint studies. The results also show that the majority prefer to collaborate with other academics rather than conducting individual studies. The academics prefer to collaborate to increase productivity and to compensate for their shortcomings. Most of them further stated that the academic incentive program introduced by the Council of Higher Education (CoHE) has increased the number of collaborative studies and the motivation to work together, but at the same time, decreased the research quality and led to some unethical behaviors. The paper is concluded with some suggestions on how to achieve academic synergy among academics through conducting joint studies.

APA, Harvard, Vancouver, ISO, and other styles

13

Cansino, J., Rocío Román, and Alfonso Expósito. "Does Student Proactivity Guarantee Positive Academic Results?" Education Sciences 8, no. 2 (April 26, 2018): 62. http://dx.doi.org/10.3390/educsci8020062.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Zarin, Deborah A., Tony Tse, and Joseph S. Ross. "Trial-Results Reporting and Academic Medical Centers." New England Journal of Medicine 372, no. 24 (June 11, 2015): 2371–72. http://dx.doi.org/10.1056/nejmc1505965.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Blumenthal, David. "Withholding Research Results in Academic Life Science." JAMA 277, no. 15 (April 16, 1997): 1224. http://dx.doi.org/10.1001/jama.1997.03540390054035.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Hyde, Dan. "School-Parent Collaboration Results in Academic Achievement." NASSP Bulletin 76, no. 543 (April 1992): 39–42. http://dx.doi.org/10.1177/019263659207654309.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Meador, Mark, Stephen J. K. Walters, and John M. Jordan. "Academic research productivity: Reply, still further results." Economics of Education Review 11, no. 2 (June 1992): 161–67. http://dx.doi.org/10.1016/0272-7757(92)90006-o.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Ferrer, Ferran, Esther Belvís, and Jordi Pàmies. "Tablet PCs, academic results and educational inequalities." Computers & Education 56, no. 1 (January 2011): 280–88. http://dx.doi.org/10.1016/j.compedu.2010.07.018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Mendoza, Fabiola Talavera, Hugo Rucano Paucar, and Klinge Villalba Condori. "Academic Results Meanings with Data Mining Mediated By the Use of Serious Video Game Matelogic." Journal of Advanced Research in Dynamical and Control Systems 11, no. 11-SPECIAL ISSUE (February 20, 2019): 509–18. http://dx.doi.org/10.5373/jardcs/v11sp11/20193061.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Chalmers, Iain, Adib Essali, Emtithal Rezk, and Sally Crowe. "Is academia meeting the needs of non-academic users of the results of research?" Lancet 380 (October 2012): S43. http://dx.doi.org/10.1016/s0140-6736(13)60219-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Tani, Kawtar. "Academic Procrastination and the Effect on Students' Results for ICT Students." International Journal of Cyber Behavior, Psychology and Learning 7, no. 2 (April 2017): 31–35. http://dx.doi.org/10.4018/ijcbpl.2017040103.

Full text

Abstract:

Procrastination has been reported as a prevalent phenomenon in the general population, affecting a number of adults. Procrastination in academia may have particularly serious effects for students in tertiary education, whose academic lives are characterised by frequent deadlines. Indeed, it has been shown that university students who rated high on procrastination received low grades (Tice & Baumeister, 1997). In the present study, the relationship between procrastination and academic performance of tertiary education students enrolled on an ICT program was investigated. Participants were 186 students enrolled full-time on degree or diploma level qualifications within the ICT program at a New Zealand tertiary institution. There was evidence that the submission times of assessments were positively associated with the marks achieved. Also, ICT students who submitted their assessments early appeared to achieve higher marks than those who submitted their assessments closer to or after the deadlines.

APA, Harvard, Vancouver, ISO, and other styles

22

Broucek, Willard G., and William Bass. "Attendance Feedback In An Academic Setting: Preliminary Results." College Teaching Methods & Styles Journal (CTMS) 4, no. 1 (August 3, 2011): 45. http://dx.doi.org/10.19030/ctms.v4i1.5048.

Full text

Abstract:

In the fall of 2005, the attendance behavior of 118 business students at Northern State University (NSU) was monitored in 4 classes. After 10 weeks of classes Absenteeism Feedback was given to these students. Examination of the data indicated a strong correlation between attendance and subsequent course grade.

APA, Harvard, Vancouver, ISO, and other styles

23

Revin, I., and I. Chervonaya. "RESULTS OF THE ACADEMIC STAFF ADVANCED TRAINING PROGRAMMES." Bulletin of the South Ural State University. Series "Education. Educational sciences" 8, no. 3 (2016): 112–16. http://dx.doi.org/10.14529/ped160314.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Mizrachi, Diane. "Undergraduates' academic information and library behaviors: preliminary results." Reference Services Review 38, no. 4 (November 16, 2010): 571–80. http://dx.doi.org/10.1108/00907321011090737.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Russo, L., W. Clegg, and R. W. Harrington. "Recent results from a long-term academic collaboration." Acta Crystallographica Section A Foundations of Crystallography 64, a1 (August 23, 2008): C399. http://dx.doi.org/10.1107/s0108767308087217.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Borman, Karen R. "Does Academic Intervention Impact ABS Qualifying Examination Results?" Current Surgery 63, no. 6 (November 2006): 367–72. http://dx.doi.org/10.1016/j.cursur.2006.06.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Hernández, Fé Fernández. "Preliminary results from the Scientific Researching project “Direct Fiscal cost – benefit for the Smoking in Cuba”." Journal of Clinical Research and Reports 7, no. 3 (April 26, 2021): 01–04. http://dx.doi.org/10.31579/2690-1919/150.

Full text

Abstract:

Background. The academic development becomes stronger by including the scientific results to the teaching process. The academic research project checking is a constant need from the university context. Objective. To value the behavior from the academic research project “Direct fiscal cost – benefit for the smoking in Cuba”. Materials and Methods. Was made a descriptive research from the result obtained by the academic research project “Cost – benefit direct fiscal from smoking in Cuba”. As theoric methods were used the historical – logical, the comparative and the inductive – deductive. As empiric method was used the bibliographic research. Results. The project had an extended scientific production. It is leasing the research about smoking economic benefits and it suggest make an extensive practice validation from the proposes in other health institutions where smoking is an important risk factor. Conclusions. The academic research project “Cost – benefit direct fiscal from smoking in Cuba” had obtained important results that show the smoking social costs in the researched population. However is leasing the description and accounting from the smoking economic benefits to estimate the cost – benefit relation. A closer relation with other health institutions might obtain present primary information and an extended practice validation.

APA, Harvard, Vancouver, ISO, and other styles

28

Hernández., Fé. "Preliminary results from the scientific researching project “direct fiscal cost-benefit for the smoking in cuba”." International Journal of Clinical Case Reports and Reviews 7, no. 2 (April 16, 2021): 01–04. http://dx.doi.org/10.31579/2690-4861/122.

Full text

Abstract:

Background. The academic development becomes stronger by including the scientific results to the teaching process. The academic research project checking is a constant need from the university context. Objective. To value the behavior from the academic research project “Direct fiscal cost – benefit for the smoking in Cuba”. Materials and Methods. Was made a descriptive research from the result obtained by the academic research project “Cost – benefit direct fiscal from smoking in Cuba”. As theoric methods were used the historical – logical, the comparative and the inductive – deductive. As empiric method was used the bibliographic research. Results. The Project had have an extended scientific production. It is leasing the research about smoking economic benefits and it suggest make an extensive practice validation from the proposes in other health institutions where smoking is an important risk factor. Conclusions. The academic research project “Cost – benefit direct fiscal from smoking in Cuba” had obtained important results that show the smoking social costs in the researched population. However is leasing the description and accounting from the smoking economic benefits to estimate the cost – benefit relation. A closer relation with other health institutions might obtain present primary information and an extended practice validation.

APA, Harvard, Vancouver, ISO, and other styles

29

Christensen, Marit, Jeremy Dawson, and Karina Nielsen. "The Role of Adequate Resources, Community and Supportive Leadership in Creating Engaged Academics." International Journal of Environmental Research and Public Health 18, no. 5 (March 9, 2021): 2776. http://dx.doi.org/10.3390/ijerph18052776.

Full text

Abstract:

The vast majority of research in academia focuses on the adverse working conditions and poor wellbeing. The present paper presents a positive view on the factors that may promote work engagement in academia. Based on conservation of resources theory, we suggest that academic resources may be related to a social community at work, which in turn creates work engagement among academics. Having positive leadership in the form of fair leadership may be an important contextual factor ensuring that resources are shared fairly and openly. In a study of 1499 academics in Norwegian universities, we found that sufficient administrative resources to support teaching duties were positively related with work engagement, and that a sense of community mediated the relationship between academic resources for teaching and work engagement. These results propose that building academics’ social resources by providing them with the necessary resources to perform their jobs will buffer the impact of a leadership that is perceived to be unfair and help them to perform their work in a positive way. Our results carry important implications for how positive psychology may be used to support engaged workers in academia.

APA, Harvard, Vancouver, ISO, and other styles

30

Coombe, Chris M., Amy J. Schulz, Lello Guluma, Alex J. Allen, Carol Gray, Wilma Brakefield-Caldwell, J. Ricardo Guzman, et al. "Enhancing Capacity of Community–Academic Partnerships to Achieve Health Equity: Results From the CBPR Partnership Academy." Health Promotion Practice 21, no. 4 (December 29, 2018): 552–63. http://dx.doi.org/10.1177/1524839918818830.

Full text

Abstract:

Community-based participatory research (CBPR) is an equitable partnership approach that links academic researchers, community organizations, and public health practitioners to work together to understand and address health inequities. Although numerous educational materials on CBPR exist, few training programs develop the skills and knowledge needed to establish effective, equitable partnerships. Furthermore, there are few professional development opportunities for academic researchers, practitioners, and community members to obtain these competencies in an experiential co-learning process. In response, the Detroit Community–Academic Urban Research Center developed the CBPR Partnership Academy, an innovative, yearlong capacity-building program facilitated by experienced community and academic partners, involving an intensive short course, partnership development, grant proposal preparation and funding, mentoring, online learning forums, and networking. Three diverse cohorts (36 teams) from 18 states and 2 tribal nations have participated. We describe the rationale and components of the training program and present results from the first two cohorts. Evaluation results suggest enhanced competence and efficacy in conducting CBPR. Outcomes include partnerships established, grant proposals submitted and funded, workshops and research conducted, and findings disseminated. A community–academic partner-based, integrated, applied program can be effective for professional development and establishing innovative linkages between academics and practitioners aimed at achieving health equity.

APA, Harvard, Vancouver, ISO, and other styles

31

Mendoza, Pilar, and Joseph B. Berger. "Academic capitalism and academic culture: A case study." education policy analysis archives 16 (December 29, 2008): 23. http://dx.doi.org/10.14507/epaa.v16n23.2008.

Full text

Abstract:

This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this department and they consider industrial sponsorship as a highly effective vehicle for enhancing the quality of education of students and pursuing their scientific interests. This study provides valuable insights to federal and institutional policiescreated to foster industry-academia partnerships and commercialization of academic research.

APA, Harvard, Vancouver, ISO, and other styles

32

Haslehurst, Paula, Sandra Hopkins, and Michael Thorpe. "‘Not Rewarding’, ‘Not Relevant’, ‘Not Interesting’: Career Choices of Female Economics Students." Economic and Labour Relations Review 9, no. 1 (June 1998): 108–22. http://dx.doi.org/10.1177/103530469800900105.

Full text

Abstract:

Increasing female participation rates in undergraduate economics programs are not reflected in increasing female representation in the ranks of academic economists. Approximately 42 per cent of undergraduate students are women but the percentage of women participating declines in postgraduate programs and in academic positions in economics departments, where approximately 26 per cent of academics are women. Female representation in the academic labour market has an importance beyond its numbers. A lack of female role models and mentors among academics is one factor that may affect students' motivation and career aspirations. We use the results of a national survey of Australian economics students to assess the relative importance of a number of factors in the career choices for postgraduate and undergraduate students in economics. We assess the factors that make academia an unattractive career choice for females.

APA, Harvard, Vancouver, ISO, and other styles

33

Giano, Zachary, Brooke McQuerrey Tuttle, Michael J. Merten, Kami L. Gallus, Ronald B. Cox, and Karina M. Shreffler. "Parental Documentation Status and Educational Aspirations Among Latino Adolescents: Mediating Effects of School Connectedness and Parental Attitudes Towards Education." Hispanic Journal of Behavioral Sciences 40, no. 3 (April 26, 2018): 279–93. http://dx.doi.org/10.1177/0739986318770377.

Full text

Abstract:

Research suggests that Latino adolescents face challenges with respect to their perceptions of success in academia while falling behind in school competencies. This study examines pathways between parent characteristics, adolescent perceptions of parental academic importance, school connectedness, and academic aspirations/expectations for Latinos using a structural equation model. The entire population of seventh grade students was surveyed in the Oklahoma City Public School District ( N = 1,832). The final model included Latino students ( N = 661). Results found that 51.1% of all Latino adolescents identified as having an undocumented parent(s). Findings indicate that parental documentation was significantly associated with academic aspirations/expectations beyond being Latino. Parental documentation poses limitations on parents’ ability to become actively involved in their adolescents’ academics. Findings suggest efforts to increase academic aspirations/expectations should come from adolescent experiences (i.e., school connectedness) as citizenship issues are difficult to mitigate. Results should be used as support for such programs in targeting at-risk Latinos.

APA, Harvard, Vancouver, ISO, and other styles

34

Zhang, Weixiang, Hao Zhong, Yitao Wang, Ging Chan, Yuanjia Hu, Hao Hu, and Defang Ouyang. "Academic Career Progression of Chinese-Origin Pharmacy Faculty Members in Western Countries." Pharmacy 6, no. 4 (September 21, 2018): 104. http://dx.doi.org/10.3390/pharmacy6040104.

Full text

Abstract:

Background: The field of Pharmacy education is experiencing a paucity of underrepresented minorities (URMs) faculty worldwide. The aim of this study is to investigate the current professional status of Chinese-origin pharmacy faculty members, who are considered as a good model of URMs at pharmacy academia in western countries, and identify the influencing factors to their academic career progression in academic careers. Methods: An online questionnaire was sent to Chinese-origin academic staffs at pharmacy schools in US, UK, Canada, Australia, and New Zealand. The survey comprised demographic information, educational background, and the influencing factors to academic career progression. Results: The vast majority of Chinese faculty members who worked in US were male. Individuals with junior academic title comprised the largest proportion. Over 75% of Chinese-origin pharmacy academics were involved in scientific disciplines (e.g., pharmaceutics, pharmacology, and medicinal chemistry). Usually, Chinese-origin academic members spent 4 years obtaining their first academic jobs after finishing PhD degree, and need 5–6 years to get academic promotion. The contributing factors of academic promotion were high quality publications and external funding. Conclusion: Our research offers a deep insight into academic career progression for URMs and give some valuable advice for their pharmacy academic paths.

APA, Harvard, Vancouver, ISO, and other styles

35

YOUSEFI, MIDYA, Rohini Devi, and Ahmad Shuib. "Organizational Stress Indicators and Influence on Academic Performance in Private Universities." Asia Proceedings of Social Sciences 5, no. 2 (December 30, 2019): 117–22. http://dx.doi.org/10.31580/apss.v5i2.1123.

Full text

Abstract:

This study investigates to recognize and test the influence of organizational indicators of stress on the academic performance. The current research collected questionnaire via multi cluster sampling techniques from 32 Malaysian private universities academic staff. Also, 190 completed questionnaires were analyzed through SmartPLS software that has been delivered the results based on measurement and structural model. Then outcomes show that workload is the first stress organizational indictors that has adverse effect on academic staff work performance. Likewise, ambiguity and conflict in roles are the secondary and thirdly stress indictors that negatively influence the academics’ performance in private universities respectively. This study suggests remarkable implications both theoretically and practically to complement the available literature toward the organizational stress indicators in academia context that contribute to academic staff performance. In addition, it, enriches current administrators and policy makers of private universities in reducing the negative effects of stress predictors in organization and manage to increase academic staff performance.

APA, Harvard, Vancouver, ISO, and other styles

36

Krishen, Anjala S., Michael T. Lee, and Robyn L. Raschke. "The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools." Journal of Marketing Education 42, no. 1 (October 4, 2019): 7–22. http://dx.doi.org/10.1177/0273475319879972.

Full text

Abstract:

In American business schools, the higher the position, the lower the female representation, especially when including additional intersections of identity such as race, sexual orientation, and ethnicity. Our article aims to supplement existing research regarding gender bias and underrepresentation in academia, particularly in business schools. Such research can uncover faculty gender issues, work toward mitigating the existing biases related to diversity and inclusion, and bring a needed voice and discussion for the purpose of moving toward solutions. To build our hypotheses, we provide a literature review regarding academic satisfaction, perceived performance weight–teaching and perceived performance weight–service differences between genders, and gender issues with the academic pipeline to full professor. Next, we utilize data collected from a sample of n = 696 academics from American business schools and find that women faculty have significantly lower academic satisfaction throughout all ranks and institutions. Our results further indicate that there are differences in perceived performance weight–teaching and perceived performance weight–service between female and male academics at the ranks of assistant and full professors at various types of institutions. Last, we offer conclusions and implications, limitations, and future research suggestions that include studies regarding intersectional faculty, academic mobbing and bullying, incivility, and academic satisfaction.

APA, Harvard, Vancouver, ISO, and other styles

37

Johnson, Megan. "Usability Test Results for Encore in an Academic Library." Information Technology and Libraries 32, no. 3 (September 15, 2013): 59. http://dx.doi.org/10.6017/ital.v32i3.4635.

Full text

Abstract:

<p>This case study gives the results a usability study for the discovery tool Encore Synergy, an Innovative Interfaces product, launched at Appalachian State University Belk Library & Information Commons in January 2013. Nine of the thirteen participants in the study rated the discovery tool as more user friendly, according to a SUS (Standard Usability Scale) score, than the library’s tabbed search layout, which separated the articles and catalog search. All of the study’s participants were in favor of switching the interface to the new “one box” search. Several glitches in the implementation were noted and reported to the vendor. The study results have helped develop Belk library training materials and curricula. The study will also serve as a benchmark for further usability testing of Encore and Appalachian State Library’s website. This article will be of interest to libraries using Encore Discovery Service, investigating discovery tools, or performing usability studies of other discovery services.</p>

APA, Harvard, Vancouver, ISO, and other styles

38

Ganley, Barbara, Ingrid Sheets, Robin Buccheri, Sue A. Thomas, Pamela Doerr-Kashani, Christine Bolla, Diane Stoker, and Donna West. "Collaboration Versus Competition: Results of an Academic Practice Alliance." Journal of Community Health Nursing 21, no. 3 (September 2004): 153–65. http://dx.doi.org/10.1207/s15327655jchn2103_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Powers, Keith L., Aaron H. Carlstrom, and Kenneth F. Hughey. "Academic Advising Assessment Practices: Results of a National Study." NACADA Journal 34, no. 1 (June 1, 2014): 64–77. http://dx.doi.org/10.12930/nacada-13-003.

Full text

Abstract:

Best practices of academic advising assessment involve identification of student learning outcomes, the development and use of multiple measures of student learning, and sound professional judgment to understand the information gathered and to improve student learning. However, the assessment results often come from minimal, narrow, and inconsistent evaluation practices, often based on student satisfaction surveys. Therefore, to generate a picture of the current state of assessment, we surveyed those conducting or deemed responsible for academic advising assessment. Although 80% of survey participants identified academic-advising student learning outcomes, one half assessed the achievement of those outcomes, with most using student surveys. Furthermore, 7% reported employing three or more measures while 60% reported improvements of practice and student learning based on the assessment.

APA, Harvard, Vancouver, ISO, and other styles

40

Jordan, John M., Mark Meador, and Stephen J. K. Walters. "Academic research productivity, department size and organization: Further results." Economics of Education Review 8, no. 4 (January 1989): 345–52. http://dx.doi.org/10.1016/0272-7757(89)90020-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Nworie, John. "Academic Technology in Higher Education: Organizing for Better Results." Journal of Educational Technology Systems 35, no. 1 (September 2006): 105–28. http://dx.doi.org/10.2190/d573-8274-660n-4032.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Caz, Çağdaş, and Levent Tanyeri. "The Relationship between Life Satisfaction and Academic Performance: An Example of Sports Science." World Journal of Education 8, no. 5 (October 25, 2018): 192. http://dx.doi.org/10.5430/wje.v8n5p192.

Full text

Abstract:

Everyday stress, happiness, health status and individual characteristics affect life satisfaction, which, in turn, affectsome other factors. Therefore, high life satisfaction in academics affects their academic performance positively. Theaim of this study is to examine the relationship between sports science academics’ life satisfaction and academicperformance. Study sample consisted of 188 male and 151 female sports science academics working in differentregions. Data were collected using the “Contentment with Life Assessment Scale” (CLAS) developed by Lavallee,Hatch, Michalos & McKinley (2007), and adapted to Turkish language by Akın and Yılmaz (2015), and the“Perceived Academic Performance Scale” developed by Gür (2017). Data were analyzed using descriptive statistics,t-test, one-way variance analysis (ANOVA), Tukey multiple comparison test and correlation test. Results show thatmale academics have better academic performance than female academics. Results show no statistically significantrelationship between life satisfaction and academic performance.

APA, Harvard, Vancouver, ISO, and other styles

43

Pereira, Gustavo Bernardi, Adriana de Paula Lacerda Santos, and Marcelo Gechele Cleto. "INDUSTRY 4.0: glitter or gold? A systematic review." Brazilian Journal of Operations & Production Management 15, no. 2 (June 1, 2018): 247–53. http://dx.doi.org/10.14488/bjopm.2018.v15.n2.a7.

Full text

Abstract:

Publications on the fourth industrial revolution have skyrocketed since its establishment in 2011, both in academic and non-academic channels. Even though their measurable results have been published in non-academic material, especially among industry and business reports, within the academia it is still unclear how they are shown. This study aims to review and analyse the presence of industrial results within the academic context in a systematic manner by using the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology. The findings indicate an increase trend of this type of publication within the academia and further directions are suggested.

APA, Harvard, Vancouver, ISO, and other styles

44

Adler, Douglas G., Kristen Hilden, Jason C. Wills, Elizabeth Quinney, and John C. Fang. "What Drives US Gastroenterology Fellows to Pursue Academic vs. Non-Academic Careers? Results of a National Survey." American Journal of Gastroenterology 105, no. 6 (June 2010): 1220–23. http://dx.doi.org/10.1038/ajg.2010.101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Frost, Susan H. "ACADEMIC RESPONSIBILITY." NACADA Journal 9, no. 2 (September 1, 1989): 17–24. http://dx.doi.org/10.12930/0271-9517-9.2.17.

Full text

Abstract:

In this article, the author discusses the mission, activities, and results of a freshman seminar at a private women's college. The course was designed to involve the students actively in the learning and advising process.

APA, Harvard, Vancouver, ISO, and other styles

46

Maddox, Marjorie A., and Eileen G. Fishbein. "Survey Results: ACADEMIC COURSES OF WOMEN'S HEALTH ACROSS THE LIFESPAN." Journal of Gerontological Nursing 20, no. 6 (June 1, 1994): 43–47. http://dx.doi.org/10.3928/0098-9134-19940601-10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Goksu, Idris, and Yusuf Islam Bolat. "Evaluations relating to the initial results of academic incentive application." Journal of Higher Education and Science 7, no. 3 (2017): 441. http://dx.doi.org/10.5961/jhes.2017.221.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Cardoso, Sérgio, Henrique Mamede, and Vitor Santos. "Reference Model for Academic Results Certification in Student Mobility Scenarios." Journal of Information Systems Engineering and Management 5, no. 4 (August 30, 2020): em0125. http://dx.doi.org/10.29333/jisem/8491.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Nam,Kwon-Hee. "The Results of a Study on Academic Bases of Zeungdogaja." Journal of the Institute of Bibliography ll, no. 64 (December 2015): 5–47. http://dx.doi.org/10.17258/jib.2015..64.5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Maleńczyk, Izabela, and Bartłomiej Gładysz. "Academic E-learning in Poland Results of a Diagnostic Survey." International Journal of Research in E-learning 5, no. 1 (February 1, 2019): 35–59. http://dx.doi.org/10.31261/ijrel.2019.5.1.03.

Full text

Abstract:

Academic e-learning is not a new phenomenon world-wide or in Poland. However, there are only a few publications examining academic e-learning in Poland from a wider perspective (i.e., country-wide, and not only from that of the specific course, faculty member, or university orientation), and none of them present complex analysis and diagnosis. The goal of this paper is to present an investigation of academic e-learning in Poland in both public and private universities. The sample of 139 universities was surveyed, and relations between variables – such as e-learning process characteristics and university characteristics – were analysed via hypotheses testing. Results of the survey may constitute a basis for comparison on a national and international level and offer strategic directions for university authorities.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Academic results'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles