Academic literature on the topic 'Centre for Academic Development'
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Journal articles on the topic "Centre for Academic Development"
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Lunsing, Wim. "Between Margin and Centre: Researching "Non-standard" Japanese." Copenhagen Journal of Asian Studies 15 (March 10, 2001): 81–113. http://dx.doi.org/10.22439/cjas.v15i1.2128.
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Marginality depends on the relationship with something that is constructed as central or mainstream. In cross-cultural fieldwork, the position of the reseracher in relation to his informants may be marginal. Informants may be perceived as marginal in their society. Within academia, particular topics of research may be marginalized and funding organizations may not fund such topics. In the case of my research topics of sexuality, gender and sexual activity in Japan, Japanese government funding organizations appear to be relatively receptive, providing the themes are parsed in a valid academic manner. The bigger problem was establishing academic contacts, as there are few Japanese researchers working on sexuality. As a researcher, my position was not particularly different from other people in the networks and groups concerned. The question of marginality of the informants in relation Japanese society depends greatly on one's vantage point. Generally, informants did not think in terms like marginality and in many ways they were full members of their society. Sexuality, however, is trivialized as a topic, as a result of which coming out as gay or lesbian or discussing one's activities as a a sex worker may lead to some extent of marginalization. However, this is the case with all sexuality that transgresses clearly defined boundaries. Within the academic establishment may lie the biggest problem in relation to marginality. Sexuality is often not regarded as a proper topic for investigation, which may lead to an overtheorization of issues on which few data are available. Many academics have had little sex education and their home cultures often place strong moral judgements on matters pertaining to sex, thus preventing a proper academic discussion.
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Newson, Janice, and Claire Polster. "Reclaiming Our Centre." Science & Technology Studies 14, no. 1 (January 1, 2001): 55–75. http://dx.doi.org/10.23987/sts.55141.
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In recent years, the autonomy of academics in many countries has been progressively undermined by a number of local, national and international developments. The purpose of this paper is to reveal how academic autonomy is being infringed. It aims also to critique the ways in which academics have been responding – both individually and collectively – to these infringements. Specifically, we argue that the ways in which academics have been defending against the erosion of their autonomy actually serves to further advance this process. We attribute this paradox to academics’ impoverished conception of professional autonomy and reassert a more robust conception and practice of academic autonomy as a means of remedying the situation.
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Tamošaitienė, Jolanta, Lina Bartkienė, and Tatjana Vilutienė. "THE NEW DEVELOPMENT TREND OF OPERATIONAL RESEARCH IN CIVIL ENGINEERING AND SUSTAINABLE DEVELOPMENT AS A RESULT OF COLLABORATION BETWEEN GERMAN‐LITHUANIAN‐POLISH SCIENTIFIC TRIANGLE." Journal of Business Economics and Management 11, no. 2 (June 30, 2010): 316–40. http://dx.doi.org/10.3846/jbem.2010.16.
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In this article the scientific cooperation between the three academic centres from Germany, Lithuania and Poland, represented by Prof. F. Peldschus (Leipzig University of Applied Sciences), Prof. E. K. Zavadskas (Vilnius Gediminas Technical University), and Prof. O. Kapliński (Poznan University of Technology), is presented. Formal meetings have been called Colloquia, and were organized every two years in different academic centres. The research achievements and activities during the period of 2007–2009 are presented. The main research fields of OR in Civil Engineering and Sustainable Development of three academic centres are surveyed. As a result of productive collaboration in the period between the 11th and 12th Colloquiums, several postdoctoral theses and doctoral dissertations were defended, research papers and books were published and conferences were organized with published proceedings, etc. On the basis of these achievements EURO Working Group OR in Sustainable Development and Civil Engineering (EWG‐ORSDCE) was established. Santrauka Straipsnyje apžvelgiami mokslinio bendradarbiavimo rezultatai tarp Vokietijos, Lietuvos ir Lenkijos akademiniu centru. Šiu centru susitikimai buvo vadinami kolokviumais, kurie buvo organizuojami kas antrus metus skirtingame akademiniame centre. Šiame straipsnyje apžvelgiami moksliniai pasiekimai ir nuveikti darbai 2007–2009 m., pateikiami Vokietijos, Lietuvos ir Lenkijos akademiniu centru atlikti darbai operaciniu tyrimu, statybos inžinerijos ir subalansuotos pletros temomis. Produktyvaus bendradarbiavimo rezultatai nuo 11‐ojo iki 12‐ojo kolokviumo yra: apgintos habilitaciniu darbu tezes bei daktaro disertacijos, paskelbti moksliniai straipsniai ir išleistos knygos, suorganizuotos mokslines kon‐ferencijos ir išspausdinti konferenciju straipsniu rinkiniai. Remiantis šiais pasiekimais buvo isteigta darbo grupe " OR in Sustainable Development and Civil Engineering” (EWG‐ORSDCE).
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Pięta, Wiesław. "Physical culture at Jan Dlugosz University in Czestochowa from 1971 to 2021 (Issue outline)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 5, no. 3 (2022): 31–61. http://dx.doi.org/10.16926/sit.2022.03.02.
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For almost fifty years students and academics scholars are contributing to the growth and development of physical culture in the University. An important role in this process is played by academic teachers of the Physical Education & Sport Centre. In the researched period, the number of teaching hours of physical education was systematically reduced from 240 hours to 30 hours (ministerial central decisions). Sports classes at the University are supplemented by sports sections in selected disciplines. Students training in such sports sections have won already 434 medals in Polish Academic Championships and lecturers from the Physical Education & Sport Centre significantly contributed to those results. The Centre’s personnel consist of specialists in team games and individual sports. Their results in World, European and Polish Academic Championships have contributed to the promotion of Jan Długosz University in Europe and the world. The best section of KU AZS (Academic Club of University Sports Association) is women’s table tennis (9 medals in Polish Team Championships, 8 Polish Cups, 46 matches played in the European Cup). The sport activists of KU AZS together with the Physical Education & Sport Centre in Częstochowa organized 28 Academic Championships of Poland. In the 20th century tourism and camping were withdrawn as compulsory classes. Since 2008 students of UJD have had excellent conditions for practicing sports and recreation (Academic Sports Center).
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Chandrakar, Chandu Lal. "Measurement of Internationalisation: Development of India Study Centre Questionnaire." JOURNAL OF SOCIAL SCIENCE RESEARCH 14 (May 30, 2019): 3207–33. http://dx.doi.org/10.24297/jssr.v14i0.8263.
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The India Study Centre Questionnaire (ISCQ) has been developed to measure the level of internationalisation of higher education (IHE) with reference to India at the India Study centres in China. The concept of IHE has been constructed on the basis of the significantly correlated themes that emerged from the academic research literatures (N=36). The correlation among the emergent themes (N=52) comprising the components of the IHE was tested on the basis of a text analysis. The themes were itemised in accordance with the Ontological or Existentialist, Phenomenological or Instrumentalist, Propositional or Imagistic approaches of conceptualisation with an intent to satisfy the Evaluative or Normative need of the theoretical framework of this study. The designed instrument (ISCQ) devised on the emergent themes was administered on the students (N=28) of India study centre of Peking University, Beijing to test the reliability and validity of the instrument. In order to test and retest the robust validity of the instrument (ISCQ) two more rounds of piloting the questionnaire would be required. Five extensive interviews were conducted with the faculties to validate the structure and content of the ISCQ. However, owing to politico-academic sensitivity, approaching the respondents would need formal consent from the authorities of the institutions in context. Interviews were conducted with five teachers of country specific study centres from prominent institutions.
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Mężyk, Anna, and Stanisława Zamkowska. "Contribution of Radom Academic Centre in the Development of Transport Economics." Zeszyty Naukowe Uniwersytetu Szczecińskiego Problemy Transportu i Logistyki 34 (2016): 27–35. http://dx.doi.org/10.18276/ptl.2016.34-03.
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Rose, David, Leah Lui Chivizhe, Anthony Mcknight, and Arthur Smith. "Scaffolding Academic Reading and Writing at the Koori Centre." Australian Journal of Indigenous Education 32 (2003): 41–50. http://dx.doi.org/10.1017/s1326011100003811.
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AbstractThis paper describes a “scaffolding” methodology for teaching academic literacy that has achieved outstanding success with Indigenous adults returning to formal study at the Koori Centre, University of Sydney. The paper begins by outlining the background to the Koori Centre program and the literacy needs of Indigenous students. We then describe the methodology, including the approach to teaching academic reading, making notes from reading, and writing new texts using these notes. These are key skills required for academic study, which Koori Centre students need to learn. The paper concludes by describing some of the results for students’ literacy development and changing approaches to teaching in the Koori Centre.
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Law, Derek. "Centred on Learning: Academic Case Studies on Learning Centre Development20041Edited by Edward Oyston. Centred on Learning: Academic Case Studies on Learning Centre Development. Aldershot, 2003. , ISBN: 0 7546 0805 0 £45 Ashgate." Library Review 53, no. 6 (August 2004): 332–33. http://dx.doi.org/10.1108/00242530410544420.
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Schopfel, Joachim, Julien Roche, and Gilles Hubert. "Co-working and innovation: new concepts for academic libraries and learning centres." New Library World 116, no. 1/2 (January 12, 2015): 67–78. http://dx.doi.org/10.1108/nlw-06-2014-0072.
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Purpose – The purpose of this paper is to contribute to the debate on the development of academic libraries, by the introduction of the concepts of co-working and innovation to the learning centres. Design/methodology/approach – The paper builds on published case studies and French initiatives. Findings – The proposal of this paper is that the academic library can meet its social responsibility on the campus and in society by drawing on the model of the co-working spaces and communities, by the support of innovation and the transfer of knowledge to the world of work. Moreover, the proposal is to include these new functions into the concept of learning centre, i.e. to develop the work-related aspects of the learning centre. Research limitations/implications – Future research on academic libraries should focus on social responsibility and their contribution not only to students’ academic success but also to students’ employability and to the transfer of technology. Practical implications – The paper contributes to the development and marketing of new academic library services and to its strategic positioning on the campus. Originality/value – Co-working and innovation are relatively new but promising concepts for academic libraries. Except for some recent case studies, conceptual papers are still missing that combine empirical experience with a theoretical approach.
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Lambiri, Dionysia, Alessandra Faggian, and Neil Wrigley. "Linked-trip effects of ‘town-centre-first' era foodstore development: An assessment using difference-in-differences." Environment and Planning B: Urban Analytics and City Science 44, no. 1 (July 27, 2016): 160–79. http://dx.doi.org/10.1177/0265813515624684.
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High levels of out-of-centre foodstore developments in the 1980s and early 1990s significantly altered the commercial landscape of the UK, and were widely seen as threatening the vitality and viability of small and medium-sized centres. The progressive tightening of retail planning regulation in the decade that followed, and retailer adaptation to that tightening, resulted in the development of more flexible foodstore formats suited to in-centre or edge-of-centre sites, which worked ‘with the grain’ of the ‘town centre first’ approach to retail planning policy. Since then academic research has started to suggest a more positive role for such developments than hitherto, and to indicate that they can play an important role in anchoring small centres. The key mechanism underlining this potential positive role is that of linked trips, whereby the spatial externality generated by a foodstore development is transmitted to the existing retail structure of the centre in which development has occurred. Even though UK planning policy has consistently viewed the role of linked shopping trips as critical to town centre vitality, available evidence on this key issue remains remarkably scarce and dated in terms of the planning regulation context from which it was generated. This paper aims to fill that gap. We make use of a large and unique database on consumer shopping behaviour collected over the period August 2007–November 2009 in selected UK centres, and employ the difference-in-differences method to obtain insight into the hypothesised uplift in linked trip propensity which can be attributed to a foodstore development. Our results indicate that the development of new-generation foodstores in in-centre and edge-of-centre locations does indeed increase the propensity of shoppers to link their trips between foodstores and town centre shops/services. Controlling for shoppers’ individual characteristics, that increase is shown to be over seven percentage points. The exact numerical value is likely to be sample specific, and its typical range will only be established by replication. However, the importance of the finding is that using sophisticated but appropriate statistical methodology and a large sample of data from a transparently designed and rigorously conducted study, the development of ‘new-generation’ town-centre first foodstores is clearly associated with increased linked trip propensities. To our knowledge, this is the first time unambiguous evidence of the existence of this hypothesised ‘town centre first era’ linked-trip effect has been demonstrated.
Dissertations / Theses on the topic "Centre for Academic Development"
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Irianto, Bambang. "An investigation of current problems facing the Science Teachers' Development and Training Centre in Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13035.
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The Science Teachers' Development and Training Centre or STDTC (Pusat Pengembangan dan Penataran Guru Ilmu Pengetahuan Alam or PPPG IPA) is an official in-service science teacher training, which is in Bandung, West Java, Indonesia. Between 1978 and 1997, an in-service science-teacher training project, which is known as the PKG IPA Project, was developed by the Directorate of General Secondary Education. The successful PKG IPA project implemented its own in-service science teacher training system within its own training network across Indonesia, without the involvement of the PPPG IPA as the existing official teacher-training agent. The existence of the project was discontinued when the World Bank loan ended. Unfortunately, the expensive infrastructures developed by the PKG IPA project could no longer be utilized because the PKG IPA project was excluded from the official structure of organization of the Ministry of Education and Culture (MOEC) which is now known as Ministry of National education (MNE). In addition, the ignorance of the staff of the PPPG IPA about the PKG IPA project is one indicator why that the PPPG IPA is facing some problems, which affect the implementation of its duties and functions.Based on this indicator, this study was implemented with two objectives, namely, to investigate and analyze current problems facing the PPPG IPA, and to make recommendations for formulating appropriate policies and strategies in order to rationalize the future roles of the PPPG IPA. The study involved seven research questions, which were grouped into three concerns, namely, the quality of the environment, a needs analysis, and analysis of the Directorate's policies. The seven research questions required different instruments to collect the data. Existing instruments, SLEQ (School Level Environment Questionnaire) and SLEI (Science Laboratory Environment Inventory), ++were translated into Indonesian. The researcher developed other instruments. The study involved both qualitative and quantitative research methods and types of data, included various sampling strategy classifications, such as purposeful sampling and opportunistic sampling. The data collecting strategy involved surveys, observations, interviews, and mining documents.The study concluded that the PPPG IPA is facing some current problems related to the aspects of working environment, science laboratory environment, human resources, facilities, policies, and in-service training networking. The study recommended that the Ministry of National Education (MNE) formulate appropriate policies and strategies in order to rationalize the roles of the PPPG IPA in order to strengthen the implementation, and improve the quality, effectiveness, and efficiency of the in-service training programs. A new ministerial regulation also is recommended to be released to replace the previous relevant regulations in order to accommodate the above concerns.
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Wentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC." University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
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Magister Educationis - MEdSince the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
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Cornelius, William M. Smith Al. "A qualitative study of the development of a health sciences center at a two-year community college." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5154.
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Jeong, Soojeong. "The Role of a Peer-Led Academic Intervention in College Students' Development of Self-Regulated Learning: A Person-Centered Approach." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7656.
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Due to its unsupervised nature, undergraduate education requires students to manage their own learning. They need to use self-regulated learning (SRL) strategies in order to achieve academic success. However, college students often have insufficient regulatory skills and strategies, suggesting the need for substantive and practical support. Supplemental Instruction (SI) is a well-recognized academic intervention that utilizes peer-led study groups for difficult college courses, through which students can develop their SRL abilities.
This study focuses on the role of the SI program in college students’ development of SRL from a person-centered perspective. First, this study examines the heterogeneous effects of the SI intervention on students’ development of SRL by combining latent profile modeling and propensity score matching. Second, it explores the changes in student SRL profiles over the intervention period and determines factors affecting the prediction of such changes using latent transition modeling.
Results identify three distinct student profiles: competent regulator, self-confident regulator, and goal-oriented regulator. Within the competent regulator profile, both SI and non-SI attendees’ overall SRL scores significantly decreased over time, though non- SI attendees showed a greater downturn. For the self-confident regulator profile, only SI attendees’ overall SRL scores increased. Both SI and non-SI attendees in the goal-oriented regulator profile had small decreases in scores, which were not statistically significant.
Regarding students’ longitudinal transitions between SRL profiles, students in the most desirable profile (competent regulator) remained most stable over time. Students’ SRL in the goal-oriented regulator profile was most malleable in a positive way; approximately 40% of these students moved into the competent regulator profile. In addition, students whose decision to attend the SI sessions was more mastery-oriented tended to fall into more positive transition groups. Furthermore, students whose levels of self-confidence in learning, critical thinking skills, and group work skills increased as a result of their participation in SI sessions were more likely to become members of more positive transition groups.
The findings of this study extend previous work by longitudinally examining individual differences in college students’ SRL development. They also provide significant implications for the future design of more targeted interventions.
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Harington, Darrel G. "The development and validation of a learning environment instrument for CSIRO Science Education Centres." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13555.
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Past research into defining and measuring the characteristics of learning environments in Science Education Centres and Science Museums (SECSMs) has been based upon low-inference measures, such as observations and interviews. Many searchers feel that the diversity of informal education settings in SECSMs makes it difficult to develop high-inference measures for informal learning environments. This study used the semiformal environment of the CSIRO Science Education Centres as a stepping-stone between formal and informal learning environments. A review of learning environment research identified a possible procedure for the development of, and a format for, a suitable instrument. Research in SECSMs was reviewed to identify learning environment factors that defined the CSIROSEC learning environment. A pilot study was conducted to determine the feasibility of developing a learning environment instrument for CSIROSECs. This led to the more formal process of developing a learning environment instrument for CSIROSECs based upon the five scales of Affect, Social Interaction, Novelty, Independence and Involvement.A number of cycles of testing of the instrument, statistical analyses, and subsequent refinements resulted in the Learning Environment Instrument for CSIRO Science Education Centres (LEI for CSIROSECs). The instrument measures distinct, if somewhat overlapping, aspects of the learning environment. The LEI for CSIROSECs displays comparable measures for internal consistency (alpha reliability) and discriminant validity to existing learning environment instruments. The sensitivity of the instrument has been demonstrated for the comparison of different classes, comparison of teacher-student perceptions, comparison of primary and secondary classes, and the comparison of CSIROSEC programs. Suggestions have been made for applications of the LEI for CSIROSECs and its further development,as well as its potential use in research.
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Turpin, Rebecca L. "Psychometric Testing of the Presence of Nursing Scale: Measurability of Patient Perceptions of Nursing Presence Capability of Nurses in an Academic Medical Center." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3096.
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Introduction: Nursing presence occurs when nurses expend themselves on the behalf of a unique patient. This phenomenon requires further research to develop instruments. The Presence of Nursing Scale (PONS) measures the patient’s perspective (Kostovich, 2012). Psychometric testing of PONS-Revised using exploratory factor analysis is warranted to further develop a reliable and valid measure of nursing presence. Contextual workplace variables need exploration in inpatient settings for correlation with nursing presence.
Method(s): A convenience sample of 122 adult inpatients from ten acute-care nursing units in a Southeastern Magnet hospital were surveyed to conduct the first psychometric testing of this revised instrument using exploratory factor analyses. Seven research questions evaluated potential correlations between the PONS-R, patient satisfaction using nurse-sensitive measures of HCAHPS, nursing unit-specific workforce factors and patient demographic factors.
Results: PONS-R demonstrated high internal consistency reliability (r = .974), test-retest reliability (statistically significant at the .01 level) and divergent validity (p=.002). PONS-R compared to nurse HCAHPS measures was statistically significant at the .01 level, (r = .736). EFA revealed one factor (eigenvalues over 1), with a weak secondary factor centered on intimacy factors suggesting addition of items and repeated study with a larger sample size to further psychometrically develop the instrument. Unexpected negative correlations were found with unit-workforce factors including average RN experience level (r= -.185, significant at the .05 level), and average RN age (r = - .218). An unexpected positive correlation was found - percentage of Associate degree nurses (r = .269, statistically significant at the .05 level. The Triangle region was correlated with a higher PONS-R score (p = .038; n=4), otherwise no statistically significant correlations were found for PONS-R and patient demographics nor patient-specific variables such as estimated number of RN providing care, nor length of stay on the unit.
Discussion & Conclusions: Further psychometric testing is indicated with larger samples and perhaps with the inclusion of intimacy factor items. Additional correlational studies focused on other patient quality outcomes measures with expansion of nurse demographics is indicated to explore for confounding variables.
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Harington, Darrel G. "The development and validation of a learning environment instrument for CSIRO Science Education Centres." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/967.
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Past research into defining and measuring the characteristics of learning environments in Science Education Centres and Science Museums (SECSMs) has been based upon low-inference measures, such as observations and interviews. Many searchers feel that the diversity of informal education settings in SECSMs makes it difficult to develop high-inference measures for informal learning environments. This study used the semiformal environment of the CSIRO Science Education Centres as a stepping-stone between formal and informal learning environments. A review of learning environment research identified a possible procedure for the development of, and a format for, a suitable instrument. Research in SECSMs was reviewed to identify learning environment factors that defined the CSIROSEC learning environment. A pilot study was conducted to determine the feasibility of developing a learning environment instrument for CSIROSECs. This led to the more formal process of developing a learning environment instrument for CSIROSECs based upon the five scales of Affect, Social Interaction, Novelty, Independence and Involvement.A number of cycles of testing of the instrument, statistical analyses, and subsequent refinements resulted in the Learning Environment Instrument for CSIRO Science Education Centres (LEI for CSIROSECs). The instrument measures distinct, if somewhat overlapping, aspects of the learning environment. The LEI for CSIROSECs displays comparable measures for internal consistency (alpha reliability) and discriminant validity to existing learning environment instruments. The sensitivity of the instrument has been demonstrated for the comparison of different classes, comparison of teacher-student perceptions, comparison of primary and secondary classes, and the comparison of CSIROSEC programs. Suggestions have been made for applications of the LEI for CSIROSECs and its further development,as well as its potential use in research.
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Zeballos, Barbara E. "The development of an effective recruitment strategy for Hispanic males and females in the Central Florida region." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/530.
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This study examines the similarities and differences between males and females from the Hispanic and Non-Hispanic White population in the Central Florida labor force regarding recruitment strategies and techniques of the Baby Boomers, Generation X and the Millennial population. The purpose of this study is to identify those Human Resources recruitment practices that are most effective in retaining: (1) males and females from the Hispanic population, and (2) whether or not theses recruitment tactics affect the generation groups differently. The proposed issues will be assessed by collecting information from organizations, current employees, and job applicants. This study will use three research methods in addressing the stated purpose and objectives: literature review, focus groups, and questionnaire surveys. The literature review will explore present recruitment techniques, social and cultural similarities and differences between Hispanics and Non-Hispanic White, and generational differences. The main goal of the focus groups is to identify relevant recruitment issues as stated by Central Florida organizations, current employees, and job applicants. From the literature review and results of the focus groups two surveys will be develop to determine: (1) present recruitment practices used by Central Florida organizations; and (2) preferred recruitment practices among Hispanics and Non-Hispanic Whites. The results of this study will identify whether certain recruitment practices perceived as being most appealing and desirable vary among Hispanics and Non-Hispanic Whites. Based on the findings, the study will provide recommendations for designing effective recruitment strategies for Hispanic and Non-Hispanic White males and females while accounting for possible generational differences.B.S.B.A.
Bachelors
Business Administration
Management
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Ressetar, Tatyana. "The seaside resort towns of Cape May and Atlantic City, New Jersey development, class consciousness, and the culture of leisure in the mid to late Victorian era." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4826.
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"Victorianism" is a highly controversial, sometimes ironic, term penned by historians throughout various works that has come to hold dramatic weight in both its meaning and its influence. Though the term is usually most closely associated with nineteenth century England, Victorianism was a highly influential movement in American culture simultaneously as well, specifically in the spheres of home, work, and play. Of those, "play," or leisure, is undoubtedly the least explored, especially before the latter decades of the twentieth century. Prior to this period, most literature about the Victorians, with the exception of a few works, only dealt with masculinity, religion, and the rigid dynamic of the nineteenth century household. Recently, historians like James Walvin, Pamela Horn, and Hugh Cunningham have attempted to draw attention to Victorian leisure with excellent works on pastimes and society during the nineteenth century, but they represent only a few. However, many works of this caliber focus on England, the "birthplace" of Victorianism. Thus, this work attempts to emphasize that the cultural phenomenon of Victorianism was just as present in the United States. Despite the recurring themes of the home and the workplace so often chosen by scholars, it is actually within the realm of leisure that the controversial issues of the Victorian period and its people can be best observed. Class, race, and gender were three major components of the Victorian culture that shaped the various forms of leisure and recreation, as well as the specific restrictions on those amusements.; All of these factors had a shared, tremendous influence on the progress (or lack thereof) towards a more modern era and society that occurred at the turn of the twentieth century. In the pages to follow, the numerous contradictions and paradoxes of Victorian leisure in America will be examined, ultimately demonstrating how pastimes and recreation (and their outlets) in the mid to late nineteenth century were neither truly Victorian nor truly progressive, but indeed a combination of both. This creates further irony during this controversial period. However, before exploring these outlets, the term "Victorian" will be examined while placing it into the context of mid to late nineteenth century Americans who belonged to all classes of travelers. It will become apparent that American Victorians had much invested in their values, but were also willing to break the rules regarding certain amusements and pleasures. Moreover, the "democratization" of leisure will be highlighted as the upper and lower classes began to enjoy the same recreations. Marked innovations of the period will also be discussed, as to highlight their importance on Victorian leisure and its development, which will also be referred to throughout the chapters. These topics will be addressed before examining the specific Victorian leisure culture of two of America's oldest seaside destinations: Cape May and Atlantic City, both in New Jersey. The guests, accommodations and transportation, and offerings at these resort towns will act as a mirror into mid to late nineteenth century culture. There, the contradictory ideals and rules of Victorianism are exhibited as the resorts rose to prominence. The decline of "elite-only" leisure and the rise of the "excursionist" will be examined throughout the progression of the towns' growth and boom periods.; Exploring the ironies of Victorian leisure through the proverbial lens of Cape May and Atlantic City proves effective, as the towns came to represent opposite ends of the "socially acceptable" spectrum after a short period, and were full of similar inconsistencies and paradoxes themselves. Additionally, their current fates remain a product of their polarized Victorian heydays, further proving the influence of seaside resort culture, the late Victorian period, and its ideals on the broader field of American leisure history.ID: 030646179; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 118-133).
M.A.
Masters
History
Arts and Humanities
History; Public History Track
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Jarvie, Deborah L., and University of Lethbridge Faculty of Arts and Science. "The effect of responsibility centre budgeting/responsible centre management on the role of academic deans in a public university." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2002, 2002. http://hdl.handle.net/10133/132.
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The purpose of this study was to determine the effects of Responsibility Centre Budgeting/Responsibility Centre Management (RCB/RCM) on the role of academic deans in a public university. A model was developed in the study, incorporating the traditional role of deans, the components of a responsibility centre budge, and current management theories. Using this model, a new dimension of the deans' decisional role emerged. The increased decision-making is characterized and bound by issues of autonomy, accountability, communication, and contingent factors. The research implies that the deans studied in this particular RCB/RCM system carry out roles similar to those of general managers in the for-profit sector. An implication for academics holding this expanded role is that knowledge and/or training in RCB/RCM systems is required. Additionally, workload generated by this type of system, and the accountability it imparts on deans, necessitates the assistance of individuals trained in budget preparation.xi, 140 leaves ; 28 cm.
Books on the topic "Centre for Academic Development"
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Rao, G. N. CDS M. Phil theses: 1975/76-1989/90 : a review. Thiruvananthapuram: Centre for Development Studies, 1996.
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Success in academic surgery. London: Springer, 2012.
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SCONUL and Higher Education Design Quality Forum., eds. The development of learning resource centres for the future: Proceedings of a conference held at the Royal Institute of British Architects on 10 October 1995. London: SCONUL, 1996.
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Muresan, Laura-Mihaela, and Concepción Orna-Montesinos, eds. Academic Literacy Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2.
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Jaramillo, Teresita Mondragón. Políticas de desarrollo de colecciones: Un modelo para bibliotecas académicas basado en el sistema de bibliotecas de la Universidad de Antioquia. Medellín: Universidad de Antioquia, 2000.
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Varley, Allen. Marine information centre development. [Paris]: UNESCO, 1991.
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Department, Bristol (England) Planning. Ridingleaze Shopping Centre: Development Brief. Bristol: Bristol City Council, 1988.
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HINT (Health Information for Nottingham Teenagers). Teenage health centre development project. Nottingham: HINT/BASE 51, 1991.
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Council, Liverpool City. City centre business development strategy. Liverpool: Council, 2000.
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Baume, David. Advancing Practice in Academic Development. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315720890.
Full textBook chapters on the topic "Centre for Academic Development"
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Lowe, Tom. "The Centre for Student Engagement: A Research and Development Center for Students, Faculty, and Staff at the University of Winchester." In The Palgrave Handbook of Academic Professional Development Centers, 269–82. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80967-6_17.
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Górska, Anna M. "Gendered academic career development." In Gender and Academic Career Development in Central and Eastern Europe, 55–62. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003319504-7.
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Górska, Anna M. "Middle academic careers." In Gender and Academic Career Development in Central and Eastern Europe, 77–88. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003319504-9.
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Górska, Anna M. "Early academic careers." In Gender and Academic Career Development in Central and Eastern Europe, 63–76. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003319504-8.
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Górska, Anna M. "Senior academic careers." In Gender and Academic Career Development in Central and Eastern Europe, 89–100. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003319504-10.
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Novodvorsky, Ingrid, Elaine Marchello, and Lisa Elfring. "Assessment Work in an Academic Professional Development Center." In The Palgrave Handbook of Academic Professional Development Centers, 97–108. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80967-6_6.
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Cofer, Jordan, Denise Domizi, Marina Smitherman, Jesse Bishop, and Rod McRae. "Collaborative Faculty Development." In The Palgrave Handbook of Academic Professional Development Centers, 363–77. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80967-6_23.
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Soisson, Annie. "Mission-Aligned Teaching Center Initiative." In The Palgrave Handbook of Academic Professional Development Centers, 201–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80967-6_13.
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Mendenhall, Nancy P., Kathryn E. Hitchcock, and Jonathan D. Licht. "Successful Strategies to Exploit the Intersection Between the Radiation Oncology Department and the Cancer Center." In Career Development in Academic Radiation Oncology, 327–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71855-8_24.
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Gray, Tara, Laura Madson, and Morgan Iommi. "A Member-Driven, Donor-Supported Academic Professional Development Center: The New Mexico State University Teaching Academy." In The Palgrave Handbook of Academic Professional Development Centers, 235–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80967-6_15.
Full textConference papers on the topic "Centre for Academic Development"
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O'Leary, Paul, T. J. McDonald, Derek O'Byrne, and Chris O'Riordan. "Development of an Academic Risk Model to support Higher Education Quality Assurance." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11261.
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This paper presents a model of risk management in higher education, to support the quality assurance framework and the activities, more generally, of a Higher Education Institute. Its purpose is to define the Institute’s approach to academic risk and its management and to inform decision-making. Academic risk is defined and contextualized in terms of published literature. Decision-making and judgement is at the centre of all academic activities and accordingly inherent risk will always exist, through the exercise of judgement, the operation of academic policies and procedures and through compliance. A normative model of academic risk assessment is proposed, based on three levels: isolated academic risk, repeated academic risk and systemic academic risk. This is followed by a proposed model for action according to the level of risk. Finally the operation of the model in our higher education institute is presented.
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Foutz, Brittany, and Brian Polkinghorn. "Academic and Professional Mobility and its Transformative Potential." In Sustainable on the Go: Sustainable and Inclusive Internationalization Virtual Conference. York University Libraries, 2021. http://dx.doi.org/10.25071/10315/38628_02.
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With the development of exchange mechanisms, periods of mobility abroad have become frequent, sometimes unavoidable, in the school curriculum of a student. Taking the form of semesters of study in a foreign university or work placements for higher education students, the skills acquired during these immersion phases, both linguistically and technically, and in terms of know-how, are undeniable and valued by numerous research works. In this paper, we will review the impact of international exchanges on the professional integration of students. We are interested in the academic and professional gain linked to the international mobility that organizations, such as Regional Centre of Expertise (RCE) locations, can offer to college students. We propose, in our research, to examine the construction and contribution of the opportunities that these RCE locations can offer to students, in terms of academic, professional and social development. This study will highlight RCE Salisbury, of which is hosted by the organization the Bosserman Center of Conflict Resolution, as a case study.
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Coonan, Emma Marya, Simon Pratt-Adams, and Mark Warnes. "The value of 'writing retreats' in advancing innovative pedagogic research." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9353.
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This paper outlines the work of the Centre for Innovation in Higher Education, which uses an educational laboratory model to advance the intersection of innovative research and teaching at Anglia Ruskin University (ARU). This evidence-based approach aims to promote active, reflective engagement with research in teaching and learning; foster collaborative and interdisciplinary inquiry into pedagogic practice; and support the development of a dynamic, sustainable pedagogic research community at ARU. The Centre’s work also increases the visibility and calibre of pedagogic research at national and international level. This paper outlines a current research project being undertaken by researchers from the Centre and Anglia Learning & Teaching which explores the longitudinal impact of its writing retreat provision on participants’ writing practices and productivity, together with their perceptions of writing as a key element of the academic identity. This study is generating valuable original data about academics’ writing practices and perceptions. It will contribute to the understanding of this important topic at a theoretical level, as well as outlining practical means through which universities can foster long-term academic writing productivity leading to enhanced research impact.
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Zhukova, Galina. "NON-ACADEMIC EDUCATION IN HUMAN LIFE." In Relevant Issues of the Development of Science in Central and Eastern European Countries. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-588-11-2_56.
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Peica, Cipriana-Elena. "Floating Predicate – Why An Exclusively Academic Approach?" In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.67.
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Gallardo-Echenique, Eliana, Mark Bullen, and Jan Zottmann. "SOCIAL AND ACADEMIC USE OF DIGITAL TECHNOLOGIES IN THE CENTRAL ANDES OF PERU." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0266.
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Cusack, Tara, Nicola Mountford, Minna Isomursu, Guido Giunti Garcia, Dimitris Filos, and Ioanna Chouvarda. "INTERDISCIPLINARY AND INTERSECTORAL DOCTORAL EDUCATION DESIGNED TO IMPROVE GRADUATE EMPLOYABILITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end136.
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Typically, less than half of doctoral graduates will be employed in academia immediately after graduation, with less than 10%-15% achieving a long-term academic career. This leaves 85-90% of PhD graduates seeking employment outside the academic setting, for example in industry and government. The objective of the CHAMELEONS study (CHampioning A Multi-sectoral Education and Learning Experience to Open New pathways for doctoral Students) is to develop innovative educational interventions that shape more adaptable, entrepreneurial, and employable graduates, ready to meet the challenges of the future. Stakeholders from the connected health industry, clinical care, charities, patients, patient representatives, government, recent doctoral graduates, and academics were invited to participate in a “World Café” participatory method for collecting qualitative data. Owing to the COVID-19 health situation this took place via Zoom. Analysis of the results revealed 4 key learning objectives for doctoral graduates to: 1. Develop networking and communication skills. 2. Understand user centred research design. 3. Market research capacity and research skills. 4. Build an understanding of themselves and others. This led to the development of three bespoke doctoral modules: 1. Forging relationships: Building and Sustaining your Doctoral Network; 2. Managing the Project: Keeping on Track with an Eye to the future; Module 3: Starting your Career: Future Proofing your Career and Getting a Job. These modules are available to doctoral students across five European Universities.
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Godbole, Hrushikesh, Marcos Esterman, Shridhar Palekar, and Alvaro Rojas Arciniegas. "Successes and Challenges in Implementing Lean Product Development." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98078.
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Abstract Lean thinking is a successful management philosophy that originated in the production dominated mid-20th century. More recently, these principles have been contextualized in a product development setting. However, few companies have successfully adopted lean product development. The gap between the existing knowledge within the academic community and the current practices within the industry motivated an industry-academia research roundtable to identify the successes and challenges in implementing lean product development. This paper shares the successful practices, and the implementation challenges that industry faces in the context of lean product development, which include nomenclature, visual management and metrics, knowledge repository and lean education & training. The paper concludes with a roadmap of research required to enable the adoption of lean product development in the industry.
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Rukayah, R. Siti, Endang Sri Susilo, Dileanis Pringgenies, and W. Agus Tri Setyo. "The Alun-Alun Karimunjawa as Economic Space in the Coastal City as Alun-Alun in the City Center in Java." In 2nd Southeast Asian Academic Forum on Sustainable Development (SEA-AFSID 2018). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210305.061.
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Welsh, Teresa S. "The Creation and Development of a Multi-Disciplinary Research Center in an Academic Library." In Proceedings of the International Conference on QQML2009. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814299701_0051.
Full textReports on the topic "Centre for Academic Development"
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Lozynskyi, Maryan. Main Features of Publishing Activities of the Ivan Franko National University of Lviv (end of the 1990s – first two decades of the 21st c.). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11392.
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The article desribes the main features of the publishing activity of the Ivan Franko National University of Lviv from the end of the 1990s and in the first two decades of the 21st century. The aim of the author was to show this activity with the help of stages of formation of the Publishing Centre at the University. For this purpose, he used historical method, the methods of analysis, synthesis, content analysis etc. One of the important landmarks of the end of the 20th century in the publishing activity of the Ivan Franko National University of Lviv which has its traditions in the past was the foundation of the mentioned Publishing Centre on the basis of Editing and Publishing Department, Machine Offset and Polygraphic Laboratories. This process was favoured by the administration of the University which supported the transfer of printing base to another building of the University. Professionals with respective qualification level and experience in the sphere of publishing and printing were gathered there. Another stage of the development of the Publishing Centre of the Ivan Franko National University of Lviv was the creation in 2006 of the Publishing Board within the University which became a generator of ideas on the development of scientific book publishing and actively cooperated with printing enterprises of Ukraine (the author of the article was a member of this board). The administration of the Ivan Franko National University of Lviv provided a substantial financial support for publication of educational and scientific literature of different genres and on different topics for educational needs both of the University itself and Ukrainian educational sphere in general. As a result of active publishing activity, the Publishing Centre of the Ivan Franko National University of Lviv since 1996 has published more than 4.5 million copies of publications whose authors are members of the academic community of the University. Among the significant publications of the Publication Centre of the last two decades the article notes Ivan Franko (10 volumes, authors – R. Horak and Ya. Hnativ), Encyclopedia. The Ivan Franko National University of Lviv (2 volumes), Social Geography (2 books, author – Prof. O. Shabliy) and others. The results of the activities of the Publication Centre of the Ivan Franko National University of Lviv were demonstrated during participation at Book Forums and other events in the publication and printing sphere. This article permits researchers in Humanities to analyze and evaluate the achievements and at the same time problems of the scientific publication activity of the Ivan Franko National University of Lviv.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.
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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.
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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Rivard, C. Characterization of shallow aquifers and assessment of potential impacts of oil and gas development activities on these aquifers in the Fox Creek area (AB) - October 2021 update. Natural Resources Canada/CMSS/Information Management, 2021. http://dx.doi.org/10.4095/329088.
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A multidisciplinary and multi-institutional project was initiated in the Fox Creek area (west-central Alberta) in April 2019 to study environmental impacts of hydrocarbon development activities. The initial objective was to specifically study potential impacts on shallow groundwater. However, different Sectors within NRCan later identified the Fox Creek area as a region of interest for developing regional cumulative effects evaluation methods in support of new impact assessment legislation. As a result, the scope is now much broader and the project includes studies of vegetation, forest, snow cover, wetlands, and contributes to a woodland caribou habitat study. The project involves many collaborators from the federal and provincial governments, as well as from the academic community. This project is supported by the GGP and EGP programs.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001252.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 2: Generating Priorities and Ideas. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001249.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 2: Generating Priorities and Ideas.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 7: Reporting. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001254.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 7: Reporting.