Artykuły w czasopismach na temat „Research higher degree supervision”
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Murphy, Noela, John D. Bain i Linda Conrad. "Orientations to research higher degree supervision". Higher Education 53, nr 2 (luty 2007): 209–34. http://dx.doi.org/10.1007/s10734-005-5608-9.
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Bruce, Christine, i Ian Stoodley. "Experiencing higher degree research supervision as teaching". Studies in Higher Education 38, nr 2 (marzec 2013): 226–41. http://dx.doi.org/10.1080/03075079.2011.576338.
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Maxwell, T. W., i Robyn Smyth. "Higher degree research supervision: from practice toward theory". Higher Education Research & Development 30, nr 2 (kwiecień 2011): 219–31. http://dx.doi.org/10.1080/07294360.2010.509762.
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Hamilton, Jillian, i Sue Carson. "Speaking of Supervision: A dialogic approach to building higher degree research supervision capacity in the creative arts". Educational Philosophy and Theory 47, nr 12 (15.10.2015): 1348–66. http://dx.doi.org/10.1080/00131857.2015.1035628.
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Hellstén, Meeri, i Matt Bower. "Borderless Supervision in Higher Degree Research: Consolidating International Pedagogies and Web-Conferencing Technologies". International Journal of Learning: Annual Review 16, nr 8 (2009): 81–88. http://dx.doi.org/10.18848/1447-9494/cgp/v16i08/46514.
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Hamilton, Jillian, i Sue Carson. "Supervising Practice: Perspectives on the supervision of creative practice higher degrees by research". Educational Philosophy and Theory 47, nr 12 (15.10.2015): 1243–49. http://dx.doi.org/10.1080/00131857.2015.1094904.
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Spedding, Trish. "Stories of Supervision". Education Sciences 10, nr 4 (31.03.2020): 93. http://dx.doi.org/10.3390/educsci10040093.
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This article centres upon experiences of supervising practitioner-researchers engaged in the first year of a Customised Master of Philosophy (MPhil) programme of study. This pathway resides within a larger collaboration between the University of Sunderland’s Centre for Excellence in Teacher Training (SUNCETT) and the Education and Training Foundation (ETF) delivering a National Practitioner Research Programme (PRP) in England. It takes as its starting point how non-traditional research students from the further adult and vocational education (FAVE) sector experience entry into the programme and their subsequent development of scholarship and research skills as they pursue their studies at research degree level in higher education (HE). Using six guiding principles underpinning the PRP as a framework for analysis, illustrative stories of the experiences of supervisors and research students provide insights into ways in which supervision is enacted. Some key characteristics of supervision practice are described. These often bring to light differences between supervision on the Customised MPhil with that of conventional MPhil programmes. The most striking finding supports how the development of collaborative and cooperative practice helps to shift the customary dynamic of research degree study away from isolation towards a shared experience as members of an inclusive and active research community.
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Leggat, Peter A., i Kay Martinez. "Exploring emerging issues in research higher degree supervision of professional doctorate students in the health sciences". Advances in Health Sciences Education 15, nr 4 (22.04.2008): 601–8. http://dx.doi.org/10.1007/s10459-008-9119-1.
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Abigail, Wendy, i Pauline Hill. "Choosing a research higher degree supervisor: a framework for nurses". Quality in Higher Education 21, nr 1 (2.01.2015): 7–25. http://dx.doi.org/10.1080/13538322.2015.1049437.
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Jones, Dr Angele, i Professor Eddie Blass. "The Impact of Institutional Power on Higher Degree Research Supervision: Implications for the Quality of Doctoral Outcomes". Universal Journal of Educational Research 7, nr 7 (lipiec 2019): 1485–94. http://dx.doi.org/10.13189/ujer.2019.070702.
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Lasky, Barbara. "Using ‘Moments of Truth’ Within an Action Learning Approach to Build Quality in Higher Degree by Research Supervision". International Journal of Knowledge, Culture, and Change Management: Annual Review 4, nr 1 (2005): 0. http://dx.doi.org/10.18848/1447-9524/cgp/v04/59125.
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Zackariasson, Maria. "Encouraging student independence". Journal of Applied Research in Higher Education 12, nr 3 (4.09.2019): 495–505. http://dx.doi.org/10.1108/jarhe-01-2019-0012.
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Purpose The purpose of this paper is to examine if and how supervisors’ use of two kinds of potential scaffolding means – asking questions and giving instructions – could contribute to fulfilling the scaffolding intention of student independence, in the context of supervision of degree projects within higher education. Design/methodology/approach The paper is based on qualitative content analysis of two series of supervision meetings between a supervisor and a student in Swedish higher education, comprising a total of eight recorded sessions. The theoretical framework of the paper is centered on scaffolding and independent learning, and central concepts are contingency, fading, transfer of responsibility and student independence. Findings The analysis shows how the supervisors’ use of questions, and in some respect instructions, could contribute to fulfilling the scaffolding intention of student independence through enabling active participation of both student and supervisor and that the supervision was based on contingency. The analysis further shows that the supervisors tended to become more directive as the work came along, especially when students appeared to be running out of time. The supervision processes did thus not appear to be characterized by fading and transfer of responsibility. Originality/value This paper contributes to the research field of higher education through discussing student independence as a potential scaffolding intention within supervision of degree projects, based on recorded supervision meetings. Supervision of degree projects is a highly relevant context for discussing scaffolding, since it combines increased student independence with close interaction between student and supervisor for an extended period.
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Aranda-Mena, Guillermo, i Rod Gameson. "An alignment model for the research higher degree supervision process using repertory grids - reflections on application in practice in built environment research". Construction Economics and Building 12, nr 3 (11.09.2012): 66–81. http://dx.doi.org/10.5130/ajceb.v12i3.2583.
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From PhD-doing to PhD-done is not as from A to B. This paper aims to increasing the understanding of the complex relationship between the doctoral research and the supervisory process. The research method is that of repertory-grids where the authors discuss successful completions. The paper is argumentative in nature and provides insights to a complex process largely untested. A supervisory model previously presented by both authors (Aranda-Mena & Gameson, 2004) is tested in two areas: (1) the research process and (2) personality factors. The paper increases common understanding of what it takes to completing a PhD and supervisory challenges in such long process. Supervision is a key factor to completing a PhD and to developing the intellectual, analytical and research skills expected of PhD graduates. The authors call for more research, both theoretical and empirical, in this important area.
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Et. al., Fahad Abdul Salendab,. "Performance of Private Higher Education Institutions and the School Heads’ Supervision in South Central Mindanao". Psychology and Education Journal 58, nr 3 (14.04.2021): 3980–97. http://dx.doi.org/10.17762/pae.v58i3.4603.
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The study aimed to assess the influence of instructional and administrative supervision on institutions' performance in private higher education in South Central Mindanao in terms of program accreditation and passing the national licensure examination.
This research utilized ex-post facto research and the descriptive-correlation method. The research respondents were the 410 school heads. The collected data were analyzed using SPSS.
School heads demonstrated adequate instructional and administrative supervision of the teaching-learning process in private higher education institutions. Moreover, higher education programs are primarily level 1 and level 2 accredited. Many of these programs are primary education, engineering, accountancy and business, nursing, and graduate degree programs. The majority of the HEIs had 50% and below the passing rate in the various programs that require licensure examinations for the last three years (2014, 2015, and 2016), while few HEIs had a passing rate of more than 50%. HEIs passers were mostly graduate in education, accountancy, nursing, medical technology, engineering, radiologic technology, pharmacy, social work, physical therapy, nutrition, and dietetics.
Although higher education institutions obtained lower accredited programs, instructional and professional development supervision are good predictors of accreditation programs and licensure examination. Monitoring and leading activities are good predictors of program accreditation, while monitoring and organizing are good predictors of the licensure examination.
It is recommended that supervision must be sustained and strengthened among regulated HEIs to get their programs accredited and improve performance in the licensure examination.
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Ngulube, Patrick. "POSTGRADUATE SUPERVISION PRACTICES IN EDUCATION RESEARCH AND THE CREATION OF OPPORTUNITIES FOR KNOWLEDGE SHARING". Problems of Education in the 21st Century 79, nr 2 (10.04.2021): 255–72. http://dx.doi.org/10.33225/pec/21.79.255.
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Supervisory practices are fundamental to the production of research in higher education, but these practices are undertheorized and poorly understood. Academia needs to understand and engage with supervisory pedagogies to reinforce their importance in knowledge production and the development of a knowledge society. Using content analysis of master’s and doctoral research outputs completed between 2010 and 2016, this case study investigated postgraduate supervision practices in education in South Africa, and their implication for knowledge sharing in context. The findings showed that supervision in education has remained rooted in the classic individualistic model, with team supervision not prevalent. The benefits of team supervision relative to the individualistic model are highlighted. Acknowledgement of the range of competencies of supervisors and the growth of interdisciplinary and multidisciplinary research signals the value of the team supervision model. In addition to improving research support, team supervision also creates communicative spaces and opportunities for knowledge sharing and the development of supervisors. Keywords: communicative spaces, higher degrees research, knowledge sharing, postgraduate education, postgraduate research supervision, research supervision styles, supervision models
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Ishak, Nurhamizah, Farah Nadzirah Khairuddin i Nur Shaziella Aziz. "Perceived Postgraduate Research Supervisory Practices and Satisfaction towards Supervision among Supervisees at Faculty of Education". IIUM Journal of Educational Studies 9, nr 2 (21.06.2021): 109–22. http://dx.doi.org/10.31436/ijes.v9i2.278.
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Effective supervision received by postgraduate students boosts their motivation to produce a high quality research. This paper looks at the perceived postgraduate research supervisory practices and satisfaction towards supervision among supervisees at Faculty of Education in a Malaysian public university. Data was collected through a questionnaire on the sample of 45 Part 3 full-time Master’s degree (Coursework) students. However, only 33 sets of questionnaires were returned to the researchers (response rate=94.3%). It was found that most supervisees perceived that their dissertation supervisors have continually applied various supervisory practices during the supervision session and they were very satisfied with the supervision that they have received. Furthermore, there was a positive, strong, and significant relationship between the perceived supervisory practices and supervisees’ satisfaction. Nevertheless, there were no significant differences between perceived supervisory practices and courses, as well as between perceived supervisory practices and frequency of meeting. As for the implications of this study, it contributes to the corpus of knowledge in the area of postgraduate supervision in local higher education institution context and provides empirical data to assist the Ministry of Education in conducting strategic planning to enhance implementation of effective supervisory practices among postgraduate research supervisors.
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Cojorn, Kanyarat, i Kanyarat Sonsupap. "The Student Teachers’ Anxiety during Field Experiences in the beginning of New Normal". Higher Education Studies 12, nr 4 (25.11.2022): 127. http://dx.doi.org/10.5539/hes.v12n4p127.
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The study had the objectives to 1)study student teachers’ anxiety during field experiences in the beginning of the new normal on 7 aspects: 1) own personality, 2)teaching context, 3)supervision context,4) classroom management, 5) subject content, 6) teacher professionalism context, and 7) Covid-19 pandemic context, and 2) compare the levels of the student teachers’ anxiety, classified by sex, duration of bachelor’s degree study, and the academic level. The sample consisted of 457 student teachers. The collection of data employed a questionnaire inquiring about anxiety and a focus group discussion record. The research found that: 1) The student teachers’ anxiety during the field experience in the beginning of the new normal was at a high level; 2)When classified by sex, there were differences in the supervision context, with statistical significance at the .05 level; females had higher anxiety than males; no significant differences were found on the other aspects; 3) When classified by the duration of bachelor’s degree study, there were differences in the teaching context and the supervision context, with statistical significance at the .05 level; the student teachers in the 4-year bachelor’s degree study had higher anxiety than those in the 5-year bachelor’s degree study; no significant differences were found on the other aspects; 4) When classified by the academic level, there were differences in the teaching context, the supervision context and the teacher professionalism context, with statistical significance at the .05 level; the student teachers in the master’s degree study had higher anxiety than those in the bachelor’s degree study; no significant differences were found on the other aspects.
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Danijela, Serbic, i Bourne Victoria. "Final year research project as a tool for maximising students’ employability prospects". Psychology Teaching Review 26, nr 1 (2020): 90–95. http://dx.doi.org/10.53841/bpsptr.2020.26.1.90.
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Embedding employability in higher education is a key Teaching Excellence Framework requirement, and psychology departments across the UK recognise that this is indeed important for students’ employability prospects. The Final Year Research Project is the most important independent piece of work that psychology undergraduate students undertake, contributing considerably to the overall degree classification. Therefore, it can provide a fertile ground for embedding employability and allows for innovation in teaching and supervision of projects. Yet, based on our extensive Final Year Research Project supervision and coordination experience, this opportunity tends to be overlooked by psychology departments, project coordinators and supervisors; often resulting in projects being given insufficient attention in students’ job and further study applications and interviews. In this practice exchange paper, we first detail how employability is built into Years One and Two of our undergraduate degree, before outlining how it is integrated in Year Three within Final Year Research Projects. We then describe and discuss several initiatives that we developed and implemented to embed employability in Final Year Research Projects. We developed the 3R approach to helping students Recognise and Reflect on their skill development and Relate them to the next step in their career.
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Helfer, Fernanda, i Steve Drew. "Students’ Perceptions of Doctoral Supervision: A Study in an Engineering Program in Australia". International Journal of Doctoral Studies 14 (2019): 499–524. http://dx.doi.org/10.28945/4368.
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Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form better researchers and produce better research outcomes. Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia. Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions. Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance.
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Fergusson, Lee, Luke Van Der Laan, Craig White i June Balfour. "The ethos and transformational nature of professional studies". Higher Education, Skills and Work-Based Learning 9, nr 4 (11.11.2019): 695–711. http://dx.doi.org/10.1108/heswbl-01-2019-0006.
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Purpose The purpose of this paper is to explore the work-based learning (WBL) ethos of a professional studies doctoral program, a higher degree by research program implemented in Australia. Design/methodology/approach This is a preliminary case study of one higher degree by research program and two doctoral candidates participating in the program to explore the ethos and outcomes of the program. Findings The program has sought to develop a different type of higher education ethos, one characterized by an open-door communications policy, a critical friend philosophy, an emphasis on teamwork, pro tem supervision and a new model for doctoral supervision, self-designed work-based projects, self-directed research programs and the development of professional identity. Originality/value The characteristics and contributions of WBL programs at the doctoral level have been well documented in the academic literature, but the unique ethos, if there is one, of such programs has yet to be fully examined. This study goes some of the way to answering the question of whether such programs have a unique ethos and if so what are its features and how might it contribute to student development.
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Schefer-Wenzl, Sigrid, i Igor Miladinovic. "A Structured Process for Supervising Students’ Final Theses and Projects in Computer Science". International Journal of Advanced Corporate Learning (iJAC) 15, nr 1 (16.03.2022): 75–85. http://dx.doi.org/10.3991/ijac.v15i1.27211.
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Bachelor’s and Master’s theses are an opportunity for students to dive deep into a research question and gain in-depth knowledge about a research topic. At the end of a curriculum, theses act as a kind of bridge between the educational stage and work or further study. Thesis supervision is a resource-intensive task and often a critical factor for the quality of a thesis. After decades of experience with different methods, we have developed a concept for continuous thesis supervision and applied it to two specific degree programs at our university, the Bachelor's program in Computer Science and Digital Communication and the Master's program in Software Design and Engineering. Compared to traditional supervision methods, this concept has led to a higher adherence to deadlines and to a higher quality of the final theses. In this paper, we present our findings on different types of supervisors and our concept for continuous thesis supervision, which can be adapted to each identified supervisor type. This concept comprises several methods, intended to inspire other supervisors to choose the set of methods that best suits their needs. We also describe how this concept can be adapted for project-based courses.
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Malunda, Paul Netalisile, Juliet Atwebembeire i Proscovia Namubiru Ssentamu. "Research Supervision as an Antecedent to Graduate Student Progression in the Public Higher Institutions of Learning in Uganda". International Journal of Learning, Teaching and Educational Research 20, nr 5 (30.05.2021): 73–95. http://dx.doi.org/10.26803/ijlter.20.5.5.
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This study investigated research supervision as a key factor in the progression of graduate students in the public higher institutions of learning in Uganda. A cross-sectional survey design was used to conduct the study. A total of 312 graduate students on masters' degree programs were randomly selected from 4 public institutions of higher learning. The study also included 20 research supervisors who were conveniently selected and 4 purposively selected graduate school heads. A self-administered structured questionnaire was used to collect the data from the students. The supervisors and research school heads were interviewed. The ordered logistic regression and content analysis methods of data analysis were used to establish the contribution of research supervision to the graduate students’ progression. The findings revealed that the supervisor-supervisee relationship, supervisor guidance and feedback are significant antecedents of the graduate students’ progression. The study thus concluded that public institutions of higher learning institute mechanisms that address the supervisor-supervisee relationship, supervisor guidance and the promptness of any feedback in order to enhance the students’ progression. The study recommends that public institutions of higher learning institute i) annual training programs that focus on promoting a good relationship between supervisors and supervisees, ii) regular research seminars that bring together the supervisors and supervisees and iii) regular meetings between the administration, research supervisors and supervisees in order to review the students’ progress. The institutions should also emphasize adherence to the policy of giving feedback on the students’ research work within set time frames.
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Cvitković, Daniela, i Nikolina Majdak. "Assessment Predictors of the Need for Supervision of Educational Rehabilitators". Društvene i humanističke studije (Online) 7, nr 1(18) (4.03.2022): 571–86. http://dx.doi.org/10.51558/2490-3647.2022.7.1.571.
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This research aims to analyze the need for educational rehabilitation experts to be included in supervision in Croatia and to determine the predictors of that need. Educational rehabilitation experts are more sensitive to stress and burnout compared to other „helper professions“ and at higher risk for reduced achievement and job dissatisfaction (Nichols and Sosnowski 2002). Therefore, for educational rehabilitation experts, supervision could play an important role. Their search was conducted electronically through an online survey questionnaire in which 120 Croatian educational rehabilitation experts with a master's degree took part. An adapted questionnaire by Kolega and Vlahović-Štetić (2014) was used for these purposes, which contains data on the socioeconomic status, issues related to experience, and the need for supervision and loneliness in the workplace. The Stress at Work Scale (Majdak 2020) and the adaptation of the Job Satisfaction Questionnaire (Maslić Seršić, Šverko and Galić 2004) were also applied. Results show that 52.5% of the participants (N=63) had a general experience of supervision and 26.7% (N=32) had an experience of the integrative developmental model of supervision. The majority of participants 76.7% (N=92) express a need for supervision. The results of the regression analysis show that the only statistically significant predictor of the need for supervision experiences in supervision (R = 0.36, R² = 13, p <0.00). Those with experience in supervision express a greater need for supervision. Other predictors (years of service, job satisfaction, stress, loneliness at work) are not statistically significant. The results obtained by the research can serve as an incentive for further and more detailed research and for spreading awareness on the importance of including educational rehabilitation experts in various forms of professional support.
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Schwanenberger, Michael, Mary Dereshiwsky i Laura Sujo-Montes. "Administrative Perceptions Regarding Supervision of Online Teaching and Learning". Education Sciences 11, nr 11 (22.10.2021): 674. http://dx.doi.org/10.3390/educsci11110674.
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Deans, associate deans, and department chairs in higher education institutions manage not only their departments’ course offerings but also faculty and students who teach and learn both in person and online. Possessing a good understanding of how to plan, supervise, and evaluate online degree programs for maximum efficiency, optimum student learning, and optimum faculty support is imperative for these professionals. The purpose of this study was to investigate administrators’ perceptions, attitudes, and experiences managing various online learning environments. A basic qualitative research design was applied to this study. Current and former administrators were invited to participate in individual in-depth interviews that were transcribed and analyzed for emerging themes. Results indicated that administrators need multiple levels of support, including supervisor’s support as well as instructional and technology support, among others. It is concluded that administrators find themselves in “a continuum” in terms of the need for different types of support. Implications for further research are discussed.
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Roets, L., i J. C. Lubbe. "SCHOLARSHIP OF DISCOVERY: ENHANCING A RESEARCH CULTURE IN NURSING COLLEGES". Africa Journal of Nursing and Midwifery 16, nr 1 (9.09.2016): 3–12. http://dx.doi.org/10.25159/2520-5293/1483.
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The scholarship of nursing depends on the research culture in institutions. Not all higher education institutions globally expect from diploma prepared nurses to be research trained, but it is expected in the South African and African context. Globalisation and the migration of degree and diploma prepared nurses, should sensitize the global nursing community about the challenges faced when nursing colleges or learning centres, offering diploma programmes, become part of the higher education sphere and need to contribute to the scholarship of discovery. This article reports on strategies that could be implemented in higher education institutions, such as colleges, to enhance the research culture. A qualitative research design was used and data gathered through a nominal group technique with 12 students from different institutions as well as reflection reports from five nurse educators involved in research training and supervision. Participants indicated that the most important aspect that needed to be addressed in nursing education was improved research knowledge for students, nurse educators and research supervisors. Institutions where nurse educators do not have master’s degrees should implement strategies to support students and educators in enhancing their research capacities and skills in order to improve the institution’s research culture. University nursing schools, which have research mentors, should become role models/mentors to support enhancing a research culture in nursing colleges in South Africa and Africa.
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Waheed, Syed Abdul, Nadia Gilani i Tariq Ali Khan. "Does Research Background Matter? Supervisory Experiences with a Thesis and Non-thesis Post-graduate Students". International Journal of Innovation in Teaching and Learning (IJITL) 8, nr 1 (30.06.2022): 33–52. http://dx.doi.org/10.35993/ijitl.v8i1.2315.
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Supervision of the research students is not a trouble-free task. It becomes more challenging when supervisors confront the students of varying potential to carry out the research during the process of the thesis. The researchers sought to explore the supervisory experience of post-graduate (M.Phil) students who had done a thesis and those who had not done a thesis in their last degree. Eleven supervisors of different universities in Punjab, Pakistan participated in this study. The participants were aged from 40 to 60 years and most of them were working as assistant professors. The interview method was used for collecting the data and were analyzed through coding, categorizing and describing the emerging themes from the interview transcripts. The results indicated that M.Phil students with a thesis in their last academic degree were found to be comparatively ‘better’ than non-thesis students regarding the conceptual understanding of the research process, using software, confidence and communication skills and they required less supervisory support. The results were presented in the form of emergent themes that described supervisory experiences with these two types of MPhil students. The study has implications for supervisors and research students, particularly for the non-thesis students who require additional skills to pursue their research degrees.
Keywords: Thesis students, non-thesis students, higher education, supervisory
experience, supervisory support
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Lim, Heejin, Xin Li i Hyejoo Jung. "Exploring Factors Associated with Doctoral Students’ Concern about Completing Their Degree in Time: a Case from a Research-Focused University in Korea". International Journal of Chinese Education 8, nr 2 (18.12.2019): 265–92. http://dx.doi.org/10.1163/22125868-12340115.
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Abstract This study aimed to explore determinants that predict doctoral students’ concern about completing their degree in time with a case from a research-focused university in Korea. This study used survey data of 499 doctoral students enrolled in a case university and conducted both quantitative and qualitative analysis. The results from this study indicate that the level of concern for delay in time-to-degree appeared significantly higher for STEM doctoral students and their level of concern is more affected by external environmental factors such as emphasis on research productivity and job market prospects rather than their personal and program characteristics. On the other hand, non-STEM doctoral students were more likely to be influenced by advisor characteristics such as academic rank and quality of supervision. Lastly, this study found that the role of scholarship appeared differently among the discipline. Based from these findings, various policy implications were suggested to improve effectiveness of doctoral training.
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Araújo, Rafael Silva de, Felipe Nunes Brito, Yan Chaves, Daniela Francescato Veiga i Lydia Masako Ferreira. "Surgical research in the north and northeast of Brazil". Acta Cirurgica Brasileira 28, nr 6 (czerwiec 2013): 467–73. http://dx.doi.org/10.1590/s0102-86502013000600011.
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PURPOSE: To evaluate the scientific production from the surgical areas from the State University of Para (UEPA), Federal Universities of Para (UFPA) and of Paraiba (UFPB), Brazil. METHODS: The scientific productions of professors in the last five years were classified according to the Qualis system of CAPES-Medicine III (http://qualis.capes.gov.br/webqualis/publico/pesquisaPublicaClassificacao.seam?conversationPropagation=begin) and it was computed the number of guidance of students scientific projects. RESULTS: Seventy-four professors were included, 31 with Master and 43 with PhD degrees. UFPA presented more publications (49% out of the total), which 32% of them in Journals B1 or higher. Otorhinolaryngology presented the greatest number of publications (29% out of the total); however, 98% of them in B3 or lower. Gastroenterological Surgery, which is responsible for 23% out of the total, had 57% of its publications in B1 or higher. The most frequent type of guidance was the one about scientific work of completion of undergraduate course (63%). Gynecology and Obstetrics presented the greatest number of student's guidance (35% out of the total) and Gastroenterological Surgery the largest number of Master's degree and PhD degree supervisions. CONCLUSIONS: The specialties Gynecology and Obstetrics and Gastroenterological Surgery from the State University of Para (UEPA), Federal Universities of Para (UFPA) and of Paraiba (UFPB) presented the greatest number of professors with academic degrees. Gastroenterological Surgery presented the largest scientific productions at higher strata of WebQualis CAPES classification and also the largest number of Master and PhD directed.
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Jackson, Debra, Tamara Power i Kim Usher. "Learning to be a doctoral supervisor: Experiences and views of nurse supervisors of higher degree research students". Journal of Clinical Nursing 30, nr 7-8 (2.02.2021): 1060–69. http://dx.doi.org/10.1111/jocn.15651.
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Anderson, Malcolm, Brett Mitchell, Maria Northcote, Anthony Williams, Kevin Petrie, Kayle de Waal, Janet Carton, Catherine McLoughlin i Gina Lemke. "The construction of a postgraduate student and supervisor support framework: Using stakeholder voices to promote effective postgraduate teaching and learning practice". Journal of University Teaching and Learning Practice 15, nr 2 (1.04.2018): 67–88. http://dx.doi.org/10.53761/1.15.2.6.
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This article outlines the design and development of a bespoke Research Training Support Framework, targeting the professional development needs of higher degree research (HDR) supervisors and their students, which was achieved by implementing Patton's (2011; 2012) utilisation-focused evaluation methodology (UFE). The primary research question was: What are the most suitable structures, components and content of an institutional framework to support Higher Degree Research (HDR) supervisors and their students at Avondale College of Higher Education? A mixed method design was used to gather data from students, academic staff and administrative staff using questionnaires, focus groups and interviews. Analyses of these data informed the Framework’s development along with previous research and advice from an advisory panel which comprised of national and international experts. Accordingly, the Framework was constructed around three core principles that served to guide the development of the Framework’s activities, processes and resources: 1) Welcoming research community, 2) The pedagogy of supervision and 3) Research development. The current version of the Framework has been designed to support postgraduate supervisors and students through the three key stages of students' most academically-focused stages of their postgraduate journeys namely; Getting started, Confirmation and Research and writing. The research-informed approach used to develop this contextually-relevant resource is particularly relevant to small higher education institutions, especially those wishing to focus on capacity development. Further research is currently being conducted to evaluate how the Framework is being used.
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Abdullah, Aziman, i Asar A.K. "Assuring Academic Integrity of Supervisor Appointment in Post-Graduate Program with Data-Driven Decision Making Strategy: A Proposal". Journal of Governance and Integrity 5, nr 1 (29.11.2021): 141–54. http://dx.doi.org/10.15282/jgi.5.1.2021.6619.
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Research supervision is one of the important aspect in academic quality assurance and the sustainbility of the science itself. However, there is lack of attention based on research literature and evidence of good practice on research supervision from the context of academic integrity in higher education. This study aims to develop a data-driven decision making strategy in supervisor selection for post-graduate program based using research projects data. Apart of that, the researchers reviewed the indicator of academic integrity in research supervisory from program standards in masters and doctoral degree by Malaysia Qualification Agency (MQA), international recommendation by UNESCO and Islamic principles according to the roles of the supervisor, administrator and student in the context of research supervisory. This study adopted data analytics and visualization technique using cloud-based collaborative platform as a research method for data acqusition, processing and analyzing the data. The researchers acquired the research projects profile data registered in the institutional database in Universiti Malaysia Pahang from Department of Research and Innovation as a case study. We categorized and mapped the research profile according to Malaysian Research and Development Classification System (MRDCS) code. The combined data was been analyzed and visualized to specific online dashboard to indicate the research experience in fraction of years as a metric. The researchers evaluate the characteristics of the dashboard based on the academic integrity indicators from MQA, UNESCO and Islamic principles as our measures. The result shows that there is a potential usefulness of the proposed strategy in assuring academic integrity for supervisor selection in post-graduate programmes. This novel approach has a potential impact on academic integrity in higher education which can be adopted at larger scale by higher education institution in Malaysia.
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Blazevski, Nikica Mojsoska. "Learning through a Reflection: Becoming an effective PhD supervisor". International Journal of Learning and Development 2, nr 5 (3.09.2012): 67. http://dx.doi.org/10.5296/ijld.v2i5.2339.
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The aim of this paper is to learn how to be a better or more effective supervisor through a critical reflection on my own supervisory experience. The importance of the effective supervision is highlighted in view of the established link between effective supervision and greater completion rates of postgraduate degrees, where the latter is main focus of higher education institutions/authorities in the last decade. The reflection is used to not only to justify the way we were supervised, but to challenge it and find ways how we can improve our effective supervision. Several researchers argue that supervisors usually adopt the same supervisory practice and style as the one they experienced themselves as research students (Pearson and Brew, 2002; Lee, 2008; Wright et al., 2008), notwithstanding additional factors that might influence the effectiveness of supervision. Pearson and Brew (2002) argue that new supervisors should have an ability to critically reflect on their past experience as research student in light of the theoretical conceptions and research findings in the literature on supervision, a process called “a critical reflective journey” by Tait (2009, p.193). The methodology for this research is based on the framework for effective supervision adopted by Engebretson et al. (2008) who establish eleven characteristics of an effective supervision. Parallel to the examination of each of those individual characteristics, I provide my insight into each characteristic by reflecting on my own experience. The structure of the paper is as follows. Section 1 introduces the importance of an effective supervision in the modern educational environment, as well as the value that critical reflection brings to the learning. Section 2 provides a literature review of the characteristics of a good supervisor, along with a personal experience related to each of them. Section 3 concludes. Key words: Reflection, Learning, Supervision, Students, Oversees
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Hutagalung, Remita Ully. "Indeks Massa Tubuh terhadap Tekanan Darah pada Petugas Memadamkan Kebakaran". Jurnal Keperawatan Silampari 3, nr 2 (20.05.2020): 618–27. http://dx.doi.org/10.31539/jks.v3i2.1148.
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This research aims to seek the relation of the index of the body with blood pressure on the fire-extinguishing officers in Samarinda. The method for this research is using a cross-sectional research design. The results of this statistical test indicate a significant link between the body mass index and hypertension but with a weak correlation. The correlation direction shows a positive direction, and it can be concluded that the higher body mass index is, the greater the degree of hypertension experienced by individuals. This research finds that the calculation of body mass index can be a predictor of the occurrence of hypertension, especially in individuals with excess weight up to obesity. The community is efficiently screening the risk of hypertension and supervision through the calculation of mass body index. The public does not need to rely on the availability of blood pressure gauges in screening. Similar research in various types of communities further strengthened that the body mass index is strongly correlated with hypertension.
Keyword: Hypertension, Body Mass Index, Firefighter
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Liu, Wen, Guosheng Han, Xiangzi Yan, Xuan Zhang, Guangjie Ning, Armigon Ravshanovich Akhmedov i William Cannon Hunter. "The Impact of Mental Health Status on Health Consumption of the Elderly in China". International Journal of Environmental Research and Public Health 18, nr 12 (20.06.2021): 6622. http://dx.doi.org/10.3390/ijerph18126622.
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Based on the national baseline survey data of the CHARLS2015, the comprehensive evaluation index of depression degree of the elderly in China is calculated using a principal component analysis method. The Tobit model is used to investigate the influence of mental health status with depression degree as a proxy variable on the health consumption of the elderly in China. The results show that the overall effect and the phased effect of depression on the health consumption of the elderly are positive. In other words, high levels of depression lead to a higher probability and amount of health consumption. Research findings show that chronic illness and increased social activity can weaken the effect of depression on the health spending of the elderly. Fully considering the factors affecting the mental health of elderly people is required to improve their level of mental health. Importantly, the quality audit system of health products and the supervision and management system of the health consumption market should be improved to realize the benign operation of the health consumption market.
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Пазюра, Наталія, Віта Григор’єва i Тетяна Калашникова. "PH.D. TRAINING PROGRAMS IN THE FEDERAL REPUBLIC OF GERMANY". ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 21, nr 1 (29.06.2022): 171–79. http://dx.doi.org/10.35387/od.1(21).2022.171-179.
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The paper considers the types of Ph.D. training programs in the Federal Republic of Germany: individual doctoral programs, which provide for earning the degree in industrial companies, universities, non-university research institutions (institutions of Fraunhofer, Helmholtz, Leibniz, Max Planck Societies), and structured doctoral programs that involve working on research in groups of doctoral students formed in research, postgraduate, doctoral schools. The research studies the general principles of developing structured doctoral training programs: the availability of the critical mass of students who earn the degree in this program (at least 30 people); clear formalization of the training system (transparency of the admission procedures; system for assessing a doctoral student's achievements, which is clear and acceptable to the scientific community; regulated rules of interaction of a doctoral student, his or her supervisor, the university, etc.), and suchlike. The advantages of each type of Ph.D. training have been determined. The biggest advantages of individual doctoral programs include the possibility to freely choose the research topic, to study under the supervision of a certain professor; those of structured doctoral study programs are short-term training, funding, being supervised by several professors, teamwork, which provides an opportunity to share views with other team members, supervisors. Among the disadvantages of individual Ph.D. training programs, the following issues have been identified: the long period of study, highly specialized subject of study, independent study of the material. For structured doctoral programs, these are multilevel admission procedures, compliance of the Ph.D. dissertation topic with the doctoral program, overloaded curriculum.
Keywords: Federal Republic of Germany; higher education; individual doctoral studies; structured doctoral studies; PhD degree; research institutions.
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Larby, P. M. "The Institute of Commonwealth Studies". African Research & Documentation 55 (1991): 27. http://dx.doi.org/10.1017/s0305862x0001579x.
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The Institute of Commonwealth Studies (University of London) exists to promote advanced study of the Comomonwealth of Nations within a research environment. Its activities include the promotion of inter-disciplinary and inter-regional research; courses and supervision for higher degrees; and an imaginative programme of seminars, conferences and publications. Within the Institute's walls are currently housed the British Documents of End of Empire Project and the activities of Dr. Anne Thurston, whose initiatives in the field of archival materials in Commonwealth countries and associated backup programmes of staff training and conservation workshops, have stimulated an awareness of the value of archives in many African countries. The Association of Commonwealth Archives and Record Management has its Secretariat at the Institute.
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Larcombe, W., A. McCosker i K. O'Loughlin. "Supporting Education PhD and DEd Students to Become Confident Academic Writers: an Evaluation of Thesis Writers’ Circles". Journal of University Teaching and Learning Practice 4, nr 1 (1.01.2007): 61–71. http://dx.doi.org/10.53761/1.4.1.6.
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This paper critically evaluates the pilot of a Thesis Writers’ Circles program offered to Education PhD and DEd students at the University of Melbourne in semester 2, 2005. The analysis focuses on the needs of those students that were felt to be well-met by this model of support. Broadly, the paper identifies two distinct but inter-related themes: firstly, the challenge of developing writing skills to a level sufficient to meet the demands of preparing a research thesis; secondly, the importance for research higher degree students of building confidence as apprentice academic writers. In relation to the latter theme, the paper identifies the benefits of community participation and peer-collaboration in working towards the aim of consolidating a thesis-writing identity. It is in this capacity, we argue, that thesis writers’ circles have distinct advantages compared with other forms of candidature support, making them a valuable supplement to both conventional supervision practices and generic English language and thesis writing programs. The paper affirms the importance not only of equipping international and non-English speaking background (NESB) students with writing tools and strategies, but also of creating opportunities for all postgraduate research students to receive (and offer) non-judgmental feedback on work-in-progress within a discipline-specific learning and discourse community.
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Talbot, Jon, i Andy Lilley. "Approaches to supervising work-based learning students’ workplace research". Higher Education, Skills and Work-based Learning 4, nr 1 (11.02.2014): 44–65. http://dx.doi.org/10.1108/heswbl-08-2012-0032.
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Purpose – The purpose of this paper is to outline a small research project designed to explore the practices of the UK work-based learning (WBL) tutors in facilitating formal research projects in the workplace. Design/methodology/approach – Data were collected using a short questionnaire to practitioners administered electronically and a daylong workshop where issues were discussed in greater depth by participating tutors. Findings – The main findings are that there is a degree of agreement by WBL tutors about the distinctiveness of WBL research projects; that although there is increasing use of technology to support delivery only one institution is using e-learning as the principal means of delivery; emphasis is upon a relatively small number of techniques and there is a strong preference for qualitative over quantitative methods. Research limitations/implications – The main limitation of the study is the relatively small number of active participants. However, this is the only study of its kind and the results offer insights into an important element of pedagogic practice in WBL. Practical implications – The project enabled the identification of common approaches and facilitated discussion of problems shared by WBL tutors across the field. There appears to be a consensus that situated investigation exists within a different contextual framework to traditional academic dissertation projects and that the focus is therefore necessarily on generating data as the basis for active problem solving. Originality/value – This is the only empirical study of practice in respect of facilitating research projects on WBL programmes in higher education.
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Murray-Harvey, Rosalind, i Phillip T. Slee. "EDITORIAL". Australian Journal of Guidance and Counselling 23, nr 2 (20.09.2013): iii—v. http://dx.doi.org/10.1017/jgc.2013.25.
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Welcome to the special edition on wellbeing and the prevention of violence in young people. This edition is special in two ways. It is the first edition since the name change of the Australian Guidance and Counselling Association (AGCA) to the new name of Australian Psychologists and Counsellors in Schools (APAC). Second, this edition has been supported by the Flinders Centre for Student Wellbeing & the Prevention of Violence (SWAPv; http://www.flinders.edu.au/ehl/swapv/), which draws together a number of major streams of research being undertaken within Flinders University, situated in Adelaide, South Australia. The Centre also calls upon the expertise of staff members in other parts of the faculty and across the university, in collaboration with national and international researchers and colleagues. The work of the Centre focuses on research that spans the fields of mental health and wellbeing, and violence prevention, primarily in education settings. The Centre is dedicated to making a difference to the wellbeing of young people's lives, focusing on promoting mental health and preventing violence in educational settings. The Centre represents the multiple research, consultancy, professional learning and higher degree research supervision interests of its members, and is broadly inclusive of a rich and varied mix of approaches to undertaking research in the particular fields that provide the foci of the Centre.
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Cameron, Helen E., Frances T. Boreland, Jocelyn R. Morris, David M. Lyle, David A. Perkins, Parker J. Magin, Melanie J. Marshall i Nicholas A. Zwar. "New South Wales and Australian Capital Territory Researcher Development Program 2005–07: modest investment, considerable outcomes". Australian Journal of Primary Health 19, nr 1 (2013): 59. http://dx.doi.org/10.1071/py11155.
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This evaluation of the Researcher Development Program (RDP) in NSW and ACT aimed to determine whether the RDP was effective in assisting novice researchers to undertake primary health care research. In mid-2008, 47 participants of the NSW and ACT RDP during 2005–07 were invited to participate in a postal survey. The survey included questions regarding previous research training and experience, outcomes during and after participation in the program, and organisational aspects of the program. Follow-up interviews were conducted with selected participants. Interview questions covered time in the program, supervision, organisational support and placement outcomes. Thirty-seven participants responded to the survey and 23 (62%) participants took part in the semi-structured interviews. Seventy-eight per cent of survey respondents felt that the RDP helped them move from novice to a more experienced researcher with effective supervision identified by participants as a key element in determining the success of the program. Many felt that time allocation was inadequate and 20% thought their capacity to maintain their workload was adversely affected by participating. Outcomes were considerable given the modest nature of the program. Notable outcomes were that most participants published their research and presented their research at a conference. Furthermore, one-fifth of survey respondents had enrolled in higher degrees. Several interviewees reported that their research led to changes in practice. Most respondents found the RDP valuable and considered that undertaking the program increased their research knowledge.
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Shao, Chunzi, Zhiyuan Nian, Lian He i Diadama Ismaila. "THE INFLUENCE OF STRENGTHENING FINANCIAL SUPERVISION ON ALLEVIATING INVESTORS' PSYCHOLOGICAL ANXIETY". International Journal of Neuropsychopharmacology 25, Supplement_1 (1.07.2022): A6—A7. http://dx.doi.org/10.1093/ijnp/pyac032.007.
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Abstract Background Financial supervision is the general name of financial supervision and financial management. While reviewing the 30-year history of financial supervision, this paper uses scientific and objective quantitative methods to calculate the supervision cycle, which plays an important role in grasping the development law of financial market and implementing financial supervision policies. This paper aims to study the periodic change law of financial supervision and the change of “psychological state” of financial supervision institutions in the process of financial supervision. This paper introduces the dependent variable “financial supervision state” to reflect the “psychological state” of the government. In addition, by using observable macroeconomic indicators, an empirical measurement model is established to study the intangible state of financial supervision with visible macroeconomic data. Research Objects and Methods Seven factors are selected in this paper. They are real GDP growth rate (GDP), fixed price loan growth rate (FIL), CPI growth rate (CPI), M2 growth rate (MS2), foreign exchange reserve growth rate (FRS), social financing growth rate (SFC) and Shanghai composite index growth rate (SHI). Then, the econometric model is established by using logit method. At the same time, it analyzes the correlation between investors' psychological state and venture capital level, especially the factors of investors' anxiety. The reliability and validity of QSC scale revised by Chinese Academy of Sciences were analyzed. The total correlation coefficients of venture capital decision-making, emotional anxiety, job stress and job satisfaction were greater than 0.5. The scale has high reliability. For effectiveness analysis, the scales used in each structure in this paper, this paper takes emotional labor as independent variable and work stress as dependent variable to explore the impact of emotional labor on work stress., Results First, fil and CPI were significant in different models. At the same time, MS2 is of great significance in a model. In fact, CPI is an important factor when regulators design macroeconomic, monetary and financial policies. Second, GDP, FRS, SFC, Shi and other indicators are not significant at this stage and the lag stage of financial supervision. In some literatures, relevant factors are used to study and judge the financial supervision cycle, and some conclusions are drawn. However, based on the above results, we have reservations about these conclusions. Model 58 in SPSS macro compiled by Hayes (2013) is used to test the regulated mediation model. As shown in Table 4, the anterior / posterior pathways of mediating effect are regulated by regulation difficulty. The simple slope test of the anterior path showed that when the level of regulation difficulty was low, interpersonal emotion regulation had a significant positive predictive effect on expression inhibition (β = 0.08, t = 7.91, p ＜ 0.001); When the level of regulation difficulty is high, the positive predictive effect of interpersonal emotion regulation on expression inhibition is significantly enhanced (β = 0.12, t = 11.04, p ＜ 0.001). This shows that the predictive power of interpersonal emotion regulation on expression inhibition is significantly enhanced with the increase of the level of emotion regulation difficulty. β A positive value indicates that the level of psychological state has a positive and significant impact on drug investment. Conclusion Fil and CPI are helpful to analyze and judge the financial supervision cycle. In addition, the model can also be used to predict the state of financial supervision, so as to understand the “psychological state” of the government in the implementation of financial supervision. However, this paper still needs further discussion. Firstly, the fuzzy division of financial supervision has the nature of qualitative analysis and still has strong subjectivity. Second, multicollinearity exists in models that use all seven factors. With the help of principal component analysis and factor analysis, the information of multiple indicators can reflect the information of all factors. It will be discussed in depth in the forthcoming paper. Especially as a global public health emergency, the severity of novel coronavirus disease has caused great panic in the world, shaken the minds of investors and triggered fluctuations in the stock market. The pandemic has had varying degrees of impact on drug inventory returns in the world's most affected countries. However, with the control of Internet public opinion and the stability of investor sentiment, the impact is significant in the short term. This will help China improve the stock market emergency mechanism and formulate phased and differentiated economic incentive policies. It provides a theoretical basis for investors to reasonably deal with stock market fluctuations in an emergency. Acknowledgements Supported by Key Project of Key Research Base of Humanities and Social Science of Ministry of Education of China (No. 15JJD790013), Characteristic Innovation Project of Higher Education in Guangdong Province, China (No. 2016WTSCX131), Higher Education Reform Project of Undergraduate Finance Major in Guangdong Province, China (No. 2018JR030).
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Yao, Li, Xiaolu Li, Qiao Li i Jiankang Wang. "Temporal and Spatial Changes in Coupling and Coordinating Degree of New Urbanization and Ecological-Environmental Stress in China". Sustainability 11, nr 4 (22.02.2019): 1171. http://dx.doi.org/10.3390/su11041171.
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Over the past years, new urbanization in China has accelerated steadily and led to a continuous increase in ecological-environmental (eco-environmental) stress. A deep understanding of the coupling relationship between new urbanization and ecological-environmental stress is essential to benefiting the urban management in making decisions. How to realize the coordinated development of urbanization and the eco-environment is not only the key issue in world economic and social development, but has also been a hot topic of research in recent years. However, the quantitative relationship and the interaction mechanism between the new urbanization and ecological-environmental stress are still unclear. To fill this gap, this study constructed comprehensive assessment indicators for evaluating new urbanization and eco-environmental stress systems to accomplish the following objectives. We aimed to identify the spatial and temporal pattern of coupling and coordinating degree between new urbanization and eco-environmental stress in China during the period of 2005–2016. The degrees of coupling and coordination of new urbanization and eco-environmental stress systems in China in 2005, 2010, and 2016 were calculated at the provincial level. The degrees of coupling and coordination have achieved stable and continuous improvement from 0.389 to 0.484. We further aimed to evaluate the regional coupling and estimate the stage of urbanization at which an optimal outcome could be achieved in order to ensure high-quality urbanization in China. According to the model of coupling and coordination degree, this paper divided the Chinese territory into four area types: well coordination, middle coordination, primary coordination, and reluctance coordination, and about 35% of the provinces belonged to the well and middle coordination types. Lastly, this paper analyzed the spatial pattern and cluster mode of the coupling coordination of new urbanization and eco-environmental stress systems by using ArcGIS and GeoDa. The analysis implied that coupling coordination existed with obvious regional disparity. Moreover, the degrees of coupling coordination of the developed east coastal and middle area were generally higher than those of the undeveloped west area. The findings indicate that for different regions, the reluctance coordination and primary coordination subclass regions should accelerate to realize green transformation, improve the industrial structure, and strengthen the environmental law-enforcing supervision. However, we could not conduct an internal structural analysis. Future research will focus on conducting an internal structural analysis and an element system metrics analysis.
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Marta-Lazo, Carmen. "Parents' guidance on TV use: a quantitative and qualitative model for content acquisition". Comunicar 14, nr 27 (1.10.2006): 117–22. http://dx.doi.org/10.3916/c27-2006-18.
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Parents' behavioural patterns as regards TV use define children's interaction with the medium. Parents' supervision helps the child to establish a ser of personal criteria concerning both duration and frequency of exposure, as well as age appropriateness. Furthermore, as our research evinces, children in the habit of discussing TV shows with their parents reveal a higher degree of activeness in their visualisation process together with a notably finer ability of disclosing and decoding content in TV messages. Las pautas que los padres ofrecen a sus hijos en cuanto a consumo televisivo son fundamentaies en la forma de interacción que el niño tenga con el medio. El control paterno ayuda al niño a aprender a establecer criterios relativos no sólo a la cantidad de exposición diaria, sino también en lo concerniente a los programas que resultan más o menos acordes para su edad. El estudio pone de manifiesto que los niños que acostumbran a dialogar con sus padres respecto a lo visto en televisión presentan mayores niveles de actividad en el proceso de visionado y saben interpretar con mayor claridad el contenido de los mensajes televisivos.
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Wallace, Michelle, Cathy Byrne, Andrea Vocino, Terry Sloan, Simon J. Pervan i Deborah Blackman. "A decade of change in Australia’s DBA landscape". Education + Training 57, nr 1 (9.02.2015): 31–47. http://dx.doi.org/10.1108/et-07-2013-0096.
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Purpose – The purpose of this paper is to examine the dynamics of the Doctorate of Business Administration (DBA) in Australia through the lens of a changing higher education landscape. The paper reflects on issues raised in a previous analysis of DBA programmes undertaken a decade ago, and highlights persistent challenges and emerging opportunities for professional Doctorate programmes in the Australian context. Design/methodology/approach – Interviews were undertaken with higher degree research directors, deans of graduate schools, and DBA programme directors from all 18 Australian institutions offering the DBA in 2013. Quantitative data on enrolments, accreditation requirements, course structures; and demographics are contextualised within a qualitative view of programme purposes, student and institutional motivations, rationales and concerns. Particular focus is given to perceptions of the difference between traditional research doctorates (PhDs) and professional doctorates, especially the DBA. Findings – In the decade from 2003 to 2013 DBA enrolments are down but enquiries are up, indicating unmet demand. There is a shift in the players, with some smaller, regional universities dramatically increasing their enrolments, and larger, traditional institutions exiting the space altogether. Significant changes in accreditation criteria have generated a perceptual shift: where DBAs previously suffered from “academic snobbery” regarding their legitimacy, this perception is being challenged by standards which require DBA equivalence with a PhD. This shift in standards has also created some confusion amongst supervisors and candidates. Originality/value – There is limited research into the DBA award or its candidates, and academic literature is generally silent on DBA supervision. This piece of research, one of very few that specifically examine the DBA, reflects on the past decade, analyses the present context and identifies emerging issues for the delivery of DBA programmes in Australia.
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Bowden, Vanessa, Luke Ren i Shayne Loft. "Supervising High Degree Automation in Simulated Air Traffic Control". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, nr 1 (wrzesień 2018): 86. http://dx.doi.org/10.1177/1541931218621019.
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Implementing high degree automation in future air traffic control (ATC) systems will be crucial for coping with increased air traffic demand and maintaining safety. However, issues associated with the passive monitoring role assumed by operators in these systems continue to be of concern. Passive monitoring can lead to a range of human operator performance problems when overseeing automation. The performance cost when human operators are placed in a passive monitoring role has been conceptualized as the out-of-the-loop (OOTL) performance problem: where adding more automation to a system makes it less likely that the operator will notice an automation failure and intervene appropriately (Endsley & Kiris, 1995). The OOTL performance problem has been attributed to numerous factors including vigilance decrements, fatigue, task disengagement, and poor situation awareness. This study tested two different approaches to addressing the OOTL performance problem associated with high degree automation in a simulation of en-route ATC (ATC-labAdvanced; Fothergill, Loft, & Neal, 2009). Following a 60-min training and practice session, 115 university student participants completed two 30-min ATC scenarios; one under manual control and one where they supervised high degree automation (counterbalanced order). The automation performed all acceptances for aircraft entering the sector of controlled airspace, handed off all departing aircraft, and resolved all conflicts between aircraft pairs that would otherwise have violated the minimum safe separation standards (except for a single automation failure event). Participants were instructed that the automation was highly reliable, but not infallible. The first aim was to confirm that while high degree automation can reduce workload, it can also lead to increased task disengagement and fatigue when compared to manual control. Furthermore, to determine how well participants supervised the automation, the conflict detection automation failed once late in the automation scenario. This failure involved two aircraft violating the minimum lateral and vertical separation standard and being missed by the automation. We expected to find that participants would fail to detect this conflict more often, or be slower to detect it, when under automation conditions, compared to a comparable conflict event presented when under manual control. Our second aim was to investigate whether these costs of automation could be ameliorated by techniques designed to improve task engagement. Participants were assigned to one of three automation conditions, including automation with (1) no acknowledgements, (2) acknowledgments, or (3) queries. In the no acknowledgements condition, automation failure monitoring was the only task performed. In the acknowledgements condition, similar to Pop et al. (2012), participants were additionally instructed to click to acknowledge each automated action, thereby potentially improving engagement by adding an active component to an otherwise passive monitoring task. In the queries condition, participants were queried regarding the past, present, and future state of aircraft on the display. The goal was to help participants maintain an accurate mental model (aka. situation awareness) when using automation. We found that automation reduced workload, increased disengagement and fatigue, and impaired detection of a single conflict detection failure event compared to manual task performance. Consistent with previous research, this shows that as a higher degree of automation is added to a system, it becomes less likely that the operator will notice automation failures and intervene appropriately (e.g. Pop et al., 2012). The first intervention tested whether adding automation acknowledgement requirements to the task made it easier for participants to detect and resolve a single automation failure event. The results showed that there was no difference between automation with and without acknowledgement requirements on workload, task disengagement, fatigue, and the detection of the automation failure event. The second intervention tested whether adding queries regarding aircraft on the display would improve failure detection performance. The queries intervention successfully reduced task disengagement and trended towards reducing fatigue, while workload was maintained at a level similar to that of manual control. These findings suggest that the manipulation successfully reduced some of the subjective deficits associated with the passive monitoring of automation. However, there was a significant cost to participants’ ability to detect and resolve the automation failure event relative to manual performance, where half the participants in the queries condition missed the automation failure entirely, compared to 25% in the no queries condition. Response times to detect the failure event were also considerably longer when queries were included compared to no queries. One explanation is that the queries condition may have been engaging to the point of distraction. This is supported by qualitative information provided by participants, where 40% mentioned that they found the queries to be distracting. Future studies may wish to examine the effectiveness of auditory queries instead of visual queries, potentially with verbal instead of typed responses. This may allow queries to reduce task disengagement and fatigue while potentially improving participants’ ability to intervene to automation failures.
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Xiao, M., i Z. Y. Tian. "Evolutionary game analysis of company collaborative strategy in cloud manufacturing platform environment". Advances in Production Engineering & Management 17, nr 3 (30.09.2022): 295–310. http://dx.doi.org/10.14743/apem2022.3.437.
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The collaboration between manufacturing companies and demand companies is the focus of effective operation of cloud manufacturing platform. The evolutionary game model of manufacturing company, demand company and cloud platform was established, and the strategy stability of the three parties was analyzed in this paper. Based on Lyapunov discrimination method, the equilibrium points of the system were explored, and the simulation was applied to analyze the influence of key factors in the evolution process by MATLAB2021a. The results show that: (1) The evolution of company collaborative cooperation strategies in the cloud platform environment is staged; (2) The collaborative subsidy to the manufacturing company and the demand company by the cloud platform, the collaborative effort degree of the manufacturing company and the demand company, the value-added profits of the manufacturing company, the penalties and profits of the manufacturing company's speculation behavior, the loss of information leakage of demand company, and the government's subsidy for cloud platform supervision are important factors that affect the strategies of each subject; (3) The establishment of the cloud platform supervision mechanism can promote collaboration between the manufacturing company and the demand company. The results of the study can provide a beneficial strategic decision guidance for the development of the cloud manufacturing platform.
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Bort-Mir, Lorena. "Using PenzuTM for academic online diaries to enhance metacognitive skills in Higher Education". EuroCALL Review 28, nr 2 (30.09.2020): 50. http://dx.doi.org/10.4995/eurocall.2020.12756.
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<p dir="ltr"><span>Metacognition can be considered as knowledge about one's own cognitive activities and their regulation during learning processes (Flavell, 1979). Students are, then, involved in metacognitive mental activities when they think about what they have learned, how they have learned it, or how they can relate it to their personal experiences, among other things. Based on this, students who develop these skills should show more appropriate strategies to know what they need to find out or do while learning. Therefore, understanding and controlling these cognitive processes may be one of the most essential skills that teachers should encourage at all academic levels (Anderson, 2002)</span></p><p dir="ltr"><span>The Guided Learning Diary (GLD, Bort-Mir, 2016) was developed as a learning diary with several aims: (i) defining the general and specific objectives of the content to be taught, (ii) developing the students’ metacognitive skills through strategic questions, and (iii) promoting the development of important competences such as self-criticism, autonomous learning, self-evaluation and capacity for improvement. The GLD also allows a self-evaluation process for teachers, thus facilitating the supervision and improvement both of the contents of the course and the didactic methodology. This tool was developed and applied within the Theatre in English subject at Universitat Jaume I, embedded in the third course from the English Studies Degree, and the students’ results were significantly higher than those of previous years (Bort-Mir & Silvestre-López, 2017).</span></p><p dir="ltr"><span>The present research proposes a technological turn in the application of the GLD with the use of the open-source tool Penzu</span><span><span>TM</span></span><span>. The creation of academic online diaries with this tool may improve students’ motivation while promoting meaningful and self-regulated learning in Higher Education environments, thus helpìng students reach their so desired academic success. Penzu</span><span><span>TM</span></span><span> allows this investigation to widen the scope of the GLD to the general public. </span></p>
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Nikishova, A. V., E. V. Kryvonosova i S. M. Rybakova. "CURATOR PARTICIPATION IN A STUDENT GROUP FORMATION". Vestnik Orenburgskogo gosudarstvennogo universiteta 230 (2021): 39–45. http://dx.doi.org/10.25198/1814-6457-230-39.
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The existence of the supervising institution for many decades does not solve the problem of defining the functions of the student group supervisor, his role in the formation of the team, it remains very urgent. We have investigated the activities of a curator in higher education institutions. In the course of practical research, we found that it is significant to use in the curator's work such key positions as adaptation technologies, reducing the level of anxiety, minimizing material and housing difficulties, and time management. A survey of curators working in student groups of the first and second years revealed a number of problems: 1) the student group is still a completely immature collective, which complicates effective interaction; 2) most freshmen are not ready for new challenges, the requirements of a new schedule, and, ultimately, they find themselves in a situation of overload, which often leads to stressful situations; 3) some students have to experience pressure from parents or teachers in an effort to get good grades, to earn authority in a new student group. A survey of first and second year students showed the shortcomings of the educational process, such as incomplete awareness of students about their rights, responsibilities and opportunities provided by the new student status; the wish of freshmen to receive timely qualified assistance from a curator in their studies and resolving conflict situations, in adaptation, monitoring progress and attendance, communication with parents; insufficient implementation of the organizational function of the curator. The conducted research work gives grounds to conclude that the task of creating a team based on a student group can be solved with the successful implementation of the activities of the institution of supervision as a pedagogical system. The most productive for the learning process consequence of solving the indicated problem is an increase in the degree of trust at the level “curator — student” and, of course, directly in the student environment, which, in turn, leads to an increase in motivation for the learning process and, as a result, a decrease in indicators. for unsuccessful and expelled students.
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Starodubtseva, I. A., i V. V. Romanova. "Women in geology. Olga Alekseevna Denisova (1893—1972)". Proceedings of higher educational establishments. Geology and Exploration, nr 3 (28.02.2021): 82–91. http://dx.doi.org/10.32454/0016-7762-2020-63-3-82-91.
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The article presents the biography of O.A. Denisova (1893—1972), one of the first Russian female geologists involved in practical geology. In 1918, she graduated from the Natural Department of the Faculty of Physics and Mathematics of Moscow Higher Women’s Courses. During her studies, she participated in field research in the Moscow Region, on Volkhov and Vychegda rivers under the guidance of A.B. Missuna. In 1923, she graduated from Moscow State University with a degree in geology. Since 1918, O.A. Denisova had worked as a researcher in the Moscow branch of the Geological Committee, since 1920 as a geologist in the Geological Department of the Special Commission for the Study of the Kursk Magnetic Anomaly. Later she was engaged in the study of deposits of building materials and hydrogeological surveys. O.A. Denisova began her activity under the supervision of A.D. Arkhangelsky. The article contains her previously unpublished memories about this famous geologist. O.A. Denisova taught geology and hydrogeology at universities and technical schools in Moscow. In 1936 O.A. Denisova was awarded the degree of Candidate of Geological and Mineralogical Sciences without defending a thesis, and in 1946 the All-Union Certification Commission approved her with the academic rank of Associate Professor at the Department of Geology. O.A. Denisova was awarded the medal “For Valiant Labour during the Great Patriotic War of 1941— 1945” (1946) and “In memory of the 800th anniversary of Moscow” (1948). The collections of rocks and minerals collected by O.A. Denisova during field work in the Kursk and Belgorod regions, are stored in the State Geological Museum named after V.I. Vernadsky of RAS.
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Dyachkova, Margarita A., Anastasia N. Novgorodtseva i Olga N. Tomyuk. "Humanitarization of technical university education: effective strategies and practices". Perspectives of Science and Education 47, nr 5 (1.11.2020): 75–87. http://dx.doi.org/10.32744/pse.2020.5.5.
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Last changes in the education system impose certain requirements for the training of technical specialties students, taking into account individual – personal characteristics, social orders of regions, countries, as well as international integration processes. Due to such trends, the humanitarization of technical education can become multidimensional and predictive. The article is aimed at identifying and analyzing the dominant strategies for the humanitarization of higher education of technical students through the prism of universal competencies. The set of methods was used to the analysis of the humanitarization’s strategies of higher education of technical students: the case-study method, the object – Ural Federal University (Ekaterinburg, Russia); method for obtaining and analyzing primary and secondary data. Based on the system and structural-functional approaches, not only strategies are considered, but also such forms of their implementation as purposeful efforts (in educational activities) and spontaneous practices (in extracurricular activities). Research results: the ratio of "4 C's" competencies, the group of universal competencies and universal competencies in accordance with the Federal State Educational Standard for Higher Education (version 3++) is found; taking into account the data from the Atlas of new professions, the connection of the competence group "4 C's" with soft skills required in the professions of technical industries is revealed; effective strategies and practices are identified, including the mandatory bachelor's degree "core" of humanities studies for technical specialties; the role of the center for the universal competencies development as a university structural unit for the promotion of humanitarian minors is justified; the resource of the institute of mentoring and supervision, student scientific, social, and creative associations in the formation of the humanitarian environment of the university is revealed.