scholarly journals Academic mobility of doctoral students in Brazil: An analysis based on Lattes Platform

2021 ◽  
Vol 1 (3) ◽  
pp. 1-15
Author(s):  
Higor Mascarenhas ◽  
Thiago Magela Rodrigues Dias ◽  
Patrícia Dias
Keyword(s):  
Doctoral Students ◽  
Average Distance ◽  
Geographic Location ◽  
The United States ◽  
Academic Training ◽  
Original Research ◽  
South American ◽  
Academic Mobility ◽  
Migratory Process

Objective. In this article, the academic mobility of Brazilian doctoral students moving from their home cities to other Brazilian cities including other countries is examined. Design/Methodology/Approach. The LattesDataXplorer tool was used to extract curriculum data from the Lattes Platform. 308,317 resumes were collected in May 2019, since then the data have been filtered, obtaining relevant data for the research. After extracting the data, they were enriched with the integration of other data sources, thus enabling the characterization of bibliometric networks for the analyses. Results/Discussion. It was possible to measure distances traveled by Brazilian doctors throughout their academic training, as well as to point out the cities, states, and countries whose doctors most meet in the academic journey and the relationships between these locations. Thus, making it possible to obtain a portrait of how the Brazilian scientific exodus occurs. In general, more than 90% of curricula have information on the academic background at each level of education. The average distance of 291 km between birth and place of formation at the graduation level is strongly influenced by outliers. Individuals choose to travel shorter distances throughout the academic training process, being the geographic location a strong influence on the migratory process for training. Conclusions. The United States represents the country where individuals choose to move the most. Regarding international migration, there is more preference for European countries than South American ones. When it comes to intra-regional migration, students prefer those states where the most relevant universities are located. Originality/Value. The article presents the results of original research focusing on the Brazilian scientific community. Distances performed by doctoral students throughout their academic trajectory are measured, as well as the main locations where they tend to move.

scholarly journals International Curriculum and Conceptual Approaches to Doctoral Programs in Leadership Studies

10.28945/4254 ◽  
2019 ◽  
Vol 14 ◽  
pp. 325-350
Author(s):  
Petros G Malakyan
Keyword(s):  
Doctoral Students ◽  
Curriculum Design ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Doctoral Programs ◽  
The United States ◽  
Original Research ◽  
Learning Approaches ◽  
Leadership Studies ◽  
Motivation For Learning

Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs in the interdisciplinary field of leadership. Methodology: A qualitative method approach through internet-mediated research was employed to identify explicit and implicit textual data on learning approaches of doctoral programs in leadership. The sample represents a list of 70 doctoral programs in leadership studies and organisational leadership (62 programs are in the United States and eight in Europe, Canada, Philippines, and South Africa). Contribution: This study provides an overview of doctoral program characteristics, delivery methods, coursework and research requirements, discipline-relevant teaching and learning approaches, and process-based approach to leadership. It may serve as a resource and a roadmap to assess teaching and learning approaches of doctoral programs in leadership for program reviews and improvement. Findings: The significant findings of this study are: (a) 91.4% of doctoral programs are coursework-driven, leaving little room for original research. (b) 46% of programs show lack of evidence to context-based approaches to learning (learning as a social activity served outside of classroom environment where learning tools and the context intersect with human interactions). (c) Various teaching and learning approaches, including those prescribed to constructivist, interactionist, situated, and action-based learning approaches. Recommendations for Practitioners: Leadership cannot be understood or learned without social interactions in context. In order to produce experts and “stewards of the field,” a clearer learner-centred strategy to doctoral education, including context-based experiences, should be considered. This pedagogical approach needs to be explicitly articulated (on the public website) to enable students to make an informed decision about doctoral programs in leadership. Recommendation for Researchers: In order to produce theoreticians and “stewards of the discipline” (Golde & Walker, 2006), doctoral curricula design and implementation should seek a balance between coursework, independent research, and creation of collaborative learning environment between students and faculty. Further, due to the shift from the leader-centred to the process-based understanding of leadership, doctoral programs in leadership should consider the relationship process between leaders and followers as one academic inquiry or continuum. Impact on Society: Doctoral programs in leadership that utilise more learner-centred and context-based approaches for knowledge acquisition (epistemologies) as well as studying the leadership phenomenon as a relationship process are more likely to become more impactful and sustainable in society. Future Research: More research seems necessary to identify the extent to which learner-centred approaches within doctoral programs in leadership positively impact on doctoral students’ motivation for learning, program completion, retention, and personal and professional development.

Diminishing Barriers to the Praxis Examination in Communication Sciences and Disorders

2011 ◽  
Vol 1 (2) ◽  
pp. 64-71
Author(s):  
Luis F. Riquelme
Keyword(s):  
Geographic Location ◽  
The United States ◽  
Success For All ◽  
Speech Language Pathology ◽  
Barriers To Success ◽  
Call To Action ◽  
Language Pathology ◽  
National Certification ◽  
Race Ethnicity ◽  
Passing Score

Abstract Passing the Praxis Examination in speech-language pathology or audiology can be a difficult task. A passing score is the entry to a list of requirements for national certification (CCC-SLP, CCC-A) and for state licensure in the United States. This article will provide current information on the examination and address barriers to success that have been identified over the years. A call to action may serve to refocus efforts on improving access to success for all test-takers regardless of race/ethnicity, ability, or geographic location.

Utopias of One

2019 ◽  
Author(s):  
Joshua Kotin
Keyword(s):  
United States ◽  
Soviet Union ◽  
World War I ◽  
Large Scale ◽  
Jim Crow ◽  
Personal Autonomy ◽  
The United States ◽  
Soviet Period ◽  
Original Research ◽  
The Soviet Union

This book is a new account of utopian writing. It examines how eight writers—Henry David Thoreau, W. E. B. Du Bois, Osip and Nadezhda Mandel'shtam, Anna Akhmatova, Wallace Stevens, Ezra Pound, and J. H. Prynne—construct utopias of one within and against modernity's two large-scale attempts to harmonize individual and collective interests: liberalism and communism. The book begins in the United States between the buildup to the Civil War and the end of Jim Crow; continues in the Soviet Union between Stalinism and the late Soviet period; and concludes in England and the United States between World War I and the end of the Cold War. In this way it captures how writers from disparate geopolitical contexts resist state and normative power to construct perfect worlds—for themselves alone. The book contributes to debates about literature and politics, presenting innovative arguments about aesthetic difficulty, personal autonomy, and complicity and dissent. It models a new approach to transnational and comparative scholarship, combining original research in English and Russian to illuminate more than a century and a half of literary and political history.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

scholarly journals Does higher education properly prepare graduates for the growing artificial intelligence market? Gaps identification using text mining

2021 ◽  
pp. 1-13
Author(s):  
Lamiae Benhayoun ◽  
Daniel Lang
Keyword(s):  
Artificial Intelligence ◽  
Natural Language Processing ◽  
Text Mining ◽  
Natural Language ◽  
Language Processing ◽  
Academic Training ◽  
Market Requirements ◽  
Job Advertisements ◽  
The Individual

BACKGROUND: The renewed advent of Artificial Intelligence (AI) is inducing profound changes in the classic categories of technology professions and is creating the need for new specific skills. OBJECTIVE: Identify the gaps in terms of skills between academic training on AI in French engineering and Business Schools, and the requirements of the labour market. METHOD: Extraction of AI training contents from the schools’ websites and scraping of a job advertisements’ website. Then, analysis based on a text mining approach with a Python code for Natural Language Processing. RESULTS: Categorization of occupations related to AI. Characterization of three classes of skills for the AI market: Technical, Soft and Interdisciplinary. Skills’ gaps concern some professional certifications and the mastery of specific tools, research abilities, and awareness of ethical and regulatory dimensions of AI. CONCLUSIONS: A deep analysis using algorithms for Natural Language Processing. Results that provide a better understanding of the AI capability components at the individual and the organizational levels. A study that can help shape educational programs to respond to the AI market requirements.

scholarly journals I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

2021 ◽  
Vol 31 (1-2) ◽  
pp. 7-28
Author(s):  
April L. Peters ◽  
Angel Miles Nash
Keyword(s):  
Black Women ◽  
The United States ◽  
Women's Leadership ◽  
Three Dimensions ◽  
Race And Gender ◽  
Leadership Framework ◽  
And Gender ◽  
Resisting Oppression ◽  
Epistemological Basis

The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.

scholarly journals Magnetoencephalography in the Detection and Characterization of Brain Abnormalities Associated with Traumatic Brain Injury: A Comprehensive Review

2021 ◽  
Vol 9 (1) ◽  
pp. 7
Author(s):  
Geoffrey W. Peitz ◽  
Elisabeth A. Wilde ◽  
Ramesh Grandhi
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Imaging Techniques ◽  
Brain Connectivity ◽  
Functional Brain Imaging ◽  
Original Research ◽  
High Temporal Resolution ◽  
Post Traumatic Stress ◽  
Clinical Role

Magnetoencephalography (MEG) is a functional brain imaging technique with high temporal resolution compared with techniques that rely on metabolic coupling. MEG has an important role in traumatic brain injury (TBI) research, especially in mild TBI, which may not have detectable features in conventional, anatomical imaging techniques. This review addresses the original research articles to date that have reported on the use of MEG in TBI. Specifically, the included studies have demonstrated the utility of MEG in the detection of TBI, characterization of brain connectivity abnormalities associated with TBI, correlation of brain signals with post-concussive symptoms, differentiation of TBI from post-traumatic stress disorder, and monitoring the response to TBI treatments. Although presently the utility of MEG is mostly limited to research in TBI, a clinical role for MEG in TBI may become evident with further investigation.

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