scholarly journals UOC scholarly journals

2019 ◽  
Author(s):  
Maria Boixadera-Ibern ◽  
Clara Riera-Quintero
Keyword(s):  
Academic Staff ◽  
Knowledge Network ◽  
Web Traffic ◽  
Academic Impact ◽  
Scholarly Journals ◽  
Research Dissemination ◽  
Staff Members ◽  
Editorial Boards ◽  
Social Media Networks ◽  
International Knowledge

Inspired by the DORA Declaration's recommendations regarding the transparency and contextualization of research output's impact data, we have created a poster displaying the complete set of data and indicators for all academic journals published, coedited or sponsored by the UOC. This visual representation is also intended as a way of presenting evidence of scholarly journals' capacity to create and build an international knowledge network. In the process, this helps to publicise and position the prestige of universities and their academic staff and quality values within the framework of scholarly communication. The figures are grouped into four categories: The first data group provides a description of the academic staff network involved in the journals' publication (authors, reviewers and members of the editorial boards). The figures show the number of people for each type of academic post and staff distribution by gender and by country. The second group is a geomap that combines data from two different dimensions: number of site visits per country and number of academic staff members per country. The third group of data shows the academic impact figures. They are basically the total number of citations reported in Web of Science, Scopus and Google Scholar, and the main indexing achievements. The fourth group provides information on the journals' general engagement capacity based on data gathered from social media networks and web traffic. In summary, the aim of this type of information graphic is to demonstrate scholarly journals' capacity to boost prestige, knowledge and research dissemination within a quality-controlled framework.

scholarly journals The establishment of Irkutsk Fire-Technical School of the Ministry of Internal Affairs of USSR: historical-pedagogical retrospective

2020 ◽  
pp. 1-7
Author(s):  
Mikhail Aleksandrovich Vasil'ev
Keyword(s):  
Academic Staff ◽  
Educational Institution ◽  
Technical School ◽  
Staff Members ◽  
Formative Stage ◽  
Initial Stage ◽  
Internal Affairs ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Personnel

The subject of this research is the process of establishment of Irkutsk Fire-Technical School during the 1960’s – 1970’s and its professional-pedagogical transformation in the later period of 1990’s. The article covers in the details the question of historical-pedagogical peculiarities in recruitment of the faculty staff of the school with academic personnel at the initial stage. The author explores the question of professional skills of the temporary and permanent academic staff in realization of training, marching drill and combat activities. In the course of this research the author determines and analyzes the factors that influenced the establishment and development Irkutsk Fire-Technical School of the Ministry of Internal Affairs of USSR during the 1960’s – 1970’; as well as peculiarities of pedagogical activity in the formative stage of the educational institution. The article examines the relationship of the cadets and staff members of the school with the service branches. The presented research is relevant for broad audience, since the establishment and development of departmental institution of system of the Ministry of Internal Affairs of USSR in the territory of Baikalia during the 1960’s became a milestone event for education system of the entire Siberian Region.

scholarly journals Ethnic minority and majority female academic staff members perspectives on women in stem in Serbia

Sociologija ◽  
2021 ◽  
Vol 63 (1) ◽  
pp. 143-165
Author(s):  
Karolina Lendák-Kabók
Keyword(s):  
Ethnic Minority ◽  
Inclusive Education ◽  
Gender Stereotypes ◽  
Role Models ◽  
Academic Staff ◽  
Women In Stem ◽  
Structured Interviews ◽  
Staff Members ◽  
Social Sciences And Humanities ◽  
And Mathematics

The paper aims to fill the gap in the scholarly literature regarding the way in which the intersection of ethnicity, gender and scientific fields shapes women?s narratives about science, technology, engineering and mathematics (STEM) fields in a multiethnic environment in Serbia. A qualitative study was conducted, capitalizing on in-depth, semi-structured of twenty semi-structured interviews conducted with university professors from ethnic minority and majority comminties, working in STEM and social sciences and humanities (SSH) field of studies in two state universiteis in Serbia. The findings indicate that ethnic minority female professors from STEM are less open to female students and colleagues in their domains and do not see the need for more women in STEM. This attitude can be traced back to these women having to overcome a ?double jeopardy? and ?symbolic violence? in a very male-dominated field, as they belong to ethnic minority and hat to deal with the lack of or with the denial of recources within institutions. Equal abilities of men and women in STEM was a topic occurring mostly in the narratives of the majority women who mostly adopted a masculine patterns of behavior and tried to become ?one of the boys?. Both minority and majority women agreed that deeply rooted gender stereotypes prevent women from choosing a career in STEM. The research identified the need for more inclusive education programs on all levels and for female role models to steer more women towards STEM.

scholarly journals Open Access and Academic Journals in Canada: A Political Science Perspective

2019 ◽  
Vol 52 (4) ◽  
pp. 903-922
Author(s):  
Martin Papillon ◽  
Brenda O'Neill ◽  
Mélanie Bourque ◽  
Alex Marland ◽  
Graham White
Keyword(s):  
Open Access ◽  
Political Science ◽  
Research Council ◽  
Academic Research ◽  
Academic Journals ◽  
Scholarly Journals ◽  
Research Dissemination ◽  
Course Of Action ◽  
The Social ◽  
Science Association

AbstractThe push to implement Open Access (OA) as the new standard for academic research dissemination is creating very real pressures on academic journals. In Canada, the Social Science and Humanities Research Council (SSHRC) recently adopted a policy requiring that journals applying for its Aid to Scholarly Journals (ASJ) grant make their scholarly content freely accessible after no more than a 12-month delay. For journals such as the Canadian Journal of Political Science (CJPS) that not only publish high-quality, peer-reviewed articles to a specialized audience but also support the work of scholarly associations through the revenues they generate, the push to move to OA comes with a number of challenges. The Canadian Political Science Association (CPSA) and the Société québécoise de science politique (SQSP) established a committee to chart the best course of action for the CJPS in light of this changing landscape. This article summarizes the key findings of the committee and underscores some of the challenges of OA for journals with a profile similar to the CJPS, as well as for the broader research ecosystem that they support.

Editorial boards of 45 journals devoted to school and educational psychology: International characteristics and publication patterns

2019 ◽  
Vol 41 (2) ◽  
pp. 110-136
Author(s):  
Jiayi Wang ◽  
John C. Begeny ◽  
Rahma M. Hida ◽  
Helen O. Oluokun
Keyword(s):  
Educational Psychology ◽  
Future Research ◽  
Board Members ◽  
Scholarly Journals ◽  
Research Directions ◽  
Editorial Boards ◽  
Publication Patterns ◽  
Key Characteristics ◽  
Future Research Directions

To assess and promote internationally representative scholarship, several past studies have examined the geographic affiliation of journals’ editorial board members and authors. The present study is the first known to examine this with journals devoted to school and educational psychology. After systematically identifying all peer-reviewed scholarly journals around the globe that are specifically devoted to school or educational psychology ( N = 45), the goals of this study were to (a) report key characteristics about each journal’s editorial board, and (b) examine the extent to which geographic affiliation (country where one is employed) is consistent among a journal’s editorial board members and recent authors. One key finding revealed that editorial boards of the discipline’s journals represent individuals from all global regions, but many global regions (e.g. Africa, Eastern Europe, Latin America) are underrepresented. Another finding showed that the vast majority of journals evidence strong similarities in geographic affiliation between editorial board members and authors. Findings, implications, limitations, and future research directions are discussed in the context of internationalization.

Adoption of web-based assessment in higher learning institutions (HLIs)

2015 ◽  
Vol 7 (1) ◽  
pp. 113-122
Author(s):  
Abbi Godfrey Nangawe
Keyword(s):  
Diffusion Of Innovation ◽  
Academic Staff ◽  
Student Assessment ◽  
Higher Learning ◽  
Web Based ◽  
Content Type ◽  
Staff Members ◽  
Sustained Use ◽  
Assessment Of Student Learning ◽  
Learning Institutions

Purpose – The increasing availability of the internet has facilitated the development of web-based tools for the assessment of students’ learning in higher learning institutions (HLIs). However, research reveals that the use of such tools is largely dependent on the attitudes of academic and non-academic staff. Therefore, the purpose of this paper is to investigate those attitudes from the standpoint of Eric Rogers’ (1983, 2003) theory of diffusion of innovation. Design/methodology/approach – This is study of the attitudes of higher education staff members towards web-based student assessment, using Eric Rogers’ theory of diffusion of innovation as a lens. Findings – Promisingly, the survey of staff members in (HLIs) in Tanzania, a developing country, indicates moderately favourable attitudes towards adoption, diffusion and sustained use of web-based assessment of student learning. Originality/value – This is a unique look at HLIs in Tanzania and how staff attitudes are leaning in favour of embracing online assessment technology.

The Editorial Boards of Spanish Scholarly Journals: What Are They Like? WhatShouldThey Be Like?

2009 ◽  
Vol 40 (3) ◽  
pp. 287-306 ◽  
Author(s):  
ELEA GIMÉNEZ-TOLEDO ◽  
ADELAIDA ROMÁN-ROMÁN, ◽  
PABLO PERDIGUERO ◽  
IRENE PALENCIA
Keyword(s):  
Scholarly Journals ◽  
Editorial Boards

scholarly journals An Empirical Assessment of the Implications of the Merger at Walter Sisulu University, South Africa

2015 ◽  
Vol 3 (4) ◽  
pp. 117
Author(s):  
W. W. Manona
Keyword(s):  
Staff Development ◽  
Work Performance ◽  
Academic Staff ◽  
Target Population ◽  
Research Approach ◽  
Comprehensive Universities ◽  
Staff Members ◽  
Act 101 ◽  
Historically Disadvantaged ◽  
Quantitative Descriptive

This study investigated the implications of merger on the morale of staff at Walter Sisulu University (WSU), which is a new comprehensive university established in terms of the HigherEducation Act (101 of 1997), as amended. This study is undertaken because from the literature survey, scholars have not interrogated the implications of merger on the morale of those affected in those established comprehensive universities post amalgamation. This study employed a quantitative descriptive research approach, using statistical procedures. The target population was ninety academic and ninety non-academic staff members from the three sites of Walter Sisulu University, namely East London, Ibika and Umtata. Participants were purposefully selected from the four campuses. Questionnaires were administered to ninety academics and ninety non-academic staff personnel. The study established that indeed the merger had negative implications on WSU employees, even though these implications varied from category to category. The merger of historically disadvantaged two technikons and a university within the rural South African setting presents a complex historical heritage.The three institutions that merged to form WSU are not only historically disadvantaged, but also have vast distances among them. While the amalgamation of the three historically disadvantaged institutions remains a noble initiative, on the other hand, it has brought about inequalities, such as disproportionate salaries among employees of the three campuses, poor work performance, which can only be attributed to lack of motivation and reluctance amongst the staff members to accept new conditions of service under WSU. A substantial number of those employees, some of whom were employed before the amalgamation, terminated their service long before the merger even took place. Conclusions could be drawn that the merger brought about many challenges on WSU employees, namely staff development, human resource and management issues, job security and work environment. The study advances suggestions and recommendations to alleviate the situation.

Barriers and motivators towards a national final year assessment in the United Kingdom and the Republic of Ireland for veterinary undergraduates

2018 ◽  
Vol 183 (15) ◽  
pp. 472-472 ◽  
Author(s):  
Fay Pooley ◽  
Wendela Wapenaar
Keyword(s):  
Academic Staff ◽  
National Assessment ◽  
Republic Of Ireland ◽  
Staff Members ◽  
Stakeholder Perspectives ◽  
Veterinary Surgeon ◽  
The Republic ◽  
The Uk ◽  
Barriers And Motivators ◽  
Practical Feasibility

In the final year of the course schools assess students to ensure a minimum level of knowledge and skills is achieved before graduation as a veterinary surgeon. Across the universities, different styles and combinations of assessments are used. A national assessment could provide a solution to maintain quality and potential employability of veterinary surgeons. The aim of this study was to identify barriers and motivators of veterinary educators from all veterinary schools in the UK and the Republic of Ireland towards a national assessment. Semistructured interviews were conducted with 16 academic staff members. Mixed opinions were expressed and many barriers as well as motivators were voiced. Four main themes were: harmonisation and benchmarking, confidence in quality, practical feasibility and stakeholder perspectives. The study identified a positive attitude towards a national assessment, particularly around improved quality and standards. However, the practical feasibility was perceived as a significant barrier for implementation. Before making changes to current assessments it is important to further research the barriers identified to confirm representativeness and to acquire evidence to accept or refute the perceived limitations.

Innovative use of technologies to enhance knowledge management

2020 ◽  
Vol 41 (6/7) ◽  
pp. 503-514
Author(s):  
Everlyn M'mbone Anduvare ◽  
Marlene Holmner
Keyword(s):  
Knowledge Management ◽  
Online Survey ◽  
Management Practices ◽  
Academic Staff ◽  
Distributed Learning ◽  
Target Population ◽  
Analysis Data ◽  
Full Time ◽  
Content Type ◽  
Staff Members

PurposeThe study aims to identify and recommend to the Marist International University College (MIUC) technologies that enhance knowledge management, with a particular focus on collaborative and distributed learning.Design/methodology/approachNine senior full-time academic staff members were purposively selected for the study. The study employed a qualitative research design that involved the use of Google forms to conduct an online survey to collect data from the target population, and it achieved a 100% response rate. Using content analysis, data were analysed, interpreted and presented in a mini-dissertation.FindingsThis research paper presents the findings relating to the innovative use of technologies to enhance collaborative and distributive learning. The findings confirm the existence of informal knowledge management practices at the MIUC and recommend technologies established through a review of the literature to expedite these practices.Practical implicationsThe proposed technologies are thought to be useful in enhancing collaborative and distributed learning in academic institutions as technologies act as enablers in knowledge management within academia.Originality/valueAs technologies continue to emerge, there is a chance for universities to hit a stalemate in terms of identifying appropriate technologies to enable knowledge management. This paper contributes by identifying not only KM practices at the university under study but also specific multimedia, social media, media sharing and brainstorming technologies from the literature that would be ideal in enhancing collaborative and distributed learning.

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