Готові списки джерел за темами / Doctorate by publication

Добірка наукової літератури з теми "Doctorate by publication"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Doctorate by publication"

1

Tavares, Orlanda, Diana Soares, and Cristina Sin. "Industry–university collaboration in industrial doctorates: A trouble-free marriage?" Industry and Higher Education 34, no. 5 (January 22, 2020): 312–20. http://dx.doi.org/10.1177/0950422219900155.

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This article explores the perceptions of Portuguese students enrolled in industrial doctorates, regarding potential conflicts that may arise from their supervision, their research topic and their research outputs. The study uses data collected from focus groups and subjected to content analysis. The findings suggest that industrial doctoral students recognise a divergence between university and industry, mainly regarding research outputs, and particularly industry’s need to keep data confidential and the university’s need to disseminate knowledge via the publication of articles. Convergence was noted at the level of joint supervision, sometimes facilitated by the fact that academics were also entrepreneurs. The success of this kind of collaborative doctorate depends on compromise between the two parties and on how students can manage this relationship. Therefore, their perspectives are an important source of information worth consideration.
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2

Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." International Journal of Doctoral Studies 16 (2021): 689–713. http://dx.doi.org/10.28945/4875.

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Aim/Purpose: This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background: Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. However, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This paper provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology: Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution: This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort program for doctoral student outcomes. Findings: There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners: While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendation for Researchers: Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society: Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research: The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused support are most effective in raising doctoral candidate productivity and efficacy.
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Emerging Technology, International Journal of Engineering and. "TOC." International Journal of Engineering and Emerging Technology 5, no. 1 (August 3, 2020): 0. http://dx.doi.org/10.24843/ijeet.2020.v05.i01.p01.

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de Jager, Phillip, and Beatrice Liezel Frick. "Accounting doctorates produced in South Africa 2008-2014." Meditari Accountancy Research 24, no. 3 (August 8, 2016): 438–57. http://dx.doi.org/10.1108/medar-06-2015-0033.

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Purpose This paper aims to investigate the production of accounting doctorates in South Africa during the period from 2008 to 2014. The investigation was prompted by calls to qualify more academics at the doctoral level, bearing in mind that postgraduate supervision forms part of an academic’s core teaching responsibilities. Design/methodology/approach This archival study uses data obtained from the institutional repositories of four research-intensive universities in South Africa to construct a profile of the accounting doctoral theses produced. Findings Overall, the findings indicate a move towards the international requirement for doctoral-qualified accounting academics, implying an increased research orientation in South African university accounting departments. Some of the detail findings follow: most doctorates were produced at the University of Cape Town and the University of Pretoria. The accounting fields of taxation and financial management produced the most doctorates. Almost 50 per cent of the doctorates went to members of staff. Further, 28 per cent of the doctorates went to students with the CA(SA) professional qualification. The use of the PhD by publication format is growing. The low quantity of PhDs produced can possibly be explained by the low numbers of PhD qualified professorial staff who can act as supervisors. Lastly, the accounting doctorates analysed in this paper were longer and supervised by more people than the typical commerce faculty doctorate. Research limitations/implications Not all South African universities were included in the study and therefore some accounting doctorates might have been excluded. In addition, accounting education doctorates, possibly supervised in faculties of education, would also be excluded in view of the approach followed in this paper, which was to identify accounting doctorates via departments and commerce faculties. Originality/value This article is the first of its kind to examine the accounting doctorates produced in South Africa since Van der Schyf’s (2008) call for the establishment of a research culture in the accounting departments of South African universities. As such, this paper makes an important contribution towards how such a research culture may be enhanced through cultivating doctoral education in this context.
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Waaijer, Cathelijn J. F., Benoît Macaluso, Cassidy R. Sugimoto, and Vincent Larivière. "Stability and Longevity in the Publication Careers of U.S. Doctorate Recipients." PLOS ONE 11, no. 4 (April 29, 2016): e0154741. http://dx.doi.org/10.1371/journal.pone.0154741.

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Herrera-Añazco, Percy, Germán Valenzuela-Rodríguez, Ronald Hernández-Vásquez, Carlos J. Toro-Huamanchumo, and Guido Bendezu-Quispe. "A cross-sectional study of the scientific production of doctoral graduates in Peru." Medwave 21, no. 09 (October 26, 2021): e8480-e8480. http://dx.doi.org/10.5867/medwave.2021.09.2119.

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Objective To determine the scientific production of doctoral graduates in Peru. Methods We made a descriptive cross-sectional study with a quantitative analysis approach of the scientific production of doctoral graduates in all areas of science registered in the National Council of Science, Technology and Technological Innovation of Peru. Results We analyzed the scientific production of 942 doctoral graduates with a median time since the graduation of 84 months (interquartile range: 36 to 132). In total, 532 (56.48%) had published an article in their lifetime. The median of published articles was four (interquartile range: 2 to 12), and the median H-index of the doctoral graduates who had published was two (interquartile range: 1 to 5). We found that the number of publications and H-index was statistically different according to the doctorate area of science (p < 0.05 for both). Natural Sciences (69.13%), Engineering (67.47%), and Health Sciences (67.08%) had the highest proportion of doctoral graduates with at least one publication. Regarding gender and university of origin (foreign or Peruvian), it was found a difference concerning the number of articles published and the H-index (p < 0.05 for both) being that male and doctoral graduates with a foreign doctoral degree had higher scientific production. Conclusions Only six out of 10 Peruvian doctoral graduates have published at some point in their life. The areas of science with the highest production by doctoral graduates were Natural Sciences, Engineering, and Health Sciences. There is higher scientific production in males and graduates from a foreign university.
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Jiang, Xuan, Wan-Ying Chang, and Bruce A. Weinberg. "Man versus machine? Self-reports versus algorithmic measurement of publications." PLOS ONE 16, no. 9 (September 29, 2021): e0257309. http://dx.doi.org/10.1371/journal.pone.0257309.

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This paper uses newly available data from Web of Science on publications matched to researchers in Survey of Doctorate Recipients to compare the quality of scientific publication data collected by surveys versus algorithmic approaches. We illustrate the different types of measurement errors in self-reported and machine-generated data by estimating how publication measures from the two approaches are related to career outcomes (e.g., salaries and faculty rankings). We find that the potential biases in the self-reports are smaller relative to the algorithmic data. Moreover, the errors in the two approaches are quite intuitive: the measurement errors in algorithmic data are mainly due to the accuracy of matching, which primarily depends on the frequency of names and the data that was available to make matches, while the noise in self reports increases over the career as researchers’ publication records become more complex, harder to recall, and less immediately relevant for career progress. At a methodological level, we show how the approaches can be evaluated using accepted statistical methods without gold standard data. We also provide guidance on how to use the new linked data.
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Park, Gregory, David Lubinski, and Camilla P. Benbow. "Ability Differences Among People Who Have Commensurate Degrees Matter for Scientific Creativity." Psychological Science 19, no. 10 (October 2008): 957–61. http://dx.doi.org/10.1111/j.1467-9280.2008.02182.x.

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A sample of 1,586 intellectually talented adolescents (top 1%) were assessed on the math portion of the SAT by age 13 and tracked for more than 25 years. Patents and scientific publications were used as criteria for scientific and technological accomplishment. Participants were categorized according to whether their terminal degree was a bachelor's, master's, or doctorate degree, and within these degree groupings, the proportion of participants with at least one patent or scientific publication in adulthood increased as a function of this early SAT assessment. Information about individual differences in cognitive ability (even when measured in early adolescence) can predict differential creative potential in science and technology within populations that have advanced educational degrees.
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Richter, Randy R., Sarah L. Schlomer, Mary M. Krieger, and William L. Siler. "Journal Publication Productivity in Academic Physical Therapy Programs in the United States and Puerto Rico From 1998 to 2002." Physical Therapy 88, no. 3 (March 1, 2008): 376–86. http://dx.doi.org/10.2522/ptj.20060266.

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Background and Purpose The peer-reviewed journal article is the basic unit by which scholarship is defined. Few studies have examined peer-reviewed publication productivity in academic physical therapy programs. In this study, the publication productivity in academic physical therapy programs in the United States and Puerto Rico from 1998 to 2002 was documented, and publication productivity was examined in the context of selected program characteristics. Subjects and Methods A total of 194 programs listed on the Commission on Accreditation in Physical Therapy Education (CAPTE) Web site in the spring of 2004 were examined. The databases were searched for bibliographic citations of journal articles attributed to particular programs. The program characteristics of faculty size, offering of a research doctorate, and listing in the Carnegie Classification of Institutions of Higher Education (Carnegie Classification) were compared with the number of citations. Results A total of 169 programs had at least 1 attributed citation, 50.3% of the programs had fewer than 5 citations, and 3% had 44 or more citations. Rankings based on the number of citations changed when adjusted for faculty size. Of the 38 programs offering a research doctoral degree, 16 had 20 or more citations. Five programs with 44 or more citations were all categorized by the Carnegie Classification as doctoral intensive or extensive. Discussion and Conclusion A few programs had a large number of attributed bibliographic citations, but the majority of programs had limited publication productivity in the 5 years studied. These results may provide a baseline for studying the effectiveness of the relatively new CAPTE standards mandating scholarship by physical therapy faculty over time and the impact of the Doctor of Physical Therapy degree on research in physical therapy.
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Maksymowicz, Virginia, and Blaise Tobia. "An Alternative Approach to Establishing a Studio Doctorate in Fine Art." Leonardo 50, no. 5 (October 2017): 520–25. http://dx.doi.org/10.1162/leon_a_01189.

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As soon as the creative arts migrated from academies into colleges and universities, questions about accreditation and evaluation arose. From its inception, the master of fine arts (MFA) degree has been problematic. Although the College Art Association published standards for the MFA in 1977, confusion remains between this terminal degree and the nonterminal master’s degree (MA) in fine arts. Some believe that the solution to this problem is to establish the PhD as the terminal degree in fine arts; however, this solution is problematic in other ways: Standard approaches to research and publication in PhD programs do not mesh with the reality of studio-based creative inquiry and production. A better solution might be the development of a doctor of fine arts (DFA) degree.
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Більше джерел

Дисертації з теми "Doctorate by publication"

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Bradlow, Daniel David. "Doctoral degree by virtue of publications : international development law." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/23630.

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Li, Yongyan. "Writing for international publication : the case of Chinese doctoral science students /." access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-en-b21471459a.pdf.

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Thesis (Ph.D.)--City University of Hong Kong, 2006.
"Submitted to Department of English and Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy" Includes bibliographical references (leaves 289-316)
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Lee, Injung. "Publication and editorial feedback experiences of doctoral students in counselor education: a phenomenological inquiry." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6788.

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research and publishing articles in refereed journals is one of the most critical objectives of counselor education programs. Despite this, the lack of scholarly productivity among counseling scholars, including counselor educators and doctoral students, continues to be a problem in the profession. Also, research on doctoral students’ research and publication has been scarce in counseling literature. Moreover, the current literature largely fails to communicate the perspectives of doctoral students, as it reflects only the counselor educators’ perspectives on research training. This phenomenological study investigated the shared experiences of twelve doctoral students in CACREP-accredited programs, regarding research and publication, including the editorial feedback process. The research question that informed and guided this study was: What are the lived experiences of doctoral students in counselor education programs during the publication and editorial feedback process? This study specifically aimed to examine doctoral student researchers’ challenges, the support they received, critical incidents that occurred, as well as their meaning-making of those experiences during the entire process of research and publication. Data collection included two rounds of semi-structured interviews, two online focus groups, and written responses to two open-ended questions. Data analysis followed the procedures of phenomenological data reduction, including open-coding and horizonalization. Through individual case summaries and the seven themes that were derived from the twelve participants’ stories, this study illustrated how doctoral students made meaning of their experience with regard to the publication and editorial feedback process. The findings that emerged included the research climate/culture of both the counselor education profession and counselor education programs, as well as the support and resources that doctoral students received or needed. The findings also indicated doctoral students’ motivations to conduct research, and their learning experiences that contributed to their development as independent researchers. Finally, the meaning making of being a doctoral student researcher was described. Based upon these research findings, implications were provided for doctoral students, counselor educators, counselor education programs, journal editorial boards, and future research.
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Song, Sun Yung. "Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335.

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Watkins, A. Paul. "Selected publications submitted to the University of Manchester Institute of Science and Technology for the award of the Higher Doctorate in Engineering (DEng)." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679244.

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Fischer, Stéphanie. "Etude du processus de développement de l'autonomie au cours de la préparation d'une thèse : Le cas d'étudiants en sciences humaines et sociales." Strasbourg, 2011. https://publication-theses.unistra.fr/restreint/theses_doctorat/2011/FISCHER_Stephanie_2011.pdf.

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Finaliser une thèse de doctorat en sciences humaines et sociales représente un vrai défi pour les étudiants : les taux d'abandon avoisinent 60%. Nos lectures dans les domaines de l'apprentissage et de la réussite universitaire nous ont conduite à poser l'hypothèse forte que, pour mener à bien sa thèse, le doctorant doit nécessairement faire preuve d'une capacité d'autonomie, celle-ci se développe non dans l'isolement, mais en lien étroit avec le milieu universitaire et les autres et s'inscrit dans une affiliation institutionnelle et intellectuelle. Nous concevons l'autonomisation du doctorant autour de quatre axes : le rapport à l'action, aux normes, aux autres et au savoir. L'objectif général est de comprendre en quoi l'étude du processus de développement de l'autonomie des doctorants en sciences humaines et sociales peut apporter un éclairage sur leur persévérance et sur la réussite de leur projet doctoral. Nous avons analysé seize entretiens semi-dirigés en utilisant la méthode des études de cas et en croisant deux types d'analyses complémentaires, restituant la singularité de chaque cas et permettant une comparaison inter-cas. Cette recherche montre que le processus d'appropriation des normes de production du savoir par les doctorants varie en fonction de leur expérience et du sens qu'ils attribuent à ces normes. Pour mener leur projet doctoral, les doctorants mettent en place des stratégies de négociation, de distance et d'interdépendance. Ce travail ouvre des perspectives de recherche sur l'encadrement d'une thèse de doctorat, la co-formation dans un réseau de pairs et la pratique de l'écriture
Achieving a thesis in the humanities and social sciences represents a real challenge for students : drop-out rates are estimated around 60%. Our readings in the literature on academic learning and achievement led us to assume that, to achieve a thesis, doctoral students have to possess a high degree of autonomy. The process of autonomy development requires that the student be not isolated but in interaction with the environment and with other people and that he or she achieve institutional and intellectual affiliation. Our theoretical framework led us to define the autonomy development process around four main lines : action, rules, others and knowledge. The main purpose of this research was to understand to what extent the study of the process of autonomy development of doctoral students in humanities and social sciences can contribute to the understanding of their perseverance process and of the achievement of their doctoral degree. Sixteen semi-directed interviews were analyzed using a qualitative approach based on case studies. Two complementary analyses were carried out : a vertical analysis in order to highlight the dynamics of individual cases and a horizontal analysis allowing a comparison between individual cases. The present research shows the rules expressed by doctoral students are depending on the student’s experience and on the meaning he or she confers to the rules. The study of autonomy development enabled us to identify strategies linked to negotiation, distance and interdependence. Our work opens new research perspectives on doctorate supervision, on peer support in the learning process during doctoral studies and on the writing practice and process
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Edminster, Judith Rhoades. "The diffusion of new media scholarship [electronic resource] : power, innovation, and resistance in academe / by Judith R. Edminster." [Tampa, Fla. : s.n.], 2002. http://purl.fcla.edu/fcla/etd/SFE0000035.

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Humphrey, Mark Graeme. "Aspects of organometallic chemistry, particularly metal alkynyl and cluster chemistry / by Mark Graeme Humphrey." Thesis, 2002. http://hdl.handle.net/2440/38515.

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Includes bibliographical references.
3 v. :
Details research carried out into the nonlinear optical properties of metal alkynyls, chiefly organoruthenium complexes, showing that these complexes can be designed to have very large NLO coefficients. Also demonstrates the utility of spectroscopic, electrochemical and copmutational aids as predictive tools for NLO materials. Also examines cluster synthesis, reactivity and physical properties using ruthenium clusters and hard-donor ligands, affording a series of cluster complrxes that provide structural models for industrially-important hydrotreating intermediates.
Thesis (D.Sc.)--University of Adelaide, Dept. of Chemistry, 2003
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Tomlinson, Justine, Kristina Medlinskiene, V.-Lin Cheong, Sarah Khan, and Beth Fylan. "Patient and public involvement in designing and conducting doctoral research: the whys and the hows." 2019. http://hdl.handle.net/10454/17241.

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Анотація:
Yes
Public and patient involvement (PPI) has been shown to have a positive impact on health and social care research. However, adequate examples describing how to operationalise effective PPI, especially in doctoral studies, are lacking. Hence, doctoral researchers new to research, or those with limited experience, can be discouraged from facilitating PPI in their research. This paper aims to describe and discuss in detail the approaches used by four doctoral researchers to incorporate PPI at different stages of their research studies from study design to disseminating findings. We aim to inform other doctoral researchers about the challenges and limitations relating to PPI that we faced. Through these, we share pragmatic recommendations for facilitating PPI during doctoral studies. The description of four case studies demonstrated that PPI could be incorporated at various stages during doctoral research. This has had a beneficial impact on our research study progression, researcher self-esteem and lastly, helped alleviate researcher isolation during doctoral studies.
Supported by Research Design Service Yorkshire and the Humber (RDSYH), the National Institute for Health Research (NIHR) Yorkshire and Humber Patient Safety Translational Research Centre (NIHR Yorkshire and Humber PSTRC). This paper presents independent research funded by NIHR under its Research for Patient Benefit (RfPB) Programme (Grant Reference Number PB-PG-0317-20010).
Research Development Fund Publication Prize Award winner, July 2019.
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Книги з теми "Doctorate by publication"

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Ginelli, Elisabetta, ed. La ricerca a fronte della sfida ambientale. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-763-8.

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"La ricerca a fronte della sfida ambientale", the third volume in the DOTTA series, this publication documents the third edition of the Osdotta seminar co-ordinated by the Polytechnic of Milan, held in Lecco on 12-13-14 September 2007. The acronym of the Monitoring Centre of the Doctorate in Architectural Technology (Osservatorio del Dottorato in Tecnologia dell'Architettura), Osdotta was generated by the need to create a space for cultural exchange in relation to research contents and methods pertinent to technological disciplines. An experience acknowledged as a site of scientific interconnection and networked structure, it sets itself the goal of exploring the complexity of the research on multiple scales, investigating and focusing emerging issues and studying the national training scenario so as to boost the professional level of the research. The 2007 edition of the national seminar demonstrates the consolidation of an inter-site education/training experiment of an innovative character that materialises in the rendering of the results of exchange and dialogue on a theme with a wealth of faceted values: the environment, in the form of a challenge that explores the relation with technology.
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École polytechnique fédérale de Lausanne. Rapport scientifique: Description generale de la recherche,projets de recherche, théses de doctorat, listes des publications scientifiques. [Lausanne]: [l'Ecole], 1988.

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Zelenkov, Mihail. Social conflicts of our time. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1090580.

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Based on the theoretical and practical experience of resolving modern social conflicts, the textbook examines the issues and problems of the origin, course and resolution of contradictions between the subjects of social relations. The article highlights the provisions of fundamental theories of the emergence of social conflicts, the results of the analysis of practical activities to resolve them, as well as the experience of previously prepared educational publications on this issue. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is addressed to teachers, students, undergraduates, postgraduates and doctoral students of higher educational institutions, and can also be used by practitioners in the field of information Analytics.
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American Chemical Society. Committee on Professional Training. Directory of graduate research 1999: Faculties, publications, and doctoral and master's theses in departments or divisions of chemistry, chemical engineering, biochemistry, medicinal/pharmaceutical chemistry, clinical chemistry, polymer science, food science, forensic science, marine science, toxicology, materials science, and environmental science at universities in the United States and Canada. [Washington, DC]: American Chemical Society, 1999.

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5

University of Illinois at Urbana-Champai. Faculty Publications and Doctoral Dissertations: 1911/1912. Creative Media Partners, LLC, 2018.

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Kara, Helen, and Janet Salmons. Publishing from Your Doctoral Research: Create and Use a Publication Strategy. Taylor & Francis Group, 2019.

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Kara, Helen, and Janet Salmons. Publishing from Your Doctoral Research: Create and Use a Publication Strategy. Taylor & Francis Group, 2019.

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Kara, Helen, and Janet Salmons. Publishing from Your Doctoral Research: Create and Use a Publication Strategy. Taylor & Francis Group, 2019.

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Kara, Helen, and Janet Salmons. Publishing from Your Doctoral Research: Create and Use a Publication Strategy. Taylor & Francis Group, 2019.

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Gross, Raphael. The “True Enemy”. Edited by Jens Meierhenrich and Oliver Simons. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199916931.013.29.

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This chapter offers a fresh analysis of the structural significance of antisemitism for the work of Carl Schmitt. Following the end of the Nazi state, Schmitt denied both his National Socialist and his public antisemitic engagement, constructing elaborate autobiographical legends. Many researchers have rejected any relationship between the political-legal theorist’s publications and his antisemitism. Critical voices represented a small minority of Schmitt researchers. This situation has essentially not changed despite controversy sparked by the publication in 2000 of the author’s doctoral dissertation, with its argument that encoded antisemitic ideas play a prominent role in Schmitt’s writings. Scholars skeptical of this argument have insisted that no clear evidence exists for Schmitt’s antisemitism before 1933. But as this chapter demonstrates, Schmitt’s diaries are replete with often crude and vehement antisemitic ideas. Key terms and concepts in Schmitt’s discursive arsenal must now be read in a very different light.
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Частини книг з теми "Doctorate by publication"

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Goodwin, Graham C., and Stefan F. Graebe. "The Art of Publication." In A Doctorate and Beyond, 69–76. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45877-9_10.

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Campbell, Karen. "The Retrospective PhD by Publication: A Lesser Doctorate?" In Landscapes and Narratives of PhD by Publication, 95–117. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04895-1_6.

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Traina, Samuel J. "Advising Doctoral Students in Soil Science." In SSSA Special Publications, 67–73. Madison, WI, USA: Soil Science Society of America, 2015. http://dx.doi.org/10.2136/sssaspecpub37.c9.

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Tight, Malcolm. "Is Peer Review Fit for Purpose?" In Peer review in an Era of Evaluation, 223–41. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-75263-7_10.

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AbstractPeer review is endemic to judgement in higher education. It is assumed that when we need to make a judgement on the quality of something—student performance, academic employment, teaching, research and publication—then we may rely on the assessment of peers, whether they be fellow students, lecturers or more senior academics. This chapter will illustrate and challenge this assumption, and assess how ‘fit for purpose’ peer review is in twenty-first century academe. It will focus on different practices of peer review in the contemporary higher education system, it will also question how well they work, how they might be improved and what the alternatives are. The examples to be discussed include refereed journal articles, the assessment of doctoral degrees and the UK Research Excellence Framework (REF).
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Giambartolomei, Gloria, Alex Franklin, and Jana Fried. "Supporting Institutional Transformations: Experimenting with Reflexive and Embodied Cross-Boundary Research." In Co-Creativity and Engaged Scholarship, 493–525. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84248-2_16.

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AbstractThe sustainable management of natural resources (SMNR) is concerned with socially and environmentally just decision-making processes around the access to, and the control over, natural resources. However, SMNR is imbued of multiple (and conflictual) intersecting knowledges, practice, expertise and value systems, as well as unequal power relations. This makes achieving meaningful and inclusive collaborative practices far from straightforward, and by no means easy to guarantee. This chapter discusses some evidence from Wales, drawing from a wider cross-boundary doctoral research project (led by the first author) on collaborative forms of SMNR, co-developed by a small transdisciplinary team of academics (the two co-authors) and (cross-divisional) civil servants within Welsh Government. Specifically, this chapter discusses the first author’s experience of transdisciplinary collaboration through the methodological lens provided by blending the Formative Accompanying Research (Freeth, R. (2019). Formative Accompanying Research with Collaborative Interdisciplinary Teams. Doctoral Thesis.) and the Embodied Researcher approach (Horlings et al., 2020). We offer a critical reflection on the first-hand experience of co-experimenting alongside policy actors with alternative and more creative ways of working in the spaces in between the written publication and implementation of SMNR legislation and policy.We explore the role of creative methods such as Theory U (Scharmer, 2018) in further promoting collaborative processes of meaning-making in transdisciplinary research settings, highlighting their contribution towards enabling emotional and embodied ways of working to be forefronted. In so doing, the chapter illustrates the role of emotional labour, vulnerability and energy in such co-experimental work by emphasizing the need for the practicing of care in building relationships of trust and collaboration, especially within the context of just sustainability transformations. We conclude by stressing the importance of dedicating sufficient time and resources to enable a culture of care (Bellacasa, 2017; Tronto, 2013) such that embodied and collaborative ways of working can be more fully supported and understood within governmental institutions.
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Al Nuaimi, Buthaina Ali, Hend Zainal, and Francisco Marmolejo. "Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity." In Knowledge Studies in Higher Education, 225–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_15.

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AbstractSince 1995, the Qatar Foundation (QF) has played a key role in the development of Qatar through education, science, and community development. QF is an “umbrella” array of more than 50 entities covering the entire educational system from PreK-12 schools to doctoral higher education, in addition to a variety of related organizations supporting innovation, health, culture, and community development. This case study examines how the QF Multiverse-city (MultiverCity) model has created synergies between Higher Education and Pre-University Education, which have contributed to support educational continuity during the pandemic across the Foundation and beyond. All the programs shifted to the online delivery mode and new professional development programs and online resources were designed and delivered to teachers to support them in this sudden transition. Also, QF organized a series of virtual global conferences addressing the impact of COVID-19 on education, the responses of schools and systems, and how to reimagine education postcrisis. An electronic publication discussing the different experiences shared in the conference with policy recommendations is being released with the aims of informing policymakers and educators in Qatar and globally.The unique ecosystem of QF has shown its advantages by witnessing a significant proliferation of initiatives devoted to supporting the continuation of elementary and secondary education both in QF schools and nationwide. One of the success factors of these initiatives is the strong links and partnerships that QF has established between its entities and all the education stakeholders nationally and internationally over the past 25 years. Community outreach and support to PreK-12 education have always been integral to QF strategy. At the same time, the pandemic has provided opportunities for further impact research, and for further learning about the impact of contingencies, implementation of emergency plans, and best practices for more effective connectedness between different levels of the educational system.
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Al Nuaimi, Buthaina Ali, Hend Zainal, and Francisco Marmolejo. "Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity." In Knowledge Studies in Higher Education, 225–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_15.

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Анотація:
AbstractSince 1995, the Qatar Foundation (QF) has played a key role in the development of Qatar through education, science, and community development. QF is an “umbrella” array of more than 50 entities covering the entire educational system from PreK-12 schools to doctoral higher education, in addition to a variety of related organizations supporting innovation, health, culture, and community development. This case study examines how the QF Multiverse-city (MultiverCity) model has created synergies between Higher Education and Pre-University Education, which have contributed to support educational continuity during the pandemic across the Foundation and beyond. All the programs shifted to the online delivery mode and new professional development programs and online resources were designed and delivered to teachers to support them in this sudden transition. Also, QF organized a series of virtual global conferences addressing the impact of COVID-19 on education, the responses of schools and systems, and how to reimagine education postcrisis. An electronic publication discussing the different experiences shared in the conference with policy recommendations is being released with the aims of informing policymakers and educators in Qatar and globally.The unique ecosystem of QF has shown its advantages by witnessing a significant proliferation of initiatives devoted to supporting the continuation of elementary and secondary education both in QF schools and nationwide. One of the success factors of these initiatives is the strong links and partnerships that QF has established between its entities and all the education stakeholders nationally and internationally over the past 25 years. Community outreach and support to PreK-12 education have always been integral to QF strategy. At the same time, the pandemic has provided opportunities for further impact research, and for further learning about the impact of contingencies, implementation of emergency plans, and best practices for more effective connectedness between different levels of the educational system.
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Nygaard, Lynn P., and Kristin Solli. "Making your doctorate your own." In Strategies for Writing a Thesis by Publication in the Social Sciences and Humanities, 155–71. Routledge, 2020. http://dx.doi.org/10.4324/9780429261671-7.

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Hunt, Tony. "Brian Woledge 1904–2002." In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0016.

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Brian Woledge (1904–2002), a Fellow of the British Academy and formerly Fielden Professor of French at University College London (UCL), devoted his professional life, with remarkable consistency of purpose, to understanding the Old French Language. As head of department at UCL, he would encourage students to take options in comparative philology and in phonetics. In the pursuit of such interests, Woledge's own commitment was absolute and unwavering and he rejoiced in sharing them. In 1930, thesis completed, the young scholar contemplated his future with greater equanimity, for he was armed with his first major publication, a study dedicated to Paul Barbier. In 1967, Woledge was for some months Andrew Mellon Visiting Professor at the University of Pittsburgh, and three years later received an honorary doctorate from the University of Aix-en-Provence. After his retirement he was a Leverhulme Emeritus Research Fellow 1972–1973 and 1973–1974, and in 1989 was elected to Senior Fellowship of the Academy.
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Saunders, Mark N. K. "Publications, what publications?" In How to Keep your Doctorate on Track, 429–30. Edward Elgar Publishing, 2020. http://dx.doi.org/10.4337/9781788975636.00066.

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Тези доповідей конференцій з теми "Doctorate by publication"

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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4912.

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Aim/Purpose This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. How-ever, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This pa-per provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort pro-gram for doctoral student outcomes. Findings There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendations for Researchers Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused sup-port are most effective in raising doctoral candidate productivity and efficacy.
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Glendinning, Irene, Laura Ribeiro, Shiva Sivasubramaniam, Muaawia Ahmad H. Ahmed, Ghazaleh Gholami, and Sumayyia Dawood Marar. "Educating early career researchers about threats and options for academic publishing." In 2ème Colloque International de Recherche et Action sur l’Intégrité Académique. « Les nouvelles frontières de l’intégrité ». IRAFPA, 2022. http://dx.doi.org/10.56240/cmb9927.

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Les politiques nationales ou institutionnelles mal conçues, telles que la fixation de quotas de publication pour les candidats au doctorat, les postes de professeurs ou les nominations universitaires permanentes, contribuent à la demande de revues peu recommandables et favorisent les pratiques médiocres et corrompues en matière de publication et de diffusion. Remplacer ces politiques par des objectifs plus réalistes, associés au soutien et aux conseils nécessaires, est une approche bien plus souhaitable. Cette présentation s’adresse aux décideurs politiques universitaires, aux chercheurs et aux superviseurs de doctorants et de post-docs. Notre présentation résumera l’approche de l’EPAD pour développer les compétences en matière de publication et de diffusion éthiques qui sont importantes pour toute personne concernée par la publication universitaire. Partager nos idées et écouter les idées d’autres personnes responsables du développement des compétences et des connaissances des CDC, sera d’un bénéfice mutuel.
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Ali, Azad, and Shardul Pandya. "Starting Doctoral Dissertation Journey with a Solid Research Problem Statement – A Four Stage Framework [Pre-publication draft]]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4770.

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Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation. Background: Doctoral students face difficulties writing their dissertation and they begin by writing the research problem statement. Methodology: This paper uses a framework widely used to describe student adjustment to graduate studies in general and to doctoral program in particular. Contribution: This study provides a framework to mentors/advisors that is helpful in guiding the students to writing their research problem statement. Findings: Writing a research problem statement is difficult by itself. Following a methodological approach suggested in this study could help with writing it. Recommendations for Practitioners: A methodological approach in writing the dissertation is helpful to mitigate the difficulties of writing the dissertation. Our study tackles difficulties with writing the research problem statement. Recommendations for Researchers: More research needs to be done on methodological approach to writing the other sections in the dissertation. Impact on Society: Our findings in this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statement Future Research: Intention for future research is to follow similar methodological approach in guiding students in writing the other sections of the dissertation. *** NOTE: The final version of this paper has been published in the International Journal of Doctoral Studies https://doi.org/10.28945/4839 ***
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Korytinová, Kristína. "Changes in the Density and Location of Supermarkets in Bratislava." In EDAMBA 2021 : 24th International Scientific Conference for Doctoral Students and Post-Doctoral Scholars. University of Economics in Bratislava, 2022. http://dx.doi.org/10.53465/edamba.2021.9788022549301.246-254.

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The main area of research is the dynamically developing capital city Bratislava and traditional supermarkets in its territory. The aim of the article is to examine the changes in the number of supermarkets in Bratislava and its districts between 2016 and 2021. In this publication, we apply analysis and synthesis in all phases of problem solving. We also use induction, deduction and the method of comparison. Finally, we apply the entropy calculation in a figurative sense to retail geography. The result will be the density of coverage of supermarkets in Bratislava and its individual city districts as a prerequisite for future development and in-depth research devoted to this issue.
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Palenčárová, Jana, Lasha Abuladze, and Jana Blštáková. "Goal Setting and KPI Measurement As Tools for Broader Use of Online Gamification." In EDAMBA 2021 : 24th International Scientific Conference for Doctoral Students and Post-Doctoral Scholars. University of Economics in Bratislava, 2022. http://dx.doi.org/10.53465/edamba.2021.9788022549301.369-382.

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Gamification is used in various HR areas since the 90s. With technologically savvy generations coming to workplace gamification importance as learning, motivation and communication tools shall be growing. However, its spread across industries and its intensity of use is limited so far. The lack of measurement, publication and comparison of gamification outcomes and effectiveness in reaching its goals may be burden for management in gamification implementation. In the article, we describe situation, when gamification is used to present new employers value proposition (EVP) to potential candidates as a HR tool. Using goals and KPIs in measuring impact of the gamification helps to evaluate impact of the tool and may help HR to justify its use in front of the company management in future as well. To conduct the research, we chose management best practice in goals setting and KPI measurement. Further, on case study “Online EVP gamification of New Generation Hospital” we prove that using gamification goals and KPIs gives management answers regarding its effectiveness. The conclusions expand the knowledge about measuring the effectiveness of online gamification.
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Vladlenov, Denis. "Topical issues of practice and science." In Topical issues of practice and science. International Science Group, 2021. http://dx.doi.org/10.46299/isg.2021.i.xxvi.

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The content and reliability of the articles are the responsibility of the authors. When using and borrowing materials reference to the publication is required. Collection of scientific articles published is the scientific and practical publication, which contains scientific articles of students, graduate students, Candidates and Doctors of Sciences, research workers and practitioners from Europe, Ukraine, Russia and from neighboring countries and beyond. The articles contain the study, reflecting the processes and changes in the structure of modern science. The collection of scientific articles is for students, postgraduate students, doctoral candidates, teachers, researchers, practitioners and people interested in the trends of modern science development.
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Tzanev Roussev, Rossen. "La thèse de doctorat et la dimension préliminaire de l’écriture." In 2ème Colloque International de Recherche et Action sur l’Intégrité Académique. « Les nouvelles frontières de l’intégrité ». IRAFPA, 2022. http://dx.doi.org/10.56240/cmb9918.

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The problem of the birth of the genre of the academic writing textbook – in the United States, Europe and France – allows us to approach the question of doctoral writing in terms of the literature of editorial orientation (devoted to what one must do to write a good thesis) and the literature of academic integrity (devoted to what one must not do to write a good thesis). It is from this perspective that the paper highlights the writing textbooks of Umberto Eco (1977), Michel Beaud (1985) and Howard S. Becker (1986). The writing textbook, beginning with the very first one, John Conrad Almack’s (1930), is seen as an academic effect of the growth in student enrollment and, in particular, in doctoral student enrollment. The author states a chronological hypothesis that the year of publication of John C. Almack’s textbook, 1930, marks the beginning of American academic hegemony.
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Zhang, Feng. "Publishing (In)Consistently as a Doctoral Student: Differences in Publication as a Function of Mentorship." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889142.

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Ozan Aksöz, Emre, İpek Itir Can, and Ervin Mihelj. "BIBLIOMETRIC ANALYSIS OF POSTGRADUATE DISSERTATIONS PUBLISHED ON THE SUBJECT OF SOCIAL ENTREPRENEURSHIP IN TOURISM: A COMPARISON OF TURKEY, THE UNITED KINGDOM AND THE UNITED STATES OF AMERICA." In Tourism in Southern and Eastern Europe 2021: ToSEE – Smart, Experience, Excellence & ToFEEL – Feelings, Excitement, Education, Leisure. University of Rijeka, Faculty of Tourism and Hospitality Management, 2021. http://dx.doi.org/10.20867/tosee.06.1.

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The study aims to examine postgraduate dissertations in the areas of social entrepreneurship, social entrepreneurship in tourism and entrepreneurship in tourism published in Turkey, the United Kingdom, and the United States through bibliometric analysis. For this purpose, a total of 126 doctoral dissertations published between 2015-2020 were reached through Proquest Dissertations, YÖK National Dissertations Center, EThOS British Library and EBSCO Dissertations databases. The obtained dissertations were discussed in line with parameters of country where the dissertations were prepared, type of the dissertations, publication year of the dissertations, title of the dissertation’s supervisor, university where the dissertations were prepared, field of study of the dissertations, and research method used in the dissertations. In conclusion, it was found that Turkey was behind the United Kingdom and the United States in terms of quantity of doctoral dissertations published about social entrepreneurship and entrepreneurship in tourism. Social entrepreneurship in tourism has been found to be a current issue that needs to be researched and has a large literature gap for all three countries.
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Sagdat, Tazhibayeva, Mun Grigoryi, Irmukhametova Galiya, Ongarbayev Yerdos, Myltykbaeva Zhannur, and Musabekova Altynai. "Organization of the Ph-doctoral studies on the chemical specialties." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2627.

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Problem of globalization of the educational process and integration into the international educational space is one of the most urgent problems for the Kazakh universities. In this regard, generalization of experience in training of PhD students is of particular interest, since training of PhD students is different in different countries. The example of the organization of educational process and scientific research in the PhD studies of chemical specialties at Faculty of Chemistry and Chemical Technology Al-Farabi Kazakh National University shows the peculiarities of the organization and defense of dissertations in Kazakhstan universities. It is shown that the training of specialists - doctoral students at Kazakhstan universities is carried out on the basis of theoretical and practical tests. At the same time currently the state of theoretical training and practical research is 1:1,5 however there is a tendency of decrease of the theoretical training. Conditions for preparation and defense of PhD-dissertations are described. The main requirements for the defense are marked: fulfillment of theoretical training and practical research in amount of 75 credits, the publication of results in journals with non-zero impact factor and approbation of the results in international scientific conferences.
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Звіти організацій з теми "Doctorate by publication"

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Rim, Jung Ho, and Lav Tandon. Annual Report on the Activities and Publications of the DHS-DNDO-NTNFC Sponsored Post-doctoral Fellow at Los Alamos National Laboratory. Office of Scientific and Technical Information (OSTI), April 2015. http://dx.doi.org/10.2172/1177988.

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Coleman, Magen E., and Lav Tandon. Annual Report on the Activities and Publications of the DHS-DNDO-NTNFC-Sponsored Post-doctoral Fellow at Los Alamos National Laboratory. Office of Scientific and Technical Information (OSTI), April 2012. http://dx.doi.org/10.2172/1039315.

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Stanley, Floyd E., and Lav Tandon. A Report on the Activities, Publications, and Pending Research of DHS/DOD Sponsored Post-doctoral Research Associate at Los Alamos National Laboratory. Office of Scientific and Technical Information (OSTI), April 2012. http://dx.doi.org/10.2172/1039317.

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