Relevant bibliographies by topics / Degree Discipline: Political Science

Academic literature on the topic 'Degree Discipline: Political Science'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Degree Discipline: Political Science"

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Oksamityna, Kseniya. "Progressing Fragmentation of Political Science." Politikon: The IAPSS Journal of Political Science 15, no. 1 (April 30, 2009): 70–85. http://dx.doi.org/10.22151/politikon.15.1.4.

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While state has traditionally been the sole (or at least primary) unit of analysis in International Relations, scholars are increasingly recognizing non-state entities, such as interstate organizations, multinational companies, terrorist cells, religious institutions, non-governmental organizations, epistemic communities, and transnational advocacy networks as actors in international politics. A natural question arises: is International Relations, as a discipline, capable of conceptualizing and explicating complex webs of relations among a myriad of actors, or is mapping a new field of enquiry required? Transnational Studies, offered at various degree levels at several universities, positions itself as a sub-filed within Humanities, mainly preoccupied with historical, social, cultural and linguistic aspects of cross-border interactions. Global Studies seems to reconcile International Relations and Transnational Studies. However, Global Studies, as a discipline, is only in the making; its emergence is surrounded by healthy skepticism.
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McKinnon, Merryn, and Chris Bryant. "Thirty Years of a Science Communication Course in Australia." Science Communication 39, no. 2 (March 25, 2017): 169–94. http://dx.doi.org/10.1177/1075547017696166.

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Since 1985, the Science Circus program has recruited science graduates Australia-wide and provided them with science communication training leading to a university degree. On qualifying these graduates demonstrate highly diverse career paths reflecting the relevance of science communication training to other disciplines. Graduates, by their activities, have contributed to the growth of science communication as an academic discipline and an “industry”—both in Australia and abroad. It suggests that science communication training can have impact far beyond narrowly defined disciplines and skill sets, and this impact is worthy of further exploration.
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Schmidt, Steffen, Mark C. Shelley, Monty Van Wart, Jane Clayton, and Erin Schreck. "Distance Learning: The Case of Political Science." education policy analysis archives 8 (June 16, 2000): 27. http://dx.doi.org/10.14507/epaa.v8n27.2000.

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This article reports the results from a national survey directed to the department chairs of political science to assess the current and future state of distance learning in that discipline. The insights of this research are relevant to all social science fields and offer important insights to other academic disciplines as well. Key findings of the study include the low utilization of distance learning courses, a low degree of importance currently attributed to distance learning and modest expectations of future growth, ambivalent acceptance of a future role for distance learning, the common use of Internet-related technologies, low levels of faculty knowledge and interest about distance learning, limited institutional support, and serious doubts about the appropriateness and quality of instruction at a distance. We propose a model of the size and scope of distance learning as a function of three factors: the capacity of distance learning technologies, market demand, and faculty and university interest in distance learning. The article concludes with suggestions of critical areas for future research in this dynamic, fluid post-secondary environment.
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Keohane, Nannerl O. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 496–97. http://dx.doi.org/10.1017/s153759271600027x.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Parker, Jonathan. "Undergraduate Research-Methods Training in Political Science: A Comparative Perspective." PS: Political Science & Politics 43, no. 01 (January 2010): 121–25. http://dx.doi.org/10.1017/s1049096510990677.

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AbstractUnlike other disciplines in the social sciences, there has been relatively little attention paid to the structure of the undergraduate political science curriculum. This article reports the results of a representative survey of 200 political science programs in the United States, examining requirements for quantitative methods, research methods, and research projects. The article then compares the results for the United States with a survey of all political science programs in Australia, Canada, Finland, the Netherlands, Norway, Sweden, and the United Kingdom. The results suggest (1) that the state of undergraduate methods instruction is much weaker in the United States than indicated in previous research, (2) this pattern is repeated in other countries that emphasize broad and flexible liberal arts degrees, and finally (3) this pattern of weak methods requirements is not found in more centralized, European higher education system that emphasize depth over breadth. These countries demonstrate a consistent commitment to undergraduate training in research methods that is followed up with requirements for students to practice hands-on research. The model of weak methods requirements in the discipline is not the norm internationally, but differs depending upon the type of higher education system.
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Schwartz, Joseph M. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 486–89. http://dx.doi.org/10.1017/s1537592716000232.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Coles, Romand. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 490–91. http://dx.doi.org/10.1017/s1537592716000244.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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McClain, Paula D. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 492–93. http://dx.doi.org/10.1017/s1537592716000256.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Kaufman-Osborn, Timothy. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 494–95. http://dx.doi.org/10.1017/s1537592716000268.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Meissner, Andrzej. "U źródeł historii wychowania na ziemiach polskich." Biuletyn Historii Wychowania, no. 44 (January 3, 2023): 171–83. http://dx.doi.org/10.14746/bhw.2021.44.11.

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The article revolves around the history of upbringing in Poland as a science discipline. The first historical-pedagogical works appeared in the Renaissance and were continued in Age of Enlightenment. However, it was not until the-19th century when a discipline called ‘history of upbringing’ was created. Its development, by East European standards, took place in difficult social and political circumstances. Poland, at that time annexed by Russia, Prussia and Austria, did not enjoy conditions conducive to scientific development. The annexation was counterbalanced by actions instigated by cultural, educational and scientific institutions. As a result, historical science could develop despite the political situation and the financial shortcomings. Introduction of pedagogy and history of upbringing at the Krakow and Lvov Universities was important to the development of the history of upbringing. Antoni Karbownik’s post-doctoral degree in the history of upbringing obtained in 1905 from the Jagiellonian University and post-doctoral degrees in pedagogy (also the Jagiellonian University) awarded to Leon Kulczyński, Euzebiusz Czerkawski, Aleksander Skórski, Antoni Danysz and Bolesław Mańkowski (Lvov University) were breakthroughs in the history of upbringing. For the areas of study to become disciplines of science, they had to be defined, including their research object and the methodological basis. Władysław Seredyński Franciszek Majchrowicz, Antoni Karbowiak and Antoni Danysz adopted a position on the subject. In the late 19th and the early 20th centuries the history of upbringing was perceived as a discipline of science related to history with respect to the ,methodology and with pedagogy with respect to the content, with its own research, terminology, sources and academic teachers. The history of education was officially a part of culture. In this context, educational matters should be viewed.
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Dissertations / Theses on the topic "Degree Discipline: Political Science"

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Staley, Maxwell Reed. "A Most Dangerous Science| Discipline and German Political Philosophy, 1600-1648." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930815.

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This dissertation tracks the development of German political philosophy over the course of the first half of the seventeenth century, with an emphasis on the disciplinary, methodological, and pedagogical concerns of Politica writers. These figures produced large-scale technical textbooks on politics, which attempted to make sense of the chaotic civil sphere through the application of disciplinary structures. The main influences on their thought came from the sixteenth century: Aristotelianism, reason of state, natural law, and neostoicism were the competing traditions that they attempted to fit into comprehensive treatments of their subject. Generally, these thinkers have been organized by historians into schools divided by their political and confessional commitments. I argue that, while these factors were important, their disciplinary and methodological choices also decisively shaped their vision of politics, and indeed their positions on the critical questions of their day. I do this by focusing on four specific writers, one from each of the four faculties of the early modern university: Bartholomaus Keckermann from the arts faculty, Henning Arnisaeus from Medicine, Christoph Besold from Law, and Adam Contzen from Theology. I show how each Politica author?s disciplinary background inflected their construction of politics as an academic discipline, and how this in turn shaped their opinions on the confessional and constitutional debates which were then fracturing the Holy Roman Empire. While the dissertation does focus on the differences among these figures, it also tracks a trajectory which they all participated in. I argue that their attempts to discipline politics as a subject resulted in the centering of the state as a disciplinary and administrative institution. Their motivation was to prevent political upheaval through the application of technical expertise, which meant that they were able to find ever more aspects of human life which required treatment under the rubric of political philosophy, because almost anything could be conceived of as either a threat or a source of strength for the political order. This in turn suggested a vastly expanded conception of the regulatory and disciplinary powers of the state. I thus contend that, although the Politica writers are mostly forgotten today, they represent a critical phase in the intellectual development of the idea of the state.

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Bessin, Nadiejda. "La discipline au sein du tourisme à Cuba: Condition ou conséquence de son essor?" Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27226.

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Au début des années 90, le Bloc Soviétique s'effondre. L'île de Cuba, fortement dépendante jusqu'alors de son allié, entre dans une crise économique sévère. Force de réagir promptement, le Gouvernement socialiste cubain décide d'investir dans un secteur économique jusqu'ici boudé, parce que fortement apparente au capitalisme, le tourisme. Comment est-ce que le gouvernement Castriste est-il donc parvenu à permettre l'essor économique de ce secteur, tout en s'assurant que cette "invasion" capitaliste ne menace pas le régime? Il sera question, grâce à l'analyse des législations imposées aux partenaires étrangers opérant dans le secteur des complexes hôteliers ainsi qu'à l'étude des structures mises en place par les autorités cubaines, de montrer que si le régime castriste est parvenu à maintenir le socialisme à Cuba, c'est grâce au fait que, contre toute attente, la discipline ait fait partie intégrante de l'essor de ce secteur, plutôt que d'en etre la conséquence.
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Bolton, M. Kent. "How decision time and degree of anticipation affect the decisionmaking process as U.S. decisionmakers confront various foreign- policy challenges." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260968694.

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Lindberg, Björn. "Fit for European Democracy? : Party Discipline in the European Parliament." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8631.

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This study evaluates the fitness of political parties for the democratisation of the European Union. At the national level political parties have successfully functioned as transmission belts between voter’s preferences and political outcomes in representative democracies. Some scholars have therefore argued that an increase in party competition at the European level could make the European Union more democratic; other scholars claim that European political parties are too weak to fend off public pressure, which would arise from an increase in political competition. Since cohesive voting behaviour of political parties is the basic prerequisite for a functioning representative democracy, this study analyses how the transnational party groups of the European Parliament are able to generate voting cohesion. Drawing on rational institutionalist theories of political parties and theories of collective action, the study outlines two competitive scenarios for explaining party group voting cohesion in the European Parliament. In the party group disciplinary scenario, the party group leadership is able to enforce voting cohesion through its disciplinary powers. The national party discipline scenario predicts that party group voting cohesion is dependent on the voluntary cooperation of the national party delegations. The empirical analysis of party disciplinary effects in the European Parliament corroborates the party group disciplinary scenario. The party group leadership of the two largest party groups is able to discipline it is members for disloyal voting behaviour. The findings do, however, also show that the party group leadership is not able to sanction national party delegations if they fail to toe the party group line. The study concludes that it will be difficult for the party groups to maintain voting cohesion, if public pressure on Members of the European Parliament increases through a more open form of political contestation at the European level. The responsibility for a successful democratisation of the European Union through party competition, therefore, lies in the hands of national political parties.
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Choi, Yongbok. "Definition and application of a comprehensive set of criteria for measuring the perceived degree of Environmental Impact Assessment (EIA) process implementation: A case study of the Korean EIA process /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942739807583.

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Engström, Anna. "Political representation in EU multi-level governance : Is there a need for consent between the political elite and the public?" Thesis, Jönköping University, JIBS, Political Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-485.

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This thesis deals with political representation in EU multi-level governance. The European Union and its political system is quite complex, due to its unusual and multi-level governance.

It has gained the reputation of capturing professionalism, and conforming to elite governance to a point where it is seen as an elite political game.

The thesis wish to examine the European political system, and ask the questions, how important is the degree of consent between the political elite and the public in the European Union? Does it necessarily have an effect on the system of political representation as such, and if is does, does it influence legitimacy? Or in other terms, is it necessary for a degree of consent between the political elite and the public for political representation and legitimacy?

The European Union has a tendancy to gain critique for its focus on professionalism and elitism, and I wish therefore to state that it is important to generate an evident relationship between political representation and legitimacy in EU multi-level governance. It is necessesary to create a functioning relationship between the political elite and the public, but it does not necessarily mean that it influence political representation and legitimacy. It is important to view the opportunities for political representation and legitimacy in a situation such as this. The degree of consent is not to create an impossibility for sufficient political representation and legitimacy in the European Union, is it?

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Quiroga, Juan Pablo. "Price control policies and state capacities. Discipline, transfer and informal networks of control, monitoring and punishment. The "Precios Cuidados" Program in Argentina and its acceptance by local retailers." Thesis, Georgetown University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105447.

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The so called price control policies have traditionally been understood in terms of concerns about (a) the role and size of the bureaucracy implied (Taussig, 1919, Grayson and Neeb, 1974; Clinard, 1969; Rockoff, 1984; Galbraith, 1941 and 1946); (b) the (potential) short term effectiveness and medium/long term ineffectiveness of controls (Rockoff, 1984, Grayson and Neeb, 1974; Bienen and Gersovitz, 1986, FIEL, 1990); (c) the tax evasion and creation of black markets (Clinard, 1969); (d) the eventual emerging violence following the dismantling of controls or subsidies on consumer goods (Bienen and Gersovitz, 1986; van Wijnberger, 1992); (e) the potential impact on the government coalition (Agéndor and Asilis, 1997); (f) the levels of delivery, fill rates or even any breaks in supply chains (Grayson and Neeb, 1974; Clinard, 1969); (g) the incentives/distortions in the distribution of resources, as a result of the alteration of the price system (Galbraith, 1941, 1946, 1951, 2001; Friedman, 1990; Colander, 1984; Dunn and Pressman, 2005); (h) the search for focused or selftargeted alternatives in order to optimize the use of limited resources and prevent freeriding (Adams, s / f; Alderman, 2002; Gutner, 2002); and (k) its historical development as a political response to rising prices (Schuettinger and Butler, 1978).

However, little has been studied its contribution to the development of state capacities as well as the role of entrepreneurship in the acceptance of price controls.

In this sense, this thesis analyzes the first year of the "Precios Cuidados" program in force in Argentina since January 2014, in order to address two interrelated questions: (a) To what extent the “Precios Cuidados” Program, as a particular and specific form of joint coordination between public and private sector, favored the development and expansion of state capacities? (b) If it is true, as it will be argued, that this new form of joint articulation between the public and private sector contributes to expand state capacities, why did the retail community agree to take part of a voluntary agreement to freeze prices and markups that in the end would help to increase the relative powers of the agencies by which they are controlled without effective guarantees of limits to its exercise? A public policy, in a word, that will give us the unique opportunity to analyze the link between state, market and society and its effect on market regulation and the improvement of state capacities.

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Cunha, Raphael C. "Financial Globalization & Democracy: Foreign Capital, Domestic Capital, and Political Uncertainty in the Emerging World." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149434486657801.

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Robinson, Claire Elizabeth. "Advertising and the market orientation of political parties contesting the 1999 and 2002 New Zealand general election campaigns : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Politics at Massey University, Palmerston North, New Zealand." Massey University. School of History, Philosophy and Politics, 2006. http://hdl.handle.net/10179/243.

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This thesis proposes an alternative way of establishing a link between market orientation and electoral success, by focusing on market orientation as a message instead of as a management function. Using interpretive textual analysis the thesis examines the advertising messages of the highest polling political parties for evidence of voter orientation and competitor orientation in the 1999 and 2002 New Zealand general election campaigns. Relating manifest market orientation to a number of statistical indicators of electoral success the thesis looks for plausible associations between the visual manifestation of market orientation in political advertisements and parties' achievement of their party vote goals in the 1999 and 2002 elections. It offers party-focused explanations for electoral outcomes to complement existing voter-centric explanations, and adds another level of scholarly understanding of recent electoral outcomes in New Zealand.While the thesis finds little association between demonstration of competitor orientation in political advertisements and electoral success, it finds a plausible relationship between parties that demonstrated a voter orientation in their political advertisements and goal achievement. The parties that achieved their party vote goals in 1999 and 2002 tended to demonstrate an affinity for their target voter groups by showing images of voters and their environments and images of party leaders interacting with voters. They demonstrated concern for the satisfaction of the needs of existing voters by using words of togetherness and proving they had met their previous promises. They did not change their policy or leadership messages dramatically between campaigns. There was a visual consistency to their television, print and billboard advertising messages which rendered the messages easy to recognise and remember. They were clear about what they were offering in exchange for the party vote and recognised the need to offer something in addition to previous offerings in order to attract new voters.
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Lyons, Katherine. "0027: the EU : an international agent in Palestine? : a thesis presented in fulfilment of the requirements of the degree of Master of Arts in Politics at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1156.

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This thesis examines the ability of the European Union (EU) to impact on the Palestinian people and their institutions. Before using the formal concept of actorness to examine the extent of this impact, it presents a model of actorness that synthesises aspects of Bretherton and Vogler’s and Sjösjedt’s models. It uses the components of this model as a series of lenses through which to focus on and examine various facets of the EU’s influence. The analysis deals with diplomacy, aid, and the effects of the unexpected Hamas victory in the 2006 Palestinian Legislative Council (PLC) elections. The thesis finds that the EU’s early lack of diplomatic direction improved for a period but was limited by its consistent inability to have an effect if it ignored the US. In the field of aid, the EU has been a more successful actor. However, the EU’s best efforts in these spheres have been undone by two EU blunders. First, it classified Hamas as a terrorist organisation and subsequently felt unable to provide aid to a Hamas-run government. Second it joined the Quartet in the hope of increasing its own diplomatic clout, but found that it had given the US the opportunity to erode its ability to act as an independent financial agent.
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Books on the topic "Degree Discipline: Political Science"

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Cosmopolitan political thought: Method, practice, discipline. Oxford: Oxford University Press, 2011.

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Ira, Katznelson, and Milner Helen V. 1958-, eds. Political science: The state of the discipline. New York: Norton, 2002.

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Political theory: The state of the discipline. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2013.

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1950-, Farr James, and Seidelman Raymond, eds. Discipline and history: Political science in the United States. Ann Arbor: University of Michigan Press, 1993.

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Almond, Gabriel A. A discipline divided: Schools and sects in political science. Newbury Park, Calif: Sage Publications, 1990.

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M, Primo David, ed. A model discipline: Political science and the logic of representations. Oxford: Oxford University Press, 2011.

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1917-, Easton David, Gunnell John G, and Stein Michael B. 1940-, eds. Regime and discipline: Democracy and the development of political science. Ann Arbor: University of Michigan Press, 1995.

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Z, Theodoulou Stella, and O'Brien Rory 1955-, eds. Methods for political inquiry: The discipline, philosophy, and analysis of politics. Upper Saddle River, N.J: Prentice Hall, 1999.

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Dunham, Sarah. What to do with your history or political science degree. 2nd ed. New York: Random House, 2007.

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Ransom, John S. Foucault's discipline: The politics of subjectivity. Durham: Duke University Press, 1997.

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Book chapters on the topic "Degree Discipline: Political Science"

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Chulitskaya, Tatsiana, Irmina Matonyte, Dangis Gudelis, and Serghei Sprincean. "From Scientific Communism to Political Science: The Development of the Profession in Selected Former Soviet European States." In Opportunities and Challenges for New and Peripheral Political Science Communities, 51–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79054-7_3.

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AbstractThe chapter explores the trajectories of the evolution of political science (PS) in four former Soviet Socialist Republics (Estonia and Lithuania, the Republics of Moldova and Belarus) after the USSR collapse. Departing from the premise that PS is appreciated as the science of democracy, the authors claim that its identity and autonomy are particularly important. Research shows that PS in these countries started from the same impoverished basis (“scientific communism”), but it soon took diverse trajectories and currently faces specific challenges. Democracy, pro-Western geopolitical settings and the shorter period of Sovietization contributed to the faster and more sustainable development of PS in two Baltic States. However, in Estonia, political developments have led to the retrenchment of PS and to downsize of universities’ departments and study programmes. In Lithuania, political scientists are very visible in the public sphere. In Moldova, its uncertain geopolitical orientation and a series of internal political conflicts have led to the weak identity of PS and questionable prospects for its further institutionalization. In authoritarian Belarus, PS as an academic discipline exists within a hostile political environment and under a hierarchical system of governance offering practically no degree of academic freedom.
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Kavanagh, Dennis. "Five. The Emergence of an Embryonic Discipline: British Politics without Political Scientists." In Modern Political Science, edited by Robert Adcock, Mark Bevir, and Shannon C. Stimson, 97–117. Princeton: Princeton University Press, 2009. http://dx.doi.org/10.1515/9781400827763.97.

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Costa, Monica, and Marian Sawer. "The Thorny Path to a More Inclusive Discipline." In Gender Innovation in Political Science, 243–75. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75850-3_12.

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Farr, James. "Four. The Historical Science(s) of Politics: The Principles, Association, and Fate of an American Discipline." In Modern Political Science, edited by Robert Adcock, Mark Bevir, and Shannon C. Stimson, 66–96. Princeton: Princeton University Press, 2009. http://dx.doi.org/10.1515/9781400827763.66.

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Eisfeld, Rainer. "Twenty-First-Century Political Science: Politicization of a Discipline?" In Empowering Citizens, Engaging the Public, 179–94. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5928-6_12.

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Berndtson, Erkki. "The Adaptation of New Countries to Existing (Old) Institutional Frameworks." In Opportunities and Challenges for New and Peripheral Political Science Communities, 223–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79054-7_8.

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AbstractPolitical science as an independent academic discipline emerged in Europe after the Second World War. Moreover, up until the 1990s, it was mainly a preserve of Western Europe. The discipline began to develop in Central and Eastern Europe only after the 1989/91 political upheavals. When political science was institutionalised as a discipline in Western Europe, it was helped by international organisations such as the International Political Science Association (IPSA) and the European Consortium for Political Research (ECPR). It would seem, however, that European cross-national organisations do not currently promote and facilitate European political science successfully, as only a few Central and Eastern European institutions participate fully in international cooperation. The current field of European political science is organisationally fragmented, which makes it difficult to enable new countries to adapt to existing institutional frameworks, and to create an institutionalised pan-European political science discipline. Resolving this problem is vital if European political science is to develop more fully.
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Roux, Christophe. "Conclusion: A Discipline Viewed from the Fringes—Opportunities Taken and the Risk of Deinstitutionalisation." In Opportunities and Challenges for New and Peripheral Political Science Communities, 257–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79054-7_9.

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AbstractThis chapter concludes the volume. It first sums up the main interests at stake regarding the institutionalisation of political science as an academic discipline. It then analyses the key findings and unresolved questions concerning the growth of the discipline at the turn of the current century in Central and Eastern Europe. It also examines possible harbingers of political science’s deinstitutionalisation within the region.
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van der Aalst, Wil M. P. "Process Mining: A 360 Degree Overview." In Lecture Notes in Business Information Processing, 3–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08848-3_1.

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AbstractProcess mining enables organizations to uncover their actual processes, provide insights, diagnose problems, and automatically trigger corrective actions. Process mining is an emerging scientific discipline positioned at the intersection between process science and data science. The combination of process modeling and analysis with the event data present in today’s information systems provides new means to tackle compliance and performance problems. This chapter provides an overview of the field of process mining introducing the different types of process mining (e.g., process discovery and conformance checking) and the basic ingredients, i.e., process models and event data. To prepare for later chapters, event logs are introduced in detail (including pointers to standards for event data such as XES and OCEL). Moreover, a brief overview of process mining applications and software is given.
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Ilonszki, Gabriella. "The Institutionalisation of Political Science in ECE: The Grounding of Theory." In Opportunities and Challenges for New and Peripheral Political Science Communities, 25–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79054-7_2.

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AbstractThe chapter aims to establish a theoretical framework regarding the institutionalisation of political science as an academic discipline, by building on the experiences of 16 selected countries. Whether a discipline is institutionalised revolves around three issues: the process, that is, how institutionalisation develops; the outcome, that is, which properties appear indispensable; and what contextual factors matter most in influencing either process or property. Based on a critical review of the literature, the properties of stability, identity, autonomy, reproduction and legitimacy have been defined. These embody a well-institutionalised science: one that should have stable existential patterns, a clear academic profile; one that should be able to independently define its own rules and norms while getting external agents to accept them, and be able to ensure its own reproduction and to maintain a legitimate position. The chapter also examines the specificities in the latecomer political science communities’ institutionalisation patterns. Formation conditions, potential starting points, stability concerns and the issue of ‘regionality’ are specifically considered. As the institutionalisation tasks had to be dealt with in a ‘compressed period of time’ academia here faced the free world of opportunities and adjustment requirements at one and the same time.
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Világi, Aneta, Darina Malová, and Dobrinka Kostova. "Political Science in Central European Democracies Under Pressure." In Opportunities and Challenges for New and Peripheral Political Science Communities, 119–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79054-7_5.

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AbstractThe chapter examines the challenges that six Central European Democracies (Bulgaria, the Czech Republic, Hungary, Poland, Romania and Slovakia) have faced in the development of political science during the last three decades. We argue that political science as a new social science has gone through many structural reforms: it has acquired a relatively well-institutionalised position, gained autonomy and managed to form its identity. Nevertheless, its position is endangered by the erosion of its legitimacy.In this chapter, we show that political science as a new social science in the Central and Eastern Europe region has acquired a relatively stable position. The discipline has gained autonomy and managed to form its own identity, and has shown a capacity to cope with several challenges that have arisen. However, some of the structural reforms, including the commodification of higher education and the proliferation of political science at universities and other teaching institutions, have recently undermined the stability it had previously gained, as it progressively suffers from a loss of public recognition. We argue that the oversimplified, technocratic approaches of governments in recent years have impaired the legitimacy of the social sciences, and of political science in particular. This common trend is observable in all of the selected countries, albeit with certain variations from one country to another.
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Conference papers on the topic "Degree Discipline: Political Science"

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"Discussion on Some Problems in the Discipline Construction of Ideological and Political Education." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.172.

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Huang, Yunfeng. "Reform and Innovation for Marxist Theory Discipline Construction in Ideological and Political Education." In 2016 International Conference on Advances in Management, Arts and Humanities Science (AMAHS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/amahs-16.2016.102.

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Middleton, Michael. "Discipline Formation in Information Management: Case Study of Scientific and Technological Information Services." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2902.

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Discipline formation in information management is investigated through a case study of the origination and development of information services for scientific and technical information in Australia. Particular reference is made to a case of AESIS, a national geoscience, minerals and petroleum reference database coordinated by the Australian Mineral Foundation. This study provided a model for consideration of similar services and their contribution to the discipline. The perspective adopted is to consider information management at operational, analytical and strategic levels. Political and financial influences are considered along with analysis of scope, performance and quality control. Factors that influenced the creation, transitions, and abeyance of the service are examined, and some conclusions are drawn about an information management discipline being exemplified by such services.
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Tansey, Lorraine. "Encountering difficult knowledge: Service-learning with Sociology and Political Science undergraduates." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.27.

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Community based learning or service learning is a dynamic pedagogical opportunity for students to engage with their discipline in light of social concerns. This presentation will share the key challenges sociology students and lecturer encounter when working with charities and nonprofits with social justice missions. Students are asked to face what Pitt and Britzman (2003) call “difficult knowledge” in classroom readings and discussions on complicity to poverty and racism. The community engagement experience with local charities allows for a dialogue with the scholarly literature grounded in practical experience. Sociology students are challenged to see the institutional and wider structural inequalities upstream while working in community with a direct service role downstream. Taylor (2013) describes student engagement within this type of teaching tool that is critical of the status quo. Hall et al. (2004) argue that the classroom is best placed to navigate this new terrain whereas student volunteering independently might not facilitate reflection and academic literature. Students with a wide variety of needs engage with communities in different ways and lecturers may need to adjust and demonstrate flexibility to facilitate all learning environments.
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Xiang, Du, Zhang Guofei, and Yu Yan. "Research and Analysis of the Achievements of Ideological & Political Discipline in Yunnan Universities Based on Data Science & Bibliometrics." In ISBDAI '18: International Symposium on Big Data and Artificial Intelligence. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3305275.3305291.

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Brubaker, Clifford E., and Dudley S. Childress. "Engineering in Rehabilitation: A Brief History of Engineering Contributions to the Science, Art and Practice of Rehabilitation." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-32041.

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It seems appropriate to begin by acknowledging that the evolution of a field or discipline is subject to invention and discovery but, perhaps, even more so to political and social forces. It is also worth noting that advances proceed erratically for these same reasons. This is certainly the case for Engineering and its sub-disciplines of Bioengineering and Rehabilitation Engineering. Hopefully this will become evident in the following discourse.
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Gill, Grandon, and Anol Bhattacherjee. "The Informing Sciences at a Crossroads: The Role of the Client." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3153.

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The essential elements of an informing system are a sender, a communications pathway, and a client. Academic informing systems, however, are best viewed as two interacting informing systems, one that informs clients of a discipline, one that informs clients of the institution. The paper proposes that the greater the degree of overlap between the clients of these two systems, the stronger the position of an individual discipline is likely to be. MIS is presented as an example of a disciplinary informing system that has ceased to inform external clients. This situation, it is argued, is likely to result in the discipline's downfall. The informing sciences transdiscipline itself is then examined using the same lens. While much younger than MIS, the paper argues that informing sciences needs to begin its search for clients in earnest. Building upon lessons learned from another transdiscipline, complex systems, a series of concrete recommendations are presented.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4912.

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Aim/Purpose This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. How-ever, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This pa-per provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort pro-gram for doctoral student outcomes. Findings There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendations for Researchers Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused sup-port are most effective in raising doctoral candidate productivity and efficacy.
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H.Burkett, William, Linda Knight, Gail Burkett, Thorne Donnelley, and Ian Newman. "Panel: One Size Does Not Fit All: Critical and Timely Issues in Computer Centered Curriculum Development." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2449.

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The rapidly changing environment of the information age and the need to provide a well-rounded education, often times, are diametrically opposed. Local, regional, national, and international industry needs and pressures interact with school and discipline tradition. The basic requirements of a school’s degree often account for over half of the courses required for graduation. Administrations often do not know the difference between the parallel degrees of Computer Information and Information Technology or the complexities of Computer Science as opposed to Informing Science, thus complicating the process. The key question is “does one size fit all” when it comes to determining what a computer centered curriculum should be for a given school of higher education and to what extent do outside influences affect curriculum decisions.
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Fonseca, Jaime. "Can We Reduce Students’ Negative Attitude Towards Math?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3089.

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This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.
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Reports on the topic "Degree Discipline: Political Science"

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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