Статті в журналах: "Doctorate by publication"

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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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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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Ghose, Toorjo, Samira Ali, and Becca Keo-Meier. "Diversity in Social Work Doctoral Programs." Research on Social Work Practice 28, no. 3 (June 6, 2017): 265–71. http://dx.doi.org/10.1177/1049731517710725.

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Students of color (SOC) face multiple barriers to being admitted and retained in social work doctoral programs. We describe these hurdles and propose approaches to circumvent them. Admission challenges include a lack of guidance, financial hurdles, underpreparedness, and racism directed at applicants. Retention challenges include a dearth of mentorship, financial hardship, lack of academic support, and discrimination experienced by students. We propose institutional and structural responses to these challenges. Programs should recruit from milieus marked by diversity, de-emphasize standardized scores and blind reviews in admissions, increase faculty of color numbers, establish crosscutting mentorship networks, and expand academic and financial support. At the structural level, teaching credentials for core classes should be reconsidered, research and publication reimagined, and community engagement emphasized. Finally, moves like the replacement of tenured with adjunct faculty and the initiation of doctorate in social work programs should be examined for their implications to the career prospects of SOC.

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Cahyono, Bambang Yudi, and Rosyi Amrina. "Indonesian EFL Students’ Perception on Training in Writing Research Articles for Publication." Journal of Language Teaching and Research 7, no. 5 (September 1, 2016): 859. http://dx.doi.org/10.17507/jltr.0705.05.

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Students in a high level of education must have been familiar with a great number of publications, including research articles. However, they might not have been experienced in writing and publishing their own research articles. This study reports the results of training 15 EFL students in the Doctorate Program in English Language Teaching (ELT) of an Indonesian university to carry out research and write the reports in the form of research articles. More particularly, it examined the students’ perception on the training in writing research articles for publication. The students attended 16-week course, Research on Second Language Writing, one of the courses offered in the university. The students were trained to understand the nature of research articles and practice in conducting research and writing their research articles. At the end of the course, they were requested to give responses to questions on whether or not they were assisted in writing research article abstracts; in developing the abstracts into research articles; and in developing sections of the research articles. The results showed that the students informed that they were assisted in writing research article abstracts, in developing abstracts into research articles, and in developing sections of the research articles.

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Lopatina, Natalya. "Library and information sciences in 2017–2018: The focuses and findings of theses research." Scientific and Technical Libraries, no. 5 (April 29, 2019): 7–21. http://dx.doi.org/10.33186/1027-3689-2019-5-7-21.

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The author reviews and analyzes theses in the disciplines 05.25.03 – Library science, bibliography and bibliology, and 05.25.05 – Information systems and processes, defended at Moscow State Institute of Culture, Dissertation Committee D 210.010.01 in support of candidature and doctorate for a degree in pedagogy and engineering. The dissertations by A. V. Trusov, E. V. Russkikh, O. O. Kondratenko, K. E. Sokolinsky, D. A. Bashirov, I. A. Vaganova and M. A. Kharintseva are discussed. The bibliographic data, information on supervisors, official opponents and organization, research findings, and issues discussed at a viva voce, are cited for each of the theses.The process of the dissertation discussion by scientific community and the members of the dissertation committee is reviewed. The Dissertation Committee offered several practical applications for the solutions as suggested by the candidates. The prospects for further studies are revealed, prospective scientific problems are set up.The publication activities of the applicants are analyzed; the open sites (conferences, professional forums) where theses findings are tested are defined. The journals interested in the publications of new masters and doctors are named.

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Thompson, David. "The training imperative." Educational and Child Psychology 35, no. 4 (March 2018): 51–61. http://dx.doi.org/10.53841/bpsecp.2018.35.4.51.

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The changes taking place within the Sheffield service from 1970 onwards, away from child guidance towards a broadly based application of psychology within the whole education department, not just schools, raised questions about training psychologists to take up this new role. Since the publication of the Summerfield report in 1968 (DES, 1968), there was pressure to increase initial training places by opening up new courses rather than simply expand places on existing courses. Sheffield University had an excellent Department of Psychology as well as a strong School of Education. David Loxley was a graduate from the Psychology department in Sheffield University, and was keen to support the development of such a course.The first course tutor to be appointed to the course was David Thompson, already working as a Senior EP in Sheffield. Later associate tutors working part-time in the Sheffield Service and part-time on the Sheffield University training course cemented the close relationship, and had a profound influence on the course structure and content.By the 1990s pressures for structured continuing professional development (CPD) for serving psychologists was growing, both through the requirements of the British Psychological Society (BPS) for chartered psychologists and through the rapid changes in education (national curriculum and its associated assessment procedures, introduction of the Code of Practice for SEN). The tutors on the Sheffield MSc course saw opportunities to develop a taught doctorate to meet these needs, with the first students accepted onto this new doctorate programme in 1996 The experience of developing and teaching this new programme was valuable when initial training for EPs moved to a three-year doctoral course.David Thompson remained as course tutor from 1974 until his retirement in 2007. He reflects on his long experience in the field of initial training and continuing professional development in the field of EP training in the following chapter.

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Sullivan, Eleanor J. "Leader Interview: A Long, Evolving Nursing Career." Creative Nursing 7, no. 4 (January 2001): 4–12. http://dx.doi.org/10.1891/1078-4535.7.4.4.

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For this issue of Creative Nursing Journal, our Leader Interview is with Eleanor J. Sullivan, RN, PhD, FAAN, who began her career at an associate-degree nursing program and rose to become a doctorate-level researcher and nursing school dean, most recently at the University of Kansas. She served as president of Sigma Theta Tau International from 1997 to 1999, and is editor of the Journal of Professional Nursing, a publication of the American Association of Colleges of Nursing. She also wrote one the best known textbooks on nursing management, Effective Leadership and Management in Nursing, now in its fifth edition. CNJ publisher Marie Manthey interviewed her friend.

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Goldstein, Laurence. "Wittgenstein's Ph.D Viva—A Re-Creation." Philosophy 74, no. 4 (October 1999): 499–513. http://dx.doi.org/10.1017/s0031819199000649.

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Wittgenstein's Ph.D. viva, held in June 1929, was a charade, for the dissertation presented by Wittgenstein was his Tractatus Logico-Philosophicus which had achieved the status of a classic in the seven years since its publication and was widely acclaimed as a masterpiece. The viva was treated by all participants as something of a joke, and the doctorate was duly awarded. But suppose that the viva had been properly conducted, and Wittgenstein had been subjected to searching criticism of the content of his dissertation, and the examiners had looked carefully at the question of how original were the ideas... ? I here present, in the form of a drama, that counterfactual viva.

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Wakimoto, Diana K. "While Collaboration Is Increasing in the Profession the LIS Dissertation Remains a Solo-Authored Monograph." Evidence Based Library and Information Practice 6, no. 3 (September 14, 2011): 61. http://dx.doi.org/10.18438/b88w4q.

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Objective – To investigate collaboration in LIS doctoral education, in particular the extent and perception of collaboration between advisors and advisees, and the dissertation as a collaborative product. Design – Quantitative and qualitative analysis of questionnaire data. Qualitative analysis of interviews. Bibliometric analysis of curricula vitae (CVs) and dissertation citations. Setting – American Library Association (ALA)-accredited, doctorate-granting schools in the United States and Canada. Subjects – A total of 374 full-time, tenured faculty members with the rank of associate or full professor (advisor group) and 294 assistant professors (advisee group) comprised the pool of faculty members (n=668) who were sent the questionnaire. Of these, 30 individuals participated in follow-up telephone interviews, which were equally split between the two groups. There were 97 faculty members from the original pool of 668 faculty members were included in the bibliometric analyses. Methods – The author developed two questionnaires, one for the advisors (associate and full professors) and one for the advisees (assistant professors), and sent the surveys to faculty members at ALA-accredited schools in the United States and Canada. The questionnaires gathered information about the extent of collaboration and perceptions of collaboration in LIS doctoral education. The author also collected contact information from those interested in participating in a follow-up interview. The author selected the first 30 individuals who responded as the interview participants. The interview participants were split equally between advisors and advisees. A separate subpopulation of 97 faculty members was chosen for the bibliometric analysis phase of the study. These faculty members were chosen with the following criteria: graduation from an ALA-accredited school; full-text of dissertation available online; and a current, full CV available online. CVs were searched to determine the level of co-authoring before and after graduation. Main Results – A total of 215 faculty members completed the questionnaires. The results from the surveys showed that more than 61% of the advisors reported collaborating with at least half of their advisees, while 58% of the advisees reported collaborating with their advisors. Both advisors and advisees defined collaboration mainly as publishing, researching, and presenting together. More than 50% of the advisors reported co-publishing with half of their advisees during the advisees’ doctoral education. The advisors reported co-publishing with less than 30% of their advisees after the students completed their doctoral education. Advisees reported similar numbers: 44% and 31%, respectively. Following graduation, the majority of advisees (96%) planned to publish from their dissertations. Of these, 78% did not plan to include their advisor as co-author in these publications. 42% of the advisors reported that none of their advisees included them as co-authors, while 3% of advisors stated that their advisees always included them as co-authors. After the 30 interview transcripts were coded using inductive and deductive approaches, the results showed that advisees saw research as a process whereby they became collaborators with their advisors. Advisees also found collaboration with other doctoral students as “kind of key” (p. 7). Advisors saw collaboration as a form of mentorship. However, both advisees and advisors reported that the dissertation itself was not a collaborative product, with the responsibilities of the dissertation tasks falling more heavily on the advisees than the advisors, except in the realm of reviewing and approving the final version of the dissertation. Analysis of the CVs for co-publishing between advisees and their advisor and/or committee members showed that 41% of the advisees published with their advisors and 34% published with at least one committee member before receiving their doctorate. After receiving their doctorates, 31% of the advisees published with their advisors and 32% published with a committee member. Conclusion – The author concluded that a majority of advisors and advisees see collaboration as joint publication during the period of doctoral studies. Both advisors and advisees see the doctoral dissertation as a solo-authored monograph and not a collaborative product. However, other forms of collaboration among advisees and their advisors, committee members, and fellow doctoral students are viewed as important parts of the doctoral education experience. Based on these findings, the author suggests that the profession may need to adapt its model of doctoral education to become more aligned with the increasingly collaborative nature of LIS research.

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Kasparkova, Alena, and Kamila Etchegoyen Rosolová. "Supporting Academic Writing and Publication Practice: PhD Students in Engineering and their Supervisors." Journal of Academic Writing 10, no. 1 (December 18, 2020): 221. http://dx.doi.org/10.18552/joaw.v10i1.614.

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Supporting Academic Writing and Publication Practice: PhD Students in Engineering and their Supervisors This poster documents the bottom-up efforts leading to the establishment of an academic writing support program for doctoral students at an engineering university in the Czech Republic (CR). To defend their dissertation, by law Czech doctoral students have to have published their research. Moreover, many faculties require their doctoral students to publish in prestigious English-medium journals, which is a challenge even for the students’ supervisors. Although publication requirements prior to dissertation defence are becoming common in many countries (Kamler and Thompson, 2014; Kelly, 2017), Czech students often face a challenge of writing in the absence of any prior writing support, where insufficient knowledge of English only adds an extra hurdle to the already difficult task of argumentation absent in Czech schooling. CR has a comparatively high number of doctoral students, but also alarmingly high drop-out rates with more than 50% students not finishing their studies (Beneš et al., 2017). In part, this is due to the students’ difficulties to publish (National Training Fund, 2019). This challenge could be addressed with systematic writing development, but Czech educators and dissertation supervisors are not commonly aware of composition being teachable as we learned from our preliminary study on writing support in doctoral programs in several Czech universities (Rosolová & Kasparkova, in press). While supervisors and university leaders tended to see writing development as a responsibility of the students, the doctoral students were calling for systematic support. We strive to bring attention to the complexity of writing development and introduce a discourse on academic writing that conceives of academic writing as a bundle of analytical and critical thinking skills coupled with knowledge of rhetorical structures and different academic genres. We show how these skills can be taught through a course drawing on the results from a needs analysis survey among engineering doctoral students, the target population for this course (for more information on the survey, see Kasparkova & Rosolová, 2020). In the survey, students expressed a strong interest in a blended-learning format of the course, which we base on a model of a unique academic writing course developed for researchers at the Czech Academy of Sciences, but not common in Czech universities. Our course is work in progress and combines writing development with library modules that frame the whole writing process as a publication journey ranging from library searches, to a selection of a target journal and communication with reviewers. Because we are well aware that a course alone will not trigger a discourse on writing development in Czech higher education, we also plan on involving a broader academic community through workshops for supervisors and a handbook on teaching academic writing and publishing skills for future course instructors. Colleagues at EATAW 2019 conference commented on the poster sharing their difficulties from the engineering context and for instance suggested a computer game to engage engineers. This resonated with our plan to invite our engineers into the course through a geo-caching game – for more, see Kasparkova & Rosolová (2020). References Beneš, J., Kohoutek, J., & Šmídová, M. (2017). Doktorské studium v ČR [Doctoral studies in the CR]. Centre for Higher Education Studies. https://www.csvs.cz/wp-content/uploads/2018/10/Doktorandi_final_2018.pdf Rosolová, K. E., & Kasparkova, A. (in press). How do I cook an Impact Factor article if you do not show me what the ingredients are? Educare. https://ojs.mau.se/index.php/educare Kamler, B., & Thomson, P. (2014). Helping Doctoral Students Write (2nd edition). Routledge. Kasparkova, A., & Rosolová, K. (2020). A geo-caching game ‘Meet your Editor’ as a teaser for writing courses. 2020 IEEE International Professional Communication Conference (ProComm), Kennesaw, GA, USA, 2020, pp. 87-91. https://doi.org/10.1109/ProComm48883.2020.00019 Kelly, F. J. (2017). The idea of the PhD: The doctorate in the twenty-first-century imagination. Routledge. National Training Fund. (2019). Complex study of doctoral studies at Charles University and recommendations to improve the conditions and results. Report for the Charles University Management. Prague.

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L Conrey, Meredith, Gene Roberts, Jr., Melissa R Fadler, Matias M Garza, Clifford V Johnson, Jr., and Misty Rasmussen. "Perceptions After Completing the Degree: A Qualitative Case Study of Select Higher Education Doctoral Graduates." International Journal of Doctoral Studies 15 (2020): 305–27. http://dx.doi.org/10.28945/4572.

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Aim/Purpose: Limited research exists on the perceived value that a doctoral degree has on higher education administrators’ goals; therefore, this collective case study had two purposes. The first was to assess qualitatively the perceptions of four doctorate-holding higher education administrators to explore the potential value associated with their degrees, and the second was to determine whether they perceived that their degree attainments influenced the achievement of their professional goals, if at all. Background: Understanding goal attainment and the value associated with obtaining a doctoral degree is important to recognize the needs of doctoral students and to inform how to support degree-seeking professionals in achieving their professional goals. Building upon the conceptual model of doctoral value, as defined by Bryan and Guccione (2018), the researchers also utilized Becker’s (1964) human capital theory as the framework for understanding the perceptions of select administrative professionals who have completed their doctoral degrees in higher education. Methodology: Because this was a collective case study, four doctorate-holding higher education administrators were selected, through convenience sampling, to engage in a formal semi-structured face-to-face interview. Interview responses were evaluated using ethnographic analysis (i.e., domain analysis, taxonomic analysis, and componential analysis). Contribution: Findings from this research can be used to better understand the perceptions of graduates who earned a doctoral degree in education, particularly with an increase in the number of doctoral degrees in that field. The results from this study align with findings from previous studies. Findings: The ethnographic analysis of the data indicated that the administrators perceived their doctoral degree as a way to advance professionally (e.g., career opportunities and research publication) and as a way to improve personally (e.g., increased confidence and becoming a role model). Two domains emerged: attainment of goals and perceptions of doctoral degree value. The taxonomic analysis revealed that the attainment of goals included personal and professional goals. Lastly, the componential analysis led to the discovery of nine attributes associated with obtaining a doctoral degree. Recommendations for Practitioners: Administrators in higher education degree programs should understand the needs of their students while they are participating in doctoral studies. By knowing what doctoral students expect to gain after obtaining a doctoral degree, doctoral-program administrators might consider tailoring courses and support programs to meet doctoral student needs. Recommendation for Researchers: Additional longitudinal studies should be undertaken to understand better how doctoral graduates view the value of their degree many years later. Do their perceptions change over time, or are they solidified? Impact on Society: With an increasing number of individuals obtaining doctoral degrees in higher education, departments, colleges, and universities need to understand whether graduates find that their degree has been useful. Because there is a demand for agencies to emphasize skills and work-related training, the perceived value of the degree can inform policymakers on changes in curriculum and programming to increase the perceived value of the doctoral degree. Future Research: Future research should expand upon the number of students who are interviewed, and students in other academic programs may be interviewed to understand similarities and differences. Longitudinal studies should be conducted to understand if the perception of degree value changes over time.

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Juhász, Csaba, and Julianna Mocsáriné Fricz. "Competence modules of the agro-environmental engineering bachelor course in Hungary." Acta Agraria Debreceniensis, no. I (October 5, 2010): 229–36. http://dx.doi.org/10.34101/actaagrar/i/8407.

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One of the most important goals of the Bologna Process is to introduce the three circle system: bachelor, master, doctorate courses. In Hungary from 2006/2007 academic year 132 bachelor courses are launched. One of the launched bachelor course is environmental engineering of which the scientific background and economical sector are rapidly changing. Hence, to help graduates from this area to find a job, it is very important to examine working activities, expectations of employers, to study requirements of the training programs, the system of competencies. Having examined these points, frameworks of professional requirements have been worked out by 27 validation tests. In this publication, the results of the research work related to the environmental engineering bachelor program were presented.

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de Moor, Jaap. "New Publications in 1998." Itinerario 22, no. 4 (1998): 97–121. http://dx.doi.org/10.1017/s0165115300023536.

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The year 1998 saw the publication of a new and impressive handbook on the history of Dutch economic expansion and political domination in Asia and the Indonesian Archipelago in particular: J.J.P. de Jong's De waaier van het fortuin (The fan of fortune). Its almost seven hundred pages are packed with information about the Dutch in the Indonesian archipelago in the period between 1595, when the first Dutch ships departed for Asia, and 1950, when the Dutch colonial presence in Indonesia (with the exception of Dutch New Guinea) came to an end. De Jong, an official at the Dutch ministry of Foreign Affairs, who obtained his doctorate with a thesis on the Indonesian decolonisation in 1988, has undoubtedly delivered his magnum opus with this new study. The book does not only tell the story of the Dutch expansion in Indonesia, it also gives a number of new or partly new interpretations of Dutch colonial history in the archipelago. It is divided into five parts: I: The Era of the Dutch East India Company; II: ‘Plantation Java’; III: The Era of Changes, 1870–1918; IV: The Modern Colony, 1918–1942; and V: ‘Denouement’, 1942–1950.

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Hasselback, James R., Alan Reinstein, and Mohammad Abdolmohammadi. "Benchmarking the Research Productivity of Accounting Doctorates." Issues in Accounting Education 27, no. 4 (November 1, 2012): 943–78. http://dx.doi.org/10.2308/iace-50253.

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ABSTRACT Increasing attention to faculty research productivity suggests a need for reliable benchmarks, which the literature has provided. We add to this literature by providing alternative benchmarks based on records of 5,607 accounting doctoral graduates from 1971–2005. We measure research productivity in four ways: (1) unadjusted number of published articles in the Best 3, Best 13, Best 24, and Best 40 journals, (2) published articles adjusted for journal quality scores, (3) published articles adjusted for coauthorship, and (4) published articles adjusted for both journal quality and coauthorship. We find evidence that average publication productivity of accounting faculty per year has steadily increased over the 35 years under study. We present benchmark measures based on faculty productivity in four sets of journals both from 1971–2005 and for each year of 2001–2005. The former shows that a significant proportion of doctoral graduates have never published in any of the 40 journals studied. The latter shows nine years of productivity in the most recent years. These data can be useful as a benchmark for promotion and tenure decisions. We also present productivity percentiles as another benchmark, followed by research productivity of the top 10 most productive faculty (based on the most conservative measure of published articles adjusted for both journal quality and coauthorship) from 1971–2005 as yet another benchmark. Additional analysis indicates very high correlations between productivity measures. This evidence indicates that productive researchers rank high regardless of the productivity measure used to evaluate them. Finally, multivariate tests reveal effects for gender (male faculty generally scoring higher than female faculty), school of affiliation (faculty at doctoral granting institutions as significantly more productive than their counterparts at nondoctoral schools), professorial rank (professors scoring higher than those in administrative and other roles), and teaching years since doctorate (those with 10 years or less of service since doctoral year being more productive than those with 11 years or more). The benchmarks identified in the study can help with tenure, promotion, merit pay, appointment and renewal of chaired professorships, and other resource allocation decisions.

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Agrios, George N. "The Doctor of Plant Medicine Program at the University of Florida: Growers, Agricultural Agencies, and Industries Need Plant Doctors." Plant Health Progress 2, no. 1 (January 2001): 19. http://dx.doi.org/10.1094/php-2001-0724-01-ps.

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The Doctor of Plant Medicine program is a new graduate doctorate program that ushers in a new discipline, Plant Medicine, and a new profession, the Plant Doctor. Like anything else that is new, it has its share of skeptics. Plant medicine does not compete with or supplant any of the existing disciplines. It fills a central void left by the specialization of each discipline. Plant medicine does not do either basic or applied research but it depends for it and it borrows from the research done by PhDs of all the related disciplines including soils, agronomy, horticulture, entomology, nematology, plant pathology, etc. Plant medicine is an applied, problem-solving discipline and plant doctors learn to solve health problems of plants by learning to identify the biotic or abiotic cause of any such problem and by providing recommendations for its management or control. Accepted for publication 18 July 2001. Published 24 July 2001.

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SİPAHİ, Oğuz Reşat, Derya ÇAĞLAYAN SERİN, Hüsnü PULLUKÇU, Meltem TAŞBAKAN, Demet KÖSELİ ULU, Tansu YAMAZHAN, Bilgin ARDA, Hilal SİPAHİ, and Sercan ULUSOY. "Publication Rates of Turkish Medical Specialty and Doctorate Theses on Medical Microbiology, Clinical Microbiology and Infectious Diseases Disciplines in International Journals." Mikrobiyoloji Bulteni 48, no. 2 (April 28, 2014): 341–45. http://dx.doi.org/10.5578/mb.7003.

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Ong, Ardvin Kester S., Yogi Tri Prasetyo, Michael Nayat Young, John Francis T. Diaz, Thanatorn Chuenyindee, Poonyawat Kusonwattana, Nattakit Yuduang, Reny Nadlifatin, and Anak Agung Ngurah Perwira Redi. "Students’ Preference Analysis on Online Learning Attributes in Industrial Engineering Education during the COVID-19 Pandemic: A Conjoint Analysis Approach for Sustainable Industrial Engineers." Sustainability 13, no. 15 (July 26, 2021): 8339. http://dx.doi.org/10.3390/su13158339.

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The decline of enrollees for industrial engineering during the COVID-19 pandemic and the increasing demand for professional industrial engineers should be explored. The purpose of this study was to determine the preference of industrial engineering students of different educational levels on online learning during the COVID-19 pandemic. Specifically, this study utilized conjoint analysis with orthogonal design considering seven attributes: delivery type, layout, term style, final requirements, Coursera requirements, seatwork and practice sets, and platforms. Among the attributes, 20 stimuli were created through SPSS and were answered voluntarily by 126 respondents utilizing a 7-point Likert Scale. The respondents were comprised of 79 undergraduate, 30 fully online master’s degree, and 17 master’s and doctorate degree students collected through purposive sampling. One university from the two available universities that offer all educational levels of IE in the Philippines was considered. The results showed that undergraduate students considered the final requirements with multiple-choice as the highest preference, followed by non-modular term style, and no seatwork and practice sets. In addition, fully online master’s degree students considered delivery type with the mix as the highest preference, followed by layout, and no seatwork and practice sets. Finally, master’s and doctorate degree students considered final requirements with publication as the highest preference, followed by no seatwork and practice sets, and mix delivery type. The students are technologically inclined, want to learn at their own pace, know where and how to get additional online learning materials, but still need the guidance of teachers/professors. The results would help contribute to the theoretical foundation for further students’ preference segmentation, specifically on online learning during the COVID-19 pandemic worldwide. Moreover, the design created could be utilized for other courses in measuring students’ preference for online learning even after the COVID-19 pandemic.

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GONZÁLEZ DEL CAMPO, AINHOA. "IMPACT ASSESSMENT RESEARCH IN IRELAND AND SPAIN: AN OVERVIEW OF CURRENT TRENDS AND FUTURE DIRECTIONS." Journal of Environmental Assessment Policy and Management 17, no. 01 (March 2015): 1550007. http://dx.doi.org/10.1142/s1464333215500076.

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Incorporation of impact assessment in undergraduate academic curricula has remained underdeveloped in both Ireland and Spain, with the subject commonly narrowed down to a general introduction to impact assessment legislation and procedural stages supported by a number of illustrative case studies. This approach is often transferred to postgraduate level, with a limited number of Masters programmes including impact assessment as a subject, and fewer being dedicated to impact assessment alone. This, in turn, has resulted in limited research in the area and more importantly, in very few academic research publications. At Master's level, research has mainly focused on the quality of EISs (often focusing on controversial sectors such as wind energy or mining) and public participation related issues. At the doctorate level, a limited number of EIA/SEA related PhD dissertations can be found, and the range of issues covered is quite varied and sparse. The largest drivers for SEA research are government initiatives and research calls. This commonly translates into publication of extensive normative guidance on EIA, SEA and Appropriate Assessment, as well as on current practice review reports and good practice recommendations. Relevant dissemination activities can also be found in Ireland and Spain, including provision of platforms for knowledge exchange and learning on impact assessment methods and tool. More efforts and funding are however needed to promote empirical academic research, and thereby advance impact assessment research and practice in relevant sectors and areas, including impact assessment theory and governance, public participation effectiveness, cumulative effects assessment or environmental limits.

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Brandenberger, David. "‘Stalinist Russocentrism’: An Interview with David Brandenberger about the Second Russian Edition of his Monograph National Bolshevism: Stalinist Mass Culture and the Formation of Modern Russian National Identity, 1931-1956 (Cambridge, Mass.: Harvard University Press, 2002. viii, 378 p.)." RUDN Journal of Russian History 19, no. 1 (December 15, 2020): 214–39. http://dx.doi.org/10.22363/2312-8674-2020-19-1-214-239.

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David Brandenberger holds a doctorate in history (PhD.) and is professor of Russian and Soviet history in the Department of History at the University of Richmond (USA). He is also an associate researcher at the National Research University “Higher School of Economics” in Moscow. He is the author of books on the formation of Russian national identity during the Stalin era and on the infl uence that party propaganda and mass culture had on that process. In this interview, David Brandenberger discusses the arguments and methodologies that contributed to his monograph that was initially published in English and then in two Russian editions: National Bolshevism: Stalinist Mass Culture and the Formation of Modern Russian National Identity, 1931-1956 (Cambridge: Harvard University Press, 2002), Natsional-bol’shevizm: stalinskaya massovaya kul’tura i formirovaniye russkogo natsional’nogo samosoznaniya, 1931-1956 gg. (St Petersburg: Akademicheskiy proekt, 2009) и Stalinskiy russotsentrizm: Sovetskaya massovaya kul’tura i formirovaniye russkogo natsional’nogo samosoznaniya, 1931-1956 gg . (Moscow: ROSSPEN, 2017). Among other things, the author discusses how his thoughts on the topic of this book have evolved since its fi rst publication in light of scholarly debate and the increased availability of primary and secondary sources.

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Benson, PJ. "Eyes wide open: reader and author responsibility in understanding the limits of peer review." Annals of The Royal College of Surgeons of England 97, no. 7 (October 1, 2015): 487–89. http://dx.doi.org/10.1308/rcsann.2015.0032.

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‘Medical science can only flourish in a free society and dies under totalitarian repression.’ 1 Peer review post-publication is relatively easy to define: when the world decides the importance of publication. Peer review pre-publication is what the scientific community frequently means when using the term ‘peer review’. But what it is it? Few will agree on an exact definition; generally speaking, it refers to an independent, third party scrutiny of a manuscript by scientific experts (called peers) who advise on its suitability for publication. Peer review is expensive; although reviewers are unpaid, the cost in time is enormous and it is slow. There is often little agreement among reviewers about whether an article should be published and peer review can be a lottery. Often referred to as a quality assurance process, there are many examples of when peer review failed. Many will be aware of Woo-Suk Hwang’s shocking stem cell research misconduct at Seoul National University. 2 Science famously published two breakthrough articles that were found subsequently to be completely fabricated and this happened in spite of peer review. Science is not unique in making this error. However, love it or hate it, peer review, for the present time at least, is here to stay. In this article, Philippa Benson, Managing Editor of Science Advances (the first open access journal of the American Association for the Advancement of Science), discusses the merits of peer review. Dr Benson has extensive experience in the publishing world and was Executive Director of PJB Consulting, a not-for-profit organisation supporting clients on issues related to converting to full electronic publishing workflows as well as challenges working with international authors and publishers. Her clients included the Public Library of Science journals, the American Society for Nutrition and the de Beaumont Foundation. She recently co-authored a book, What Editors Want: An Author’s Guide to Scientific Journal Publishing (University of Chicago Press), which helps readers understand and navigate the publishing process in high impact science and technical journals. Her master’s and doctorate degrees are from Carnegie Mellon University. JYOTI SHAH Commissioning Editor References 1. Eaton KK . Editorial: when is a peer review journal not a peer review journal? J Nutr Environ Med 1997 ; 7 : 139 – 144 . 2. van der Heyden MA , van de Ven T , Opthof T . Fraud and misconduct in science: the stem cell seduction . Neth Heart J 2009 ; 17 : 25 – 29 .

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Abrudeanu, Marioara, Pierre Ponthiaux, Jean Pierre Millet, Adriana Gabriela Plaiasu, Xavier Balandraud, Michel Grediac, Julitte Huez, Sergiu Stanciu, Vasile Rizea, and Maria Magdalena Dicu. "Romanian-French Collaboration for Master and Doctoral Studies in "Materials Engineering"." Applied Mechanics and Materials 657 (October 2014): 1083–87. http://dx.doi.org/10.4028/www.scientific.net/amm.657.1083.

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Materials engineering involves knowledge of the fundamental physics, chemistry and engineering of materials in order to elaborate, develop, and use materials with superior and new properties. The research, development and applications of materials are the major reasons behind the availability, cost reduction, innovations and improvements in all the fields of industry. Master's programs are designed to give you a solid (strong) education in the materials engineering field. Students entering a Master program have already earned a bachelor's degree and have solid acquirement of engineering. The program entails coursework, examinations and an internship or other applied experience. A master report is required to obtain the masters degree based on the researches during the stage. During a Master programme the students learn to approach complex issues from the perspective of different disciplines such as: characterisation of materials, thermodynamics, structurals transformations, technology of materials, properties of surfaces or initiation on research methods. By understanding the properties of materials, materials engineers create new materials with desired properties. Students entering a Ph.D. program have already earned a a masters degree in the field of „Materials engineering". Because of the nature of specialization the Ph.D. program tends to be smaller than master program. The international orientation of the practice stage approaches to of the Erasmus mobilites. A Ph.D. typically demonstrates a person's competence in research. Ph.D. students begin by taking courses and exams, go on to taking advanced seminars and preparing dissertation research. To complete their knowledges, they are continuing by researching, writing and completeing a dissertation thesis. The doctoral-level thesis, is the culmination of a Ph.D. candidate's research into a topic and is the major requirement of earning the doctorate. A doctoral degree is obviously a more advanced degree. However, it is long. Depending on the program, a PhD could take 4-8 years to complete. A PhD programs entails 3 years of coursework and a dissertation. During this these years the independent researchs projects are designed to cover new knowledge in your field and to be of publishable quality. Doctoral study offers the unique opportunity for an individual to develope intensive and prolonged research on a particular topic, which often leads to publication. The present paper presents the association of Romanian and French university teachers to educate students to prepare a Master diploma and to continue with cotutelle doctoral studies in the field of materials engineering.

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Humphreys, Jere T., and Sandra L. Stauffer. "An Analysis of the Editorial Committee of the Journal of Research in Music Education, 1953-1992." Journal of Research in Music Education 48, no. 1 (April 2000): 65–77. http://dx.doi.org/10.2307/3345457.

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The purpose of this study was to examine selected characteristics of the editorial committee of the Journal of Research in Music Education (JRME) during the publication's first 40 years (1953-1992). Findings include: (1) the appointment of women to the committee increased significantly by decade but lagged behind female researcher productivity in music education; (2) committee members received their doctorates from and were affiliated with a relatively large number of colleges and universities; (3) generally, geographical distribution of the doctoral-degree-granting and affiliated institutions was proportionate to regional populations; (4) committee members' rate of publication in the JRME before appointment increased significantly by decade; and (5) female members published significantly more JRME articles than did male members during one decade, but there was no significant publication difference between male and female members for the four decades combined. The authors noted a possible trend toward dominance among doctoral-degree-granting institutions, but applauded the demographic representativeness of the committee over the four decades and continuing improvements toward the same.

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Phlipponneau, Michel. "Iconography and circulation on the Atlantic seaboards: Europe and North America." Ekistics and The New Habitat 70, no. 420/421 (August 1, 2003): 180–82. http://dx.doi.org/10.53910/26531313-e200370420/421285.

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From his appointment as a lecturer in 1950, the author has spent all his academic career within the Department of Geography of the Université de Haute-Bretagne à Rennes, of which he was acting Head for a long while, until his retirement in 1984, when he became an emeritus fellow. After his doctorate thesis in 1955 and a short stay at Chicago and Northwestern Universities, in 1956 he met in Princeton Jean Gottmann who was then putting the first touches to his major work Megalopolis. Jean Gottmann was to play a decisive role in directing the young Breton geographer towards research work in applied geography. In France, applied geography suffered from severe backwardness until the publication of Géographie et action. Introduction à la géographie appliquée (1960). Forty years later, La Géographie appliquée: Du géographe universitaire au géographe professionnel (1999) showed the way covered on a national and worldwide scale. Michel Phlipponneau was chairman of the Commission on Applied Geography of the I.G.U from 1968 to 1980. He was himself an actor in regional planning in Brittany and abroad as an expert for the United Nations, and at a political level as a departmental and regional Counsellor and as Deputy-Mayor of Rennes and President of the Urban District.

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Schegortsova, Anastasia, and Elena Nechaeva. "THE BASIC APPROACHES TOWARDS MEDIA-MANAGEMENT STUDIES IN SCIENCE OF FOREIGN COUNTRIES." Kazakhstan-Spectrum 101, no. 1 (March 15, 2022): 20–38. http://dx.doi.org/10.52536/2415-8216.2022-1.02.

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The publication is devoted to the current trend in modern science – media management, which can be understood in two ways - as media management "from the inside" (at the level of the first head or the governing body of the media itself), as well as a set of measures to manage and regulate the media sphere by the state. Using qualitative scientific methods (desk research, deduction and induction, comparative analysis, classification), the author of this article prepared an overview of the foreign scientific and theoretical base on media management, an attempt was made to categorize the main existing approaches to studying this issue in the science of various non-CIS countries. Based on the study, the author comes to the conclusion that an integrative, interdisciplinary approach is needed to study media management. The article highlights a number of aspects that will be relevant when studying the Kazakh experience in the field of media management in general and state media management in particular. Such aspects include, for example, the specifics of state media policy, regulatory legal regulation of the media sphere, issues of state supervision in the field of the media, spin-doctorate as a kind of mediation between the state and the press, issues of leadership in the media sector and training for media management.

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Bârlea, Gheorghe. "Leonidas Donskis – an encyclopedic Renaissance-like figure." Romanian Journal for Baltic and Nordic Studies 6, no. 2 (December 15, 2014): 241–54. http://dx.doi.org/10.53604/rjbns.v16i2_16.

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This report was made at the Doctor Honoris Causa conferred to Prof. Leonidas Donskis by Valahia University of Târgoviște on November 6th, 2014. The editors express their gratitudeto Vlad-Gabriel Ghiorghiu, a CoolPeace graduate, for the admirable translation of this report. The publication of this report is supported by EEA Grants, contract no 4/22.07.2014. Currently a professor of advanced studies and academic development at the ISM University of Management and Economics of Kaunas and Vilnius, Lithuania, and a former member of the European Parliament, Leonidas Donskis was born on the 13th of August 1962 in Klaipėda, Lithuania. From 2005 to 2009 he served as dean of the Faculty of Political Science and Diplomacy at Vytautas Magnus University of Kaunas, Lithuania. As a docent, visiting and associate professor, he also taught at the University of Helsinki, Finland, in the field of social and moral philosophy, at the University of Tallinn, Estonia, in the field of philosophy and theory of culture, as well as universities from the United States (Dickinson College, Pennsylvania and Montevallo University, Alabama) in the field of cultural studies and universities from England, Italy and Hungary in similar fields of endeavor. Alongside his scholarly career stands his remarkable contribution to the field of the mass-media, both as a producer and moderator of cultural programs for the Lithuanian Television or as editor for the print media (The Baltic Times, The Ukrainian Week etc). The academic bettering carried out in countries like Lithuania and Finland spawned his encyclopedic character and determined the ramification of his intellectual interests. His bachelor’s degree in philosophy and theater, received from the Lithuanian State Conservatoire (presently the “Lithuanian Academy of Music and Theatre”) in 1985 was followed by a master’s degree program in philosophical studies at the University of Vilnius (1987). From the same university he took his first doctorate in philosophy and the humanities, with a thesis about the culture in crisis and the philosophy of culture in the views of O. Spengler, A. J. Toynbee and L. Mumford (1990). This was soon to be followed by a second doctorate, received from the University of Helsinki, with a thesis dwelling on the relation between ideology and utopia, moral imagination and cultural criticism in the 20th century (1999).

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Anderson, Terry. "Open access scholarly publications as OER." International Review of Research in Open and Distributed Learning 14, no. 2 (June 3, 2013): 81. http://dx.doi.org/10.19173/irrodl.v14i2.1531.

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This article presents the rationale, common practices, challenges, and some personal anecdotes from a journal editor on the production, use, and re-use of peer-reviewed, scholarly articles as open educational resources (OER). The scholarly and professional discourse related to open educational resources has largely focused on open learning objects, courseware, and textbooks. However, especially in graduate education, articles published in scholarly journals are often a major component of the course content in formal education. In addition, open access journal articles are critical to expanding access to knowledge by scholars in the developing world and in fostering citizen science, by which everyone has access to the latest academic information and research results. In this article, I highlight some of the challenges, economic models, and evidence for quality of open access journal content and look at new affordances provided by the Net for enhanced functionality, access, and distribution. In the seventeen years since I graduated with a doctorate degree, the climate and acceptance of open access publishing has almost reversed itself. I recall a conversation with my PhD supervisor in which he argued that publishing online was not a viable option as the product would not have permanency, scholarly recognition, or the prestige of a paper publication. His comments reflect the confusion between online resources and those described as open access, but as well illustrate the change in academic acceptance and use of open access products during the past decade. The evolution from paper to online production and consumption is a disruptive technology in which much lower cost and increased accessibility of online work opens the product to a completely new group of potential users. In the case of OER these consumers are primarily students, but certainly access to scholars from all parts of the globe and the availability to support citizen science (Silvertown, 2009) should not be underestimated.

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Çifçi, Taner. "Türkiye’de Coğrafya Eğitimi Alanında Yapılan Lisansüstü Tezlerin (2006-2017) Eğilimleri / The Trends of Postgraduate Theses (2006-2017) on Geography Education in Turkey." Journal of History Culture and Art Research 6, no. 4 (September 30, 2017): 864. http://dx.doi.org/10.7596/taksad.v6i4.1060.

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AbstractThe main aim of this study is to identify theses from 2006 to today (2017) on Geography education in Turkey, classify them in terms of their genre, content, research design (model), data collection method, sample and data analysis method and define primarily preferred study subjects for Geography education in Turkey. This is a significant study as the analysis of recent postgraduate theses on Geography education with regard to different criteria will help researchers, educationalists, teachers and students. 146 master thesis and 41 doctorate theses from 2006-2017 in the electronic database of Turkish Council of Higher Education were examined with the use of Geography Education Publication Classification Form and analyzed with the use of content analysis method used in qualitative studies. According to the findings of the study, most of the postgraduate theses on Geography education in Turkey were conducted in Gazi University, Marmara University and Atatürk University. It is seen that most of the theses were conducted in 2010; however, the number of doctorate theses have been clearly decreasing. The most common study subject of both master and doctorate theses is about approach-strategy-method-technique-practice and it is emphasized that there must be more studies about different subjects. It was seen that the most preferred research design is quantitative method and it is suggested that mixed type would be used for more comprehensive studies. It is determined that mostly quantitative methods were preferred in the investigated theses and it is suggested that mixed method designs should be used for more comprehensive research studies. Both MA and doctorate theses commonly researched secondary school students and the number of participants ranged between 31 and 100. Moreover, according to the findings of the study, it is determined that mostly preferred data collection tools of the studies were questionnaires and surveys, and common data analysis methods were descriptive analysis. It is suggested that statistical analysis methods should be used more frequently. ÖzBu çalışmadaki temel amaç; 2006 yılından günümüze kadar (2017) geçen süreçte Türkiye’de coğrafya eğitimi alanında yapılan tez çalışmalarını tespit edip; tezleri türlerine, konu alanlarına, araştırma desenine (modeline), veri toplama yöntemlerine, örneklem ve veri analiz yöntemlerine göre ana hatlarıyla sınıflandırarak Türkiye’deki coğrafya eğitimi açısından öncelikli tercih edilen araştırma eğilimlerini belirlemektir. Çalışma, coğrafya eğitimi üzerine son yıllarda yapılan lisansüstü tezlerin farklı kıstaslara göre değerlendirilmesini konu edindiğinden araştırmacılara, eğitimcilere, öğretmen ve öğrencilere ışık tutacağı düşünüldüğü için önem arz etmektedir. Çalışmada 2006-2017 yıllarında yazılmış YÖK Ulusal Tez Veri Tabanında yer alan 146 yüksek lisans ve 41 doktora tezi incelenmiştir. Araştırma kapsamında elde edilen tezler “Coğrafya Eğitimi Yayın Sınıflama Formu” kullanılarak ele alınmış ve nitel araştırmalarda kullanılan içerik analizi yönteminden yararlanılarak değerlendirilmiştir. Çalışmanın bulgularına göre, Türkiye’de coğrafya eğitimi alanında yapılan lisansüstü tezlerin önemli oranda Gazi, Marmara ve Atatürk üniversitelerinde yazılmıştır. En fazla tez çalışmasının 2010 yılında yapıldığı fakat son yıllarda özellikle doktora tezleri sayısında belirgin düşüş olduğu görülmüştür. Hem yüksek lisans hem de doktora tezlerinde sıklıkla çalışılan konuların başında yaklaşım-strateji-yöntem-teknik-uygulamanın geldiği ve farklı konulara da ağırlık veren çalışmaların gerekliliği vurgulanmıştır. İncelenen tezlerde en çok nicel araştırma yöntemlerinin tercih edildiği saptanmış ve daha kapsamlı araştırmalar için karma yöntem desenlerinden yararlanılması önerilmiştir. Hem yüksek lisans hem de doktora tezlerinde yaygın olarak ortaöğretim öğrencileri ve 31-100 arası kişi ile çalışıldığı belirlenmiştir. Ayrıca çalışmanın bulgularına göre en fazla tercih edilen veri toplama araçlarının anket ve ölçek, veri analiz tekniğinin ise betimsel analiz olduğu saptanmış ve istatistiksel analiz tekniklerine ağırlık verilmesi önerilmiştir.

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Gaumat, SUMATI. "From Editor's Desk." Journal of Environmental Biology 43, no. 1 (January 7, 2022): i—ii. http://dx.doi.org/10.22438/jeb/43/1/editor.

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Journal of Environmental Biology is one of the leading international, interdisciplinary, open access and peer reviewed research journal that has been publishing research papers for over 40 years. The mission of the journal has been to keep scholars, academicians and scientists abreast of latest research. My first encounter with Journal of Environmental Biology was in the library of Indian Institute of Toxicology Research, Lucknow that I would frequently visit to explore different journals for collecting research material for my doctorate program, followed by submitting research papers for publication in journal, however, in my wildest dream I had never imagined that someday I would be working in JEB. My father's scientific background had a strong influence on me which inspired me to opt for science stream for taking research as a career. After enrolling for a doctorate program, once again I was lucky to work under a supervisor who encouraged her scholars to visit libraries and study journals before commencing for laboratory experiments. Further, my passion for reading also propelled me to visit different libraries of research institutes during free time. Although, Google was available for literature search, but full length research papers were not easily available as most journals were paid, this further compelled us to visit libraries for collecting literature. After completing my doctorate program, instead of taking up a conventional career, I got an opportunity to join the R&D Division of JEB as a scientist. This turned out to be a turning point of my career as again I was fortunate to work under Dr. R.C. Dalela, the Editor-in-chief of JEB who is a known academician and researcher of India. He has been a teacher, a guide, a mentor and also a torchbearer to innumerable students. His constant guidance, training, support, and gesture towards life and work has shaped my career. After working in JEB for over a decade, I feel privileged and proud to serve as an Editor of JEB, looking after the entire publication work. Over time the journal has also grown, transformed and established itself on the International platform. The rising popularity among the scientific community and the feedback received from researchers and Editorial Board Members has propelled us to expand our horizons. For the year 2022, I have made efforts to give a new and modified look to the journal. To begin with, I warm-heartedly welcome the new members of the Editorial Board, and thank them for accepting my invitation to join JEB Editorial Board-2022. Also, I deeply acknowledge the co-operation received from the serving members of the Editorial Board during the pandemic period in the smooth functioning of the journal affairs and their time to time suggestions for upgrading the journal's policies. The Editorial Board-2022 is robust, dynamic and diverse, constituting experts of varied fields. Further, the growing popularity of JEB can be witnessed by the e-mails we receive from the scientists to serve journal as EB members and reviewers. Quite often we have been receiving research articles from new emerging areas of Cancer Biology, Environment Toxicology and Health, Climate Change and Biodiversity, Conservation Biology, Nanoscience, and Wild Life Conservation. Looking into the interest of the researchers, we have included these new areas under the scope of the journal. This step would open new doors for researchers to submit their new innovative high-quality research work in JEB and also make JEB a top multidisciplinary journal. Looking into the flow of research articles we receive, the journal has introduced a new section “Theme Section” where research articles pertaining to a specific theme can be submitted. We invite research articles on the following theme: Regime Shift Ecology; Wildlife Conservation; Environmental Toxicants and Human Health; Nanotechnology and Environmental Protection; Rewilding lost ecosystem. On the basis of suggestions and ideas received from the Editorial Board Members, the journal has launched new sections: v Monographs v Book Review where authors and publishers can get their books reviewed and published in JEB. v Events: Announcements related to academic events such as conferences from academic institutions will be advertised on the journal's website. v Achievements: Academic achievements and awards of Editorial Board Members, Reviewers and Authors will be showcased on the journal's website. We further plan to encourage and motivate the research scholars and scientists for suitably awarding them for their outstanding contribution in the research field. The journal aims to provide leading services to the global research audience worldwide, which is well reflected in the Open Access facility of the journal. This facility is provided to the researchers, especially scholars so that the published research articles are readily available to them, free of charge, and also for rapid dissemination of research published in the journal publically. As an Editor of the journal, I encourage scholars to make maximal use of the Open Access facility of journals as this would significantly increase their knowledge and also make them aware of the latest research carried out worldwide. Laboratory studies are an integral part of the doctorate program, but reading and writing skill is equally essential for presenting the experimental output. Often, while evaluating the manuscripts for scientific content, I observe that the papers are rejected due to poor presentation despite strong scientific study. Therefore, I strongly suggest the supervisors to motivate their research scholars to take out some time and visit libraries to cultivate the habit of reading literature and also develop their writing skills. I believe this would positively improve the vocabulary, grammar, and of course ability to write a good research paper. There should be group discussion among the scholars and most important constant communication with their supervisor. Each day I come across several submissions in JEB, most of them are prepared and submitted by research scholars. Here, I would like to specify that JEB is not a platform for submitting Ph. D. work. Authors, especially supervisors should instruct their research scholars to first visit the website of the journal, read the Publication Policies and “Guidelines for Authors” of the journal. Before submitting their research articles, authors should strictly prepare their manuscript as per the Guidelines of the journal, and ensure manuscript for scientific merit, clarity, and correct English. Now onwards, all the manuscripts submitted for publication in JEB will be strictly scrutinized by the R&D Division before it is subjected to peer review. The peer-review system will be made more rigorous and meticulous. JEB strictly condemns plagiarism, therefore, manuscripts with plagiarized content will be outrightly rejected. These steps are being taken to save the time of Editorial staff and avoid delay in the processing of manuscripts. Editorial and Publication work requires immense hard work. It is not only a job but also a service. One has to be industrious, efficient, creative and competitive, and also derive pleasure from work. Fortunately, I and my team enjoy our work, abide by the norms of the organization and try to give our best services to the scientific society. It gives me and my team immense pleasure to release the January issue-2022 with a new look and content. I hope this issue would be of much relevance and interest to JEB readers. For further improvement, we welcome suggestions and feedback from our contributors and readers. “ I slept and dreamt that life was joy. I awoke and saw that life was service. I acted and behold, service was joy ” Rabindra Nath Tagore

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Bukowska-Marczak, Ewa. "Wkład Ludomira Sawickiego (1884–1928) w organizację polskiej nauki w zakresie geografii." Kwartalnik Historii Nauki i Techniki 67, no. 3 (October 3, 2022): 9–24. http://dx.doi.org/10.4467/0023589xkhnt.22.021.16324.

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Ludomir Sawicki’s (1884–1928) Contribution to the Organization of Polish Science in the Field of Geography The article aims to present the activities of Ludomir Sawicki (1884–1928), professor of Geography at the Jagiellonian University, with particular emphasis on his contribution to the organization of Polish science in this field. Ludomir Sawicki was born and raised in Vienna, but after graduating and defending his doctorate, he came to Krakow and started working as a junior high school teacher. Later – after obtaining his habilitation – he was a lecturer and professor at the Jagiellonian University, where he started organizing the Institute of Geography. He corresponded with Eugeniusz Romer regarding the publication of the Geographical and Statistical Atlas of Poland (Geograficzno-statystyczny atlas Polski). He actively participated in the works of many significant Polish organizations, including the collaboration with the Polish Country Lovers’ Society (PTK) in Warsaw, and was one of the founders of the Polish Geographical Society. He participated in geographic congresses in Geneva (1908), London (1911), Rome (1913) and Cairo (1925), and he organized the Second Congress of Slavic Geographers and Ethnographers, which took place in Krakow in 1927. He was also involved in expeditionary endeavors. He founded the Orbis printing house in Krakow, which published not only recognized works in the field of geography but also teaching aids for schools. His extensive activity influenced generations of students, including Wiktor Ormicki and Antoni Wrzosek.

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Lo, Hung Kei Kenneth. "Who are macro-community members: an answer from the viewpoint of Confucianism." Safer Communities 19, no. 3 (July 20, 2020): 131–43. http://dx.doi.org/10.1108/sc-01-2020-0001.

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Purpose This paper aims to present and discuss the findings from a qualitative study of victim-offender mediation meetings in two non-government organisations in Hong Kong between January 2015 and February 2016. It argues that mediators in Hong Kong have a unique interpretation of the criteria for someone to be considered a “macro-community member”. Confucian relational ethics emphasises that everyone lives in a personal nexus and wrongdoings will disturb this nexus. In this specific context, therefore, mediators feel that reconciliation and reparation should be dealt with by the people in the offender’s network while the involvement of unknown macro-community members is discouraged. Design/methodology/approach The semi-structured interview was adopted for use in this study, and an interview schedule with 12 open-ended questions was prepared as a guideline for conducting the interviews. Findings Mediators in Hong Kong have a unique interpretation of the criteria for someone to be considered a “macro-community member” Confucian relational ethics emphasises that everyone lives in a personal nexus and wrongdoings will disturb this nexus. Reconciliation and reparation should be dealt with by the people in the network, and the involvement of macro-community members will certainly disturb this network. Originality/value This study was conducted by the author between January 2015 and February 2016 for the purpose of obtaining a doctorate. The paper has neither been published previously nor is it under review for publication in any other journal at this time.

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Hoshko, Tetiana. "In Search of a New Home: From Andrii Yakovliv’s Letters to Lev Okinshevych." Journal of V. N. Karazin Kharkiv National University. Series: History, no. 59 (June 29, 2021): 122–67. http://dx.doi.org/10.26565/2220-7929-2021-59-07.

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The Shevchenko Scientific Society Archives in New York houses the correspondence between Ukrainian jurist Lev Okinshevych and various figures of science, culture, and politics. Among them are letters from the famous lawyer and historian of law Andrii Yakovliv, whose life in the postwar years is mostly unknown. We can partially fill those gaps using the eight letters from Yakovliv to Okinshevych, written in 1947-1949. After leaving his job at the Ukrainian Free University (UVU) in Prague, Andrii Yakovliv moved to the part of Germany occupied by the Western Allies, worked at the Ukrainian Technical and Economic Institute in Regensburg, and maintained ties with UVU, where he received the honorary doctorate in 1947. He later moved to his family in Belgium, gave lectures to Ukrainian students at the Catholic University of Louvain and was actively involved in research. Among other things, at this time, Yakovliv was engaged in arranging papers of Viacheslav Prokopovych and preparing for publication his unfinished book The Seal of Little Russia: Sphragistic Etudes, which was published in 1954 as a separate volume of Memoirs of the Shevchenko Scientific Society. In parallel, the scholar prepared for publication his monograph Ukrainian Code of 1743 “Rights on which the Little Russian people are judged,” its history, sources, and systematic presentation of content, took an active part in preparing the section “Law” for the Encyclopedia of Ukrainian Studies, worked on Memories, or The Tale of the Bygone Years of My Life. Besides sharing the academic interests, Yakovliv and Okinshevych had quite a friendly relationship. In his letters, Yakovlev discussed his scholarly plans, the publication of his research, the work of Ukrainian educational and research institutions in exile, as well as issues related to the work on the Encyclopedia of Ukrainian Studies, and the problems of his family’s relocation to the United States. This correspondence sheds light on the last stage of Yakovlev’s life in Europe, his activities and relations with colleagues during this period. From these letters, we learn many interesting details about the private and academic relations of the scholar with many members of the Ukrainian scholars’ emigration group, about the circumstances of founding and activity of Ukrainian scientific institutions in Western Europe, about the fate of the Ukrainian Museum in Prague. This epistolary heritage is of exceptional value not only for the study of the intellectual biography of Andrii Yakovliv but also for the prosopographical study of the Ukrainian scientific emigration of the 1940s and 1950s.

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K. Shenton, Andrew. "Demonstrating personal stature: some strategies for the LIS higher doctoral candidate." Library Review 63, no. 8/9 (October 28, 2014): 590–605. http://dx.doi.org/10.1108/lr-03-2014-0022.

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Purpose – The paper aims to explore the approaches that may be used by library and information science (LIS) higher doctoral candidates when preparing their submissions, especially in terms of highlighting the quality of their publications and the impact they have made. Design/methodology/approach – The methods discussed are those that were considered – and often actually used – by the author when assembling his own submission. Frequent references are made in the paper to pertinent literature on research and to British universities’ regulations on higher doctorates. Findings – The author warns against the tendency of applicants to concentrate too heavily on citation data. Although such statistics are undoubtedly important, a more convincing case for being awarded a higher doctorate may be made by drawing on a variety of sources of evidence, by no means all of which will be quantitative. Research limitations/implications – The paper is based on the experiences of one individual, i.e. the author, and consequently the perspective is narrower than would have been the case had it been written by a team of academics, all of whom had prepared their own higher doctoral applications, with each bringing their own unique experience to bear. Practical implications – The article is wholly practical in its focus; it covers a range of issues and offers realistic guidelines that should be considered by applicants. Originality/value – Published advice for the higher doctoral candidate is currently extremely limited. It would appear that no significant books or journal articles offer any support to scholars seeking the qualification. This paper has been written to help plug that gap.

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Mason, Shannon, and Margaret Merga. "Integrating publications in the social science doctoral thesis by publication." Higher Education Research & Development 37, no. 7 (July 18, 2018): 1454–71. http://dx.doi.org/10.1080/07294360.2018.1498461.

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Wichowa, Maria. "Sebastiana Petrycego z Pilzna pouczenia „jak się zachować czasu moru” – instrukcja, nauka czy poradnik? Rekonesans badawczy historyka literatury." Tematy i Konteksty 16, no. 11 (2021): 169–82. http://dx.doi.org/10.15584/tik.2021.10.

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Sebastian Petrycy from Pilzno was one of the most eminent doctors in the Renaissance Poland, an outstanding intellectual active in several areas of knowledge. A graduate of the Krakow Academy. In 1589 he went to Padua to study medicine, which he probably started in Poland, because he had completed the Padua studies with a doctorate already in 1590. In terms of science, the medicine of Padua was very innovative. After returning to Poland, he was employed at the Krakow Academy, he lectured at the Faculty of Artium. In 1608 he became a professor at the Faculty of Medicine at the Krakow Academy and began teaching. He was a very popular and respected doctor, cared for both elite and poor patients. Petrycy left behind a rich literary output, incl. “Instructia or learning guide on how to exercise the time of moor” (Krakow 1613). However, the publication of the Krakow medic is clearly not a “pure”, classic instruction, it clearly has an “admixture” of the guide’s features. That is why considering the genological problems of this text is the subject of the philologist’s analysys. The specific genre syncretism of Petrycy’s “Instruction…” was demonstrated, the work was examined in terms of literary communication, the dependence assumed by the author between the recipient and sender, and therefore the dialogical nature of the text, the transmission of instructions, advice and tips was analyzed. It was established that the “Instruction…” is not characterized by “purity” of genre, that it evidently has a mixture of the features of science and a guide.

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Toman, Emma, Max Riley, Sam Hodgson, Kamal M. Yakoub, Lauren Cooper, Jon Bishop, David N. Naumann, et al. "Concussion in Non-athletes: Assessment of Cognition and Symptomatology (CONTACTS) study protocol – an exploratory cohort study investigating the utility of sports concussion assessment tools and salivary microRNAs to diagnose concussion in NHS patients." BMJ Open 12, no. 9 (September 2022): e062030. http://dx.doi.org/10.1136/bmjopen-2022-062030.

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IntroductionConcussion is a complex pathophysiological process with a wide range of non-specific signs and symptoms. There are currently no objective diagnostic tests to identify concussion, and diagnosis relies solely on history and examination. Recent research has identified a unique panel of microRNAs (miRNAs) that distinguish between concussed and non-concussed rugby players. This study aims to assess the diagnostic utility of salivary miRNAs in concussion for a sample of UK National Health Service patients and whether well-established sports-related concussion (SRC) assessment tools may be translated into the emergency department (ED).Methods and analysisConcussion in Non-athletes: Assessment of Cognition and Symptomatology is a single-centre, prospective, two-phase cohort study. The concussed cohort will consist of participants with maxillofacial trauma and concurrent concussion. The control cohort will consist of participants with isolated limb trauma and no evidence of concussion. Participants will be recruited in the ED and saliva samples will be taken to identify the presence of miRNAs. The SRC assessments being investigated include the Sports Concussion Assessment Test, Fifth Edition (SCAT5), the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) and the ImPACT Quick. Follow-up will be at 24–48 hours in-hospital and remotely via telephone and email at 14 days and 6 months.Ethics and disseminationEthical approval was granted in February 2021 by the West Midlands Coventry & Warwickshire Research Ethics Committee (ref 20/WM/0299). The investigators intend to submit their study findings for publication in peer-reviewed journals and to disseminate study findings via presentation at academic meetings. The results will also form part of a doctorate thesis, registered at the University of Birmingham.

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Cornut, Jérémie, and Vincent Larivière. "Docteurs et doctorants en science politique au Québec (1997-2010) 1." Notes de recherche 31, no. 3 (March 20, 2013): 67–86. http://dx.doi.org/10.7202/1014960ar.

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Quelles sont les caractéristiques des étudiants inscrits à un programme de doctorat en science politique au Québec entre 1997 et 2010 ? Pour répondre à cette question, les données administratives des étudiants ont été croisées avec les informations sur leur financement et leurs publications. Les résultats révèlent que les étudiants financés par les conseils fédéraux et provinciaux terminent plus rapidement leurs études, publient davantage et décrochent moins. Ils montrent également des différences en termes de lieux et de langue de publication, de financement, de diplomation et d’embauche entre les diverses universités québécoises offrant un programme de doctorat en science politique.

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Lemez, Srdjan, and Dominic Jimenez. "Occupational Therapy Education and Entry-Level Practice: A Systematic Review." Education Sciences 12, no. 7 (June 23, 2022): 431. http://dx.doi.org/10.3390/educsci12070431.

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Occupational therapists can currently enter clinical practice with either a master’s or clinical doctorate-level degree, as mandated by the American Occupational Therapy Association (AOTA); however, the single vs. dual points of entry remains a topic of debate among practitioners and stakeholders. This systematic review addresses the question of whether existing knowledge around this topic provides defensible policy decision making. As such, the overarching objective was to expound on this current issue in education by aggregating existing literature and synthesizing data related to entry mandates to practice occupational therapy (OT). From 20 May to 20 June 2021, a systematic search of three electronic scientific databases (Web of Science, PubMed, and Sports Medicine and Education Index) and the Google Scholar database was performed. Following the 2020 PRSIMA guidelines, a total of 15 articles met our established inclusion criteria, which included: (1) publication date from 1 January 2008 or later; (2) North American OT programs only; (3) articles that specifically focused on OT and entry-level degree requirements; and (4) articles published in English. Bias was assessed using risk level categorizations recommended by Cochran Collaboration. Participants across the articles included in this review (N = 1749) ranged from OT practitioners and assistants, program directors, and supervisors, to current students, graduates, and faculty. Results were categorized into two central themes related to each side of the debate, and findings indicated that a majority of the participants support maintaining two entry points into the profession, despite compelling arguments having been made for both sides. The authors acknowledge the presence of several limitations in the included studies and advocate that more evidence-based research focusing on objective measures, rather than commentaries and opinions, of clinical performance outcomes between the two OT degree groups is needed to ensure that patient needs continue to be effectively addressed and policy decision making is justifiable.

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Etchegoyen-Rosolová, Kamila, and Alena Kašpárková. "How Do I Cook an Impact Factor Article If You Do Not Show Me What the Ingredients Are?" Educare - vetenskapliga skrifter, no. 1 (September 28, 2021): 70–97. http://dx.doi.org/10.24834/educare.2021.1.6.

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Doctoral studies in the Czech Republic are highly individualized with little coursework outside the supervisor/supervisee dyad, and the PhD students are mandated to publish prior to the dissertation defense. This mandate is troublesome because writing development has been on the fringes of the Czech education culture. In addition, the publications often must be in English, and many doctoral students struggle with English. In this exploratory study, we examined how this mandate translates into practice, how doctoral students learn to meet the requirements and how university administrators/supervisors perceive doctoral writing development. To answer our questions, we interviewed 7 university administrators/dissertation supervisors and 7 doctoral students from various backgrounds and universities, looking for diverse views on the issue. Our analysis confirmed the formal status of supervisors as the key doctoral writing literacy brokers. While the supervisors acknowledged their role, they also tended to view doctoral writing as a matter of self-study and funding, thus indirectly emphasising the publication outcomes. In contrast, doctoral students called for structured support of their writing processes. We propose a systemic approach to introduce writing pedagogies into the Czech discourse. With this study we hope to contribute to research on doctoral writing for publication of EAL (English as an Additional Language) students in Central Europe.

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Brown, Cian L., Anthony J. Vajda, and David D. Christian. "Preparing Counselor Education and Supervision Doctoral Students Through an HLT Lens: The Importance of Research and Scholarship." Professional Counselor 10, no. 4 (December 2020): 501–16. http://dx.doi.org/10.15241/clb.10.4.501.

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We examined the publication trends of faculty in 396 CACREP-accredited counselor education and supervision (CES) programs based on Carnegie classification by exploring 5,250 publications over the last decade in 21 American Counseling Association and American Counseling Association division journals. Using Bayesian statistics, this study expounded upon existing literature and differences that exist between institution classifications and total publications. The results of this study can be used to inform the training and preparation of doctoral students in CES programs through a Happenstance Learning Theory framework, specifically regarding their role as scholars and researchers. We present implications and argue for the importance of programs and faculty providing research experience for doctoral students in order to promote career success and satisfaction.

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Cleere, Liam, and Lai Ma. "A Local Adaptation in an Output-Based Research Support Scheme (OBRSS) at University College Dublin." Journal of Data and Information Science 3, no. 4 (December 7, 2018): 74–84. http://dx.doi.org/10.2478/jdis-2018-0022.

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AbstractUniversity College Dublin (UCD) has implemented the Output-Based Research Support Scheme (OBRSS) since 2016. Adapted from the Norwegian model, the OBRSS awards individual academic staff using a points system based on the number of publications and doctoral students. This article describes the design and implementation processes of the OBRSS, including the creation of the ranked publication list and points system and infrastructure requirements. Some results of the OBRSS will be presented, focusing on the coverage of publications reported in the OBRSS ranked publication list and Scopus, as well as information about spending patterns. Challenges such as the evaluation of the OBRSS in terms of fairness, transparency, and effectiveness will also be discussed.

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Sawitri, Anak Agung Sagung. "Ethical violations and the publication of journal articles." Public Health and Preventive Medicine Archive 7, no. 2 (December 1, 2019): 73. http://dx.doi.org/10.15562/phpma.v7i2.230.

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There is a high demand for publication in the form of scientific articles in reputable journals in the academic world in Indonesia. Research publication in reputable or accredited national journals is required for graduation from tertiary institutions for master level students.Publication in reputable international journals is also a requirement for doctoral-level students graduation.Â For teaching staff, research publication in the form of peer reviewed journal articles is also a requirement for higher levels in the academic career.Â The increasing demand for scientific publication also reported globally.Â Furthermore, various reported reasons for publication include adding work resumes, for job promotion, obtaining funding grants, competition among colleagues or proving supremacy, and even in some universities, the history ofÂ publications is used as the criteria for determining dissertation internal and external examiners.

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Egeberg, Erik. "Ф. М. Достоевский – 200 лет со дня рождения". Poljarnyj vestnik 24 (3 грудня 2021): 76–81. http://dx.doi.org/10.7557/6.6344.

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Анотація:

This article explores two Norwegian publications related to Dostoevskij, both of which were published in 1922. In his doctoral dissertation, Martin Gran, who was the first scholar in Norway to defend a dissertation in the field of Slavic studies, discussed the works of the young Dostoevskij. The second publication under scrutiny is Erik Krag’s novel Ottar Wreike, which shows influence from Dostoevskij’s Raskol’nikov.

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