Gotowa bibliografia na temat „Academic experiences”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Academic experiences”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Academic experiences"
Kirpitchenko, Liudmila. "Comparing Experiences of Academic Mobility and Migration". Comparative Sociology 13, nr 2 (8.05.2014): 215–34. http://dx.doi.org/10.1163/15691330-12341301.
Pełny tekst źródłaEmmioglu Sarikaya, Esma, Lynn McAlpine i Cheryl Amundsen. "Doctoral Students’ Experiences of Feeling (or not) Like an Academic". International Journal of Doctoral Studies 12 (2017): 073–90. http://dx.doi.org/10.28945/3727.
Pełny tekst źródłaPhillips, Matthew J., Peta L. Dzidic i Emily L. Castell. "Exploring and Critiquing Women’s Academic Identity in Higher Education: A Narrative Review". SAGE Open 12, nr 2 (kwiecień 2022): 215824402210961. http://dx.doi.org/10.1177/21582440221096145.
Pełny tekst źródłaJaremka, Lisa M., Joshua M. Ackerman, Bertram Gawronski, Nicholas O. Rule, Kate Sweeny, Linda R. Tropp, Molly A. Metz, Ludwin Molina, William S. Ryan i S. Brooke Vick. "Common Academic Experiences No One Talks About: Repeated Rejection, Impostor Syndrome, and Burnout". Perspectives on Psychological Science 15, nr 3 (21.04.2020): 519–43. http://dx.doi.org/10.1177/1745691619898848.
Pełny tekst źródłaArsenio, Diego, Canet Lena, De Luna,Maria Cecilia, Pulumbarit Catherine i Cajanding Louisito. "Academic Dishonesty: Lived Experiences of Students Receiving Services from Online Academic Commissions". International Journal of Multidisciplinary Research and Analysis 05, nr 11 (5.11.2022): 2990–96. http://dx.doi.org/10.47191/ijmra/v5-i11-04.
Pełny tekst źródłaPenney, Sharon Charlotte. "Balancing Family and Career on the Academic Tightrope". Canadian Journal of Higher Education 45, nr 4 (31.12.2015): 457–79. http://dx.doi.org/10.47678/cjhe.v45i4.184396.
Pełny tekst źródłaBoelsbjerg, Hanne Bess, i Lina Katan. "Teaching and Writing (as) Academic Activism". Contention 10, nr 1 (1.06.2022): 81–98. http://dx.doi.org/10.3167/cont.2022.100107.
Pełny tekst źródłaParkinson, Tom, Tarek Zoubir, Shaher Abdullateef, Musallam Abedtalas, Ghana Alyamani, Ziad Al Ibrahim, Majdi Al Husni i in. "“We are still here”: the stories of Syrian academics in exile". International Journal of Comparative Education and Development 20, nr 3/4 (20.08.2018): 132–47. http://dx.doi.org/10.1108/ijced-06-2018-0013.
Pełny tekst źródłaRobinson, Leslie. "Toward Experiencing Academic Mentorship". Phenomenology & Practice 9, nr 1 (5.08.2015): 17–40. http://dx.doi.org/10.29173/pandpr25364.
Pełny tekst źródłaHillman, Arye L., i Heinrich W. Ursprung. "Academic exclusion: some experiences". Public Choice 167, nr 1-2 (kwiecień 2016): 1–20. http://dx.doi.org/10.1007/s11127-016-0337-4.
Pełny tekst źródłaRozprawy doktorskie na temat "Academic experiences"
Chen, Qiongqiong. "Globalization and transnational academic mobility| The experiences of Chinese academic returnees". Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683013.
Pełny tekst źródłaThe purpose of this study was to examine the way US returned academics negotiate their academic identities and professional practices at China's research universities in the context of higher education internationalization. To be specific, it explored how western doctoral education and work experiences affect returnees, and how these returnees reconstruct what it means to be and become a Chinese professor as they renegotiate the existing university rules, cultures, and practices. Second, it examined the complexity of the internationalization of Chinese universities and the role that returnees play in the process. This study went beyond economic accounts of academic mobility and placed the investigation in a broader frame of social and cultural analysis in order to go deep into the everyday experiences of the returning scholars around issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities. It shed light on scholarly debates on transnational academic mobility and higher education internationalization in China.
This study utilized qualitative methodology to explore the everyday experiences of the returned Chinese scholars. The sample was comprised of 52 US doctoral recipients from different disciplines at five research universities in both east and west China. In-depth interviews were used as the primary method of data collection. Other methods, such as non-participatory observation, informal conversations, and documentary analysis, were also used to complement the interview data. An inductive analysis approach was employed to generate codes, categories, and themes from the raw data. Data interpretation and reporting followed the Standards for Reporting on Empirical Social Science Research in AERA Publications.
This study finds that 1) the returnees were motivated to return by China's rapid economic and social development, policy initiatives on mobilizing return moves, and better career opportunities that the improved academic system provided. They also returned for cultural and personal reasons, including social attachment, cultural belonging, self-realization, and family considerations. It suggests that the act of returning is a complex process that involves both personal choices and negotiations of various conditions and regions. 2) The integration of returnees into Chinese universities was not always a linear process, but constrained by the existing university structures and power relations. These include the bureaucracies of university administration, local politics and complicated interpersonal relationships, the problematic evaluation and funding system, and a lack of an efficient administrative system that supports high quality of teaching and research. 3) The returnees were not passively adapting to the structure. Instead, they were strategically drawing upon and using part of their transnational gains and advantages to create a new space for their professional careers and China's higher education innovation. They can be regarded as a driving force for change, either by introducing new teaching and research practices at the operational level, or calling for organizational changes by taking up leadership positions at the institutional level.
Barger, Becky Marie. "Faculty Experiences and Satisfaction with Academic Freedom". University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279123430.
Pełny tekst źródłaOikonomou, Sofia. "Academic Teachers' Perceptions and Experiences of Outdoor Education". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-79028.
Pełny tekst źródłaDawson, Diane, Kristin Hoffmann i Selinda Adelle Berg. "Integrating research into LIS field experiences in academic libraries". Elsevier, 2009. http://hdl.handle.net/10388/311.
Pełny tekst źródłaSelinda Adelle Berg Clinical Medicine Librarian University of Windsor, Canada sberg@uwindsor.ca; Kristin Hoffmann Research & Instructional Services Librarian The University of Western Ontario, Canada khoffma8@uwo.ca; Diane Dawson Natural Sciences Liaison Librarian The University of Saskatchewan, Canada diane.dawson@usask.ca
Perez, Eduardo. "Exploring student perceptions of academic mentoring and coaching experiences". Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580206.
Pełny tekst źródłaWhile there is an abundant amount of research relative to coaching and mentoring programs, there is little understanding about the interaction between coaches/mentors and students. The purpose of this qualitative study was to investigate student perceptions of their academic coaching and mentoring experiences at two Southern California community colleges. Alexander Astin's input-environment-output (I-E-O) model and theory of involvement was used alongside an interpretive model to help explain students' understanding of their experiences with coaches and mentors. One-on-one interviews and a focus group were conducted and provided data that led to the emergence of themes related to role models, empowerment, and motivation. In addition, the one-on-one interviews and the focus group also illustrated students' strong desires to pursue advance and professional degrees. In addition the findings highlighted the importance of race and ethnicity in the establishment of rapport and the need to validate individuals as college students with the abilities to peruse advance degrees in higher education. Lastly, the research identified role modeling, cultural connectedness, opportunities for mentoring, and the various institutional agents who may occupy the status of a mentor or coach as important factors in the mentoring and coaching experiences.
Holley, Matthew. "The lived experiences of gay physicians in academic medicine". Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129386.
Pełny tekst źródłaBackground: Despite efforts by academic medical centers to adopt institutional policies and practices to create an inclusive environment for LGBT patients, students, staff, and faculty, the literature on the experiences of LGBT faculty with academic medicine is limited. Thus, this study examined the career experiences of gay physicians in academic medicine to further develop a narrative of the queer faculty experience.
Methods: A qualitative study was conducted with eleven full-time academic physicians from various AAMC accredited medical schools who openly identify as gay. In-depth interviews were conducted with each participant to understand their reasons for becoming a physician, their career progression and current roles, and their experiences with particular elements of faculty life such as promotion and tenure.
Results: A thematic analysis using interpretative phenomenological analysis techniques revealed that the lived experience of gay physicians can be grouped into two categories based upon the saliency of sexual identity. In the first, the academic physician’s sexual identity is at the forefront, whereas in the second, sexual identity becomes almost invisible. The influence of sexual identity can be clearly seen in the service obligations of gay academic physicians as well as the relationships they create with learners, colleagues, and patients. While gay physicians in academic medicine struggle to find other LGBT mentors, they do often rely on a network of mentors similar to all academic physicians. Lastly, there did not appear to be significant consequences for gay physicians navigating a career in academic medicine nor being successful in the promotion and tenure process.
Conclusions: Findings from this study indicate that the environment for LGBT individuals within academic medicine is rapidly evolving. Yet, the results of this study still suggest opportunities for leaders within academic health centers to implement inclusive policies and benefit programs for LGBT individuals, develop active recruitment and retention programs for LGBT faculty, and infuse LGBT perspectives into institutional programming. By doing so, academic medical centers allow LGBT faculty to be their authentic self and ultimately be thriving clinical educators.
Lewis, Marcia Jackson. "The influence of differential sibling experiences on academic achievement". Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056464687.
Pełny tekst źródłaLuke, Sharon. "Faculty Experiences of Academic Dishonesty in Physician Assistant Education". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7820.
Pełny tekst źródłaFreeman, Keri. "Investigating First Year Undergraduate EAL Students' Academic Literacy Experiences". Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377655.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
Kelly, Mary. "A phenomenographic study to explore academics' experiences of their research role in one academic nursing department". Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658613.
Pełny tekst źródłaKsiążki na temat "Academic experiences"
1945-, Keller Peter A., red. Academic paths: Career decisions and experiences of psychologists. Hillsdale, N.J: L. Erlbaum, 1994.
Znajdź pełny tekst źródłaLanglais, Richard, i Outi Snellman. Learning to be circumpolar: Experiences in Arctic academic cooperation. Rovaniemi, Finland: The Circumpolar Universities Association, University of Lapland, 1998.
Znajdź pełny tekst źródłaDouglas, Cortés Richard, red. Undocumented Latino college students: Their socioemotional and academic experiences. El Paso [Tex.]: LFB Scholarly Pub., 2011.
Znajdź pełny tekst źródłaHalvorsen, Tor, i Attle Nyhagen. Academic identities, academic challenges?: American and European experiences of the transformation of higher education and research. Newcastle upon Tyne: Cambridge Scholars Pub., 2011.
Znajdź pełny tekst źródłaReimer, Matthew. Gendered inequality in academia: Exploring women's experiences during the pre-tenure stages of their academic career. St. Catharines, Ont: Brock University, M.A. Program in Social Justice and Equity Studies, 2008.
Znajdź pełny tekst źródłaLalor-Morton, Bernadette. Academic upgrading student' experiences in a post secondary college diploma program. Ottawa: National Library of Canada, 1993.
Znajdź pełny tekst źródłaGarden, Missouri Botanical, red. Academic tapestries: Fashioning teachers and researchers out of events and experiences. St. Louis, Missouri: Missouri Botanical Garden, 2014.
Znajdź pełny tekst źródłaImmigrant and native black college students: Social experiences and academic outcomes. El Paso: LFB Scholarly Publishing LLC, 2014.
Znajdź pełny tekst źródłaCourtenay, Gill. 17 in '97: The experiences of Scotland's 16-17 year olds in 1997. [Edinburgh]: Scottish Executive, 2000.
Znajdź pełny tekst źródłaTomlins, Richard. Housing experiences of minority ethnic communities in Britain: An academic literature review and annotated bibliography. Coventry: University of Warwick, Centre for Research in Ethnic Relations, 1999.
Znajdź pełny tekst źródłaCzęści książek na temat "Academic experiences"
Lorange, Peter. "Experiences from Academia and Academic Administration". W Learning and Teaching Business, 11–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14564-3_2.
Pełny tekst źródłaVoss, Erik, i Ilka Kostka. "Experiences Flipping Academic Listening Speaking". W Flipping Academic English Language Learning, 51–65. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8657-2_5.
Pełny tekst źródłaBaker, Gayle S., i David C. Baker. "Experiences of Two Academic Users". W ACS Symposium Series, 130–42. Washington, DC: American Chemical Society, 1990. http://dx.doi.org/10.1021/bk-1990-0436.ch009.
Pełny tekst źródłaHenry, Lisa. "Academic Success and Motivation". W Experiences of Hunger and Food Insecurity in College, 79–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31818-5_5.
Pełny tekst źródłaVoss, Erik, i Ilka Kostka. "Experiences Flipping Academic Reading and Writing". W Flipping Academic English Language Learning, 35–49. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8657-2_4.
Pełny tekst źródłaScheer, August-Wilhelm. "My timing experiences as an academic". W The Art of Timing, 17–60. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38515-6_3.
Pełny tekst źródłaAustin, Ann E. "Expectations and Experiences of Aspiring and Early Career Academics". W Becoming an Academic, 18–44. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36509-4_2.
Pełny tekst źródłaGenç, Ruhet. "The Role of Big Data in Knowledge Co-creation for Academic Tourism Experiences". W Academic Tourism, 129–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57288-4_8.
Pełny tekst źródłaLe Feuvre, Nicky, Pierre Bataille i Marie Sautier. "Probationary or Second-Class Citizens? Postdoctoral Experiences in the Swiss Context". W Gendered Academic Citizenship, 65–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52600-9_3.
Pełny tekst źródłaGraham, Meadow, Sarah Selmer i Erin Goodykoontz. "Individual Doctoral Education Experiences and Academic Stewardship". W Higher Education and Human Capital, 159–68. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-418-8_11.
Pełny tekst źródłaStreszczenia konferencji na temat "Academic experiences"
Løvlie, Anders Sundnes, Lucas Schønrock, Jannik Bryld i Louise Barkhuus. "Designing for Shared Remote Video Experiences". W Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569354.
Pełny tekst źródłaGoddard, William, Alexander Muscat, James Manning i Jussi Holopainen. "Interactive dome experiences". W AcademicMindtrek'16: Academic Mindtrek Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2994310.2994339.
Pełny tekst źródłaParaschivoiu, Irina, Janset Shawash, Marta Dziabiola, Narmeen Marji, Alexander Meschtscherjakov i Mattia Thibault. "Co-designing the Affective City: Speculative Explorations of Affective Place-Based Experiences". W Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569403.
Pełny tekst źródłaGhajargar, Maliheh, Jeffrey Bardzell i Love Lagerkvist. "A Redhead Walks into a Bar: Experiences of Writing Fiction with Artificial Intelligence". W Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569418.
Pełny tekst źródłaArhippainen, Leena, Minna Pakanen, Seamus Hickey i Pasi Mattila. "User experiences of 3D virtual learning environment". W the 15th International Academic MindTrek Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2181037.2181075.
Pełny tekst źródłaBrox, Ellen, Gunn Evertsen, Heidi Åsheim-Olsen, Tatjana Burkow i Lars Vognild. "Experiences from long-term exergaming with elderly". W the 18th International Academic MindTrek Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2676467.2676483.
Pełny tekst źródłaGhajargar, Maliheh, i Jeffrey Bardzell. "Learning About Plant Intelligence from a Flying Plum Tree: Music Recommenders and Posthuman User Experiences". W Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569388.
Pełny tekst źródłaKleebthong, Duangkaew. "OLDER THAI PEOPLES’ PERCEPTIONS AND EXPERIENCES OF MAJOR DEPRESSION". W 33rd International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.33.037.
Pełny tekst źródłaCranfield, Desiree, Isabella Venter, Rénette J. Blignaut i Andrea Tick. "‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1995.
Pełny tekst źródłaBrundell, Patrick Robert, Natasha Harlow, Harriet Cameron i William Bowden. "Rome is Where the Heart is: Designing Immersive Experiences to Augment and Build Personal Connections to Outdoor Environments". W Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569362.
Pełny tekst źródłaRaporty organizacyjne na temat "Academic experiences"
Carter, Becky. Women’s and Girls’ Experiences of Security and Justice in Somaliland. Institute of Development Studies (IDS), luty 2021. http://dx.doi.org/10.19088/k4d.2021.077.
Pełny tekst źródłaLindquist, Christine, i Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, czerwiec 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.
Pełny tekst źródłaCarrión-Tavárez, Ángel, i Javier Gutiérrez-Ballivián. A dataset on the digital transformation of university courses during the covid-19 pandemic. Fachhochschule Dortmund, 2021. http://dx.doi.org/10.53095/25862001.
Pełny tekst źródłaOleksiuk, Vasyl P., Olesia R. Oleksiuk, Oleg M. Spirin, Nadiia R. Balyk i Yaroslav P. Vasylenko. Some experience in maintenance of an academic cloud. [б. в.], czerwiec 2021. http://dx.doi.org/10.31812/123456789/4436.
Pełny tekst źródłaEstrada-Miller, Jeimee, Leni Wolf, Elvira Armas i Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.
Pełny tekst źródłaLavadenz, Magaly, Elvira Armas i Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.
Pełny tekst źródłaCornick, Jorge, Jeffry Frieden, Mauricio Mesquita Moreira i Ernesto H. Stein. Open configuration options Political Economy of Trade Policy in Latin America. Inter-American Development Bank, luty 2022. http://dx.doi.org/10.18235/0003986.
Pełny tekst źródłaRogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley i Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, październik 2022. http://dx.doi.org/10.5204/rep.eprints.235509.
Pełny tekst źródłaHaider, Huma. Constitutional Courts: Approaches, Sequencing, And Political Support. Institute of Development Studies, czerwiec 2022. http://dx.doi.org/10.19088/k4d.2022.097.
Pełny tekst źródłaHicks, Jacqueline. Global Evidence on the Prevalence and Impact of Online Gender-based Violence (OGBV). Institute of Development Studies (IDS), październik 2021. http://dx.doi.org/10.19088/k4d.2021.140.
Pełny tekst źródła