scholarly journals Jeremy Jass Prize for Research Excellence in Pathology 2020

2021 ◽  
Author(s):  
Rexlyn E. Resurreccion
Keyword(s):  
Research Excellence

Analysis on the Research Excellence of Foreign Professors in Korea

2019 ◽  
Vol 37 (3) ◽  
pp. 33-58
Author(s):  
Byung-Shik Rhee ◽  
◽  
In-seo Lee ◽  
Seok-jean Jeon ◽  
Jung-Chul Shin ◽  
...  
Keyword(s):  
Research Excellence

Explaining the transatlantic gap in research excellence

2016 ◽  
Vol 110 (1) ◽  
pp. 217-241 ◽  
Author(s):  
Andrea Bonaccorsi ◽  
Tindaro Cicero ◽  
Peter Haddawy ◽  
Saeed-UL Hassan
Keyword(s):  
Research Excellence

scholarly journals Moving Ahead: A New Centre of Research Excellence in Brain Recovery, Focusing on Psychosocial Reintegration Following Traumatic Brain Injury

2012 ◽  
Vol 13 (2) ◽  
pp. 256-270 ◽  
Author(s):  
Skye McDonald ◽  
Vicki Anderson ◽  
Jennie Ponsford ◽  
Robyn Tate ◽  
Leanne Togher ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Evidence Base ◽  
Western World ◽  
Speech Pathology ◽  
Injury Rehabilitation ◽  
Community Function ◽  
Close Relationship ◽  
Research Excellence ◽  
Emotional Deficits

Severe traumatic brain injury (TBI) is the most common cause of brain injury in the Western world and leads to physical, cognitive and emotional deficits that reduce independence. Changes to psychosocial function are the most disruptive, resulting in vocational difficulties, family stress and deteriorating relationships, and are a major target for remediation. But rehabilitation is expensive and its evidence base is limited. Thus, new collaborative initiatives are needed. This article details the development of ‘Moving Ahead’, a model for a Centre of Research Excellence (CRE) for Traumatic Brain Injury Rehabilitation. This CRE offers several major innovations. First, it provides an integrated, multi-faceted approach to addressing psychosocial difficulties embracing different clinical standpoints (e.g., psychological, speech pathology, occupational therapy) and levels of investigation (e.g., basic science to community function) across the lifespan. It is based upon a close relationship with clinicians to ensure transfer of research to practice and, conversely, to ensure that research is clinically meaningful. It provides an integrated platform with which to support and train new researchers in the field via scholarships, postdoctoral fellowships, websites, meetings, mentoring and across-site training, and thus build workforce capacity for individuals with TBI and their families. It has input from the international community to contextualise research more broadly and ensure scientific rigour. Finally, it provides collaboration across sites to facilitate research and data collection.

Promoting Global Research Excellence in Severe Sepsis (PROGRESS): Lessons from an International Sepsis Registry

Infection ◽  
2009 ◽  
Vol 37 (3) ◽  
pp. 222-232 ◽  
Author(s):  
R. Beale ◽  
◽  
K. Reinhart ◽  
F. M. Brunkhorst ◽  
G. Dobb ◽  
...  
Keyword(s):  
Severe Sepsis ◽  
Research Excellence ◽  
Global Research

How preferable and possible is management research-led teaching impact?

2018 ◽  
Vol 49 (3) ◽  
pp. 363-373 ◽  
Author(s):  
Vincent Wayne Mitchell ◽  
William S Harvey
Keyword(s):  
Impact Assessment ◽  
Faculty Research ◽  
Management Research ◽  
Research Excellence Framework ◽  
Is Management ◽  
New Thinking ◽  
Impact Pathway ◽  
Research Excellence ◽  
The Impact ◽  
Missed Opportunity

Despite some research-led teaching relying heavily on an individual’s research, we find very few impact cases studies from the United Kingdom’s research excellence framework 2014 which use this mechanism for impact. This article questions this absence, identifies problems and challenges of ignoring it and suggests recognising students as research translators to create change. Using research excellence framework 2014 as a case, we define research-led teaching and use Boyer’s scholarship of application as our pedagogical base arguing that ignoring this impact pathway is unjustifiable, demotivating and a missed opportunity which underrepresents the impact of management research. The article provokes new thinking on research-led teaching impact for faculty, research managers, universities and international impact assessment organisations.

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