Relevant bibliographies by topics / Academic exchanges

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic exchanges'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Academic exchanges"

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Glassman, Peter. "Sino-American Academic Exchanges." Change: The Magazine of Higher Learning 21, no. 2 (1989): 36–43. http://dx.doi.org/10.1080/00091383.1989.9939841.

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Strathern, Marilyn. "What’s in an argument? Reflections on knowledge exchanges." Contributions to Indian Sociology 55, no. 1 (2021): 7–29. http://dx.doi.org/10.1177/0069966720973168.

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This article draws on a turn of events in the speaker’s long association with Papua New Guinea in the Pacific. Pacific Island academics have made it clear that anthropologists should be explicit about ‘knowledge exchange’. Knowledge transfers take innumerable forms; in the case of the anthropologist, however, it often seems that expert knowledge is more taken than given. Thinking comparatively about academic practice, is there any future for potential ‘exchanges’ as forms of interdisciplinarity, say, or of argument between points of view? The article takes the concept of an academic argument to ask about its counterparts in non-academic milieux of knowledge-making in one part of the Pacific.
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Alzugaray, Carlos. "Academic Exchanges and Transnational Relations." Latin American Perspectives 33, no. 5 (2006): 43–57. http://dx.doi.org/10.1177/0094582x06292415.

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Tonkin, Humphrey, and Jane Edwards. "Academic Exchanges: Prospects and Problems." Higher Education Policy 1, no. 3 (1988): 44–47. http://dx.doi.org/10.1057/hep.1988.54.

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Lajos, Tamás. "ACADEMIC EXCHANGES: EXPERIENCE AND TRENDS." Higher Education in Europe 15, no. 1 (1990): 52–55. http://dx.doi.org/10.1080/0379772900150109.

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Carrico, Steven B. "Exchanges in Academic and Special Libraries." Acquisitions Librarian 11, no. 22 (1999): 75–96. http://dx.doi.org/10.1300/j101v11n22_07.

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Kidd, Tony, and Karen Roughton. "International staff exchanges for academic libraries." Journal of Academic Librarianship 20, no. 5-6 (1994): 295–99. http://dx.doi.org/10.1016/0099-1333(94)90066-3.

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Hannon, Michael. "Staff exchanges ‐ new directions for academic libraries?" Librarian Career Development 5, no. 4 (1997): 124–27. http://dx.doi.org/10.1108/09680819710191181.

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Frost-Smith, B. "European Union: Fresh Tracks for Academic Exchanges." Science 266, no. 5186 (1994): 743–45. http://dx.doi.org/10.1126/science.266.5186.743.

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Rudd, Rima E., Tayla C. Colton, Joshua K. Das, William Dejong, and James Hyde. "Mutual Exchanges Support Academic and Community Collaboration." Public Health Reports 118, no. 1 (2003): 80–82. http://dx.doi.org/10.1093/phr/118.1.80.

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Dissertations / Theses on the topic "Academic exchanges"

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White, Mark Voss. "Abnormal returns on asset exchanges." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186098.

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Asset exchanges, such as mergers and acquisitions, typically give rise to abnormal returns. This dissertation tests a fads hypothesis for abnormal returns on initial public offerings, an asset exchange in which traders exchange cash for issuers' new shares. Initial public offerings, or IPOs, exhibit positive abnormal returns on the date of the exchange when trading prices, on average, rise above offering prices. IPOs also exhibit negative abnormal returns after the exchange as trading prices, on average, fall relative to those on comparable-risk assets. In the fads hypothesis, IPOs occur when a fad, or mass psychogical movement, induces traders to bid the trading prices of certain types of assets up over their intrinsic prices. These high trading prices offer a quasi-arbitrage opportunity that motivates unaffected traders to short-sell seasoned shares affected by the fad or issue new shares based on like assets. For the fads hypothesis to explain abnormal returns on IPOs, fads among traders must allow price bubbles to persist long enough for rational traders to issue IPOs, and rational traders must actually do so. This dissertation's experimental spot asset double auction markets show that the duration of price booms, or rising differences between trading prices and intrinsic prices, significantly increases with an increase in asset life, suggesting that differences between trading prices and intrinsic prices can persist. This laboratory finding parallels field findings that closed-end fund trading prices only converge to net asset values (an intrinsic price proxy) when secondary trading ceases due to merger, liquidation or open-ending. This finding is consistent with bubbles persisting long enough for quasi-arbitrage responses. This dissertation also shows that an apparent fad in closed-end country funds led issuers and underwriters to organize an extraordinary number of IPOs in late 1989 and early 1990. These issuers profited by promising to purchase assets at net asset values and selling shares based on that promise at a premium. The shares issued during this apparent fad had positive abnormal returns in their initial rise from offering prices to trading prices, and subsequently had negative abnormal returns as their premium trading prices fell to discounts. This closed-end country fund findings are consistent with the fads hypothesis of abnormal returns on IPO asset exchanges.
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Mittoo, Usha Rani. "Academic information and financial markets : an empirical investigation of market learning from the size anomaly." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29023.

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This dissertation examines the impact of academic information on the capital markets. A test of market learning from academic information is performed by examining the impact of published research about the size anomaly on the underlying asset pricing process. A theoretical framework to examine the effect of events that affect the equilibrium pricing process is first developed in a simple economy with one single risky asset. A learning model based on Bayesian updating is proposed and its empirical implications are derived. The model predicts a change in the asset prices in the case of market learning. The predictions about the learning path depend on the assumed information structure. The key hypotheses are motivated through an illustrative case in a multi-asset economy where there is more information available concerning large firms than about small firms. The econometric model of switching regimes is used to analyze the hypothesized structural change in the mean returns associated with the size variable. We postulate two regimes, one prior to and another after the incorporation of research information on the size anomaly. We find evidence of a switch in regimes with estimated mean switch located in 1983. The estimated average size premium has declined from approximately 13.6% per annum in the first regime to about -2.8% per annum in the second regime. More importantly, the switch in 1983 is not explained by any of the hypothesized economic factors that explain a large part of the stochastic variation in the size effect in the periods prior to 1983. We also find evidence of a switch in regimes when the seasonal January size effect is excluded. The evidence also suggests an increase in the trading volume associated with the information arrival. Our evidence strongly suggests that the market has undergone a change in its underlying equilibrium pricing process after the discovery of the size anomaly. The evidence supports the hypothesis that academic research relating to the size anomaly has provided useful information to the investors and the market has learnt from this information.<br>Business, Sauder School of<br>Graduate
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Hershberger, John 1980. "Exchanges for complex commodities [electronic resource] : toward a general-purpose system for on-line trading / by John Hershberger." University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000127.

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Title from PDF of title page.<br>Document formatted into pages; contains 117 pages.<br>Thesis (M.S.C.S.)--University of South Florida, 2003.<br>Includes bibliographical references.<br>Text (Electronic thesis) in PDF format.<br>ABSTRACT: The modern economy includes a variety of markets, and the Internet has opened opportunities for efficient on-line trading. Researchers have developed algorithms for various auctions, which have become a popular means for on-line sales. They have also designed algorithms for exchange-based markets, similar to the traditional stock exchange, which support fast-paced trading of rigidly standardized securities. In contrast, there has been little work on exchanges for complex nonstandard commodities, such as used cars or collectible stamps. We propose a formal model for trading of complex goods, and present an automated exchange for a limited version of this model. The exchange allows the traders to describe commodities by multiple attributes; for example, a car buyer may specify a model, options, color, and other desirable properties.<br>ABSTRACT: Furthermore, a trader may enter constraints on the acceptable items rather than a specific item; for example, a buyer may look for any car that satisfies certain constraints, rather than for one particular vehicle. We present an extensive empirical evaluation of the implemented exchange, using artificial data, and then give results for two real-world markets, used cars and commercial paper. The experiments show that the system supports markets with up to 260,000 orders, and generates one hundred to one thousand trades per second.<br>System requirements: World Wide Web browser and PDF reader.<br>Mode of access: World Wide Web.
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Guedes, Neto Manoel. "Adaptação de instrumento de medida de competências interculturais em estudantes universitários." Associação Escola Superior de Propaganda e Marketing, 2013. http://tede2.espm.br/handle/tede/16.

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Made available in DSpace on 2016-10-13T14:09:54Z (GMT). No. of bitstreams: 1 Manoel Guedes Neto.pdf: 697645 bytes, checksum: f06d98f12325a82247de1378e091a57c (MD5) Previous issue date: 2013-06-24<br>The central problem of this research concerns the international experience of students and the development of intercultural competence. Due to the lack of national models, the goal is to provide a measuring instrument validated for the assessment of intercultural competence in students. This proposal is related to trends in the internationalization of the academic students as part of the globalization process. With a quantitative approach, we seek to indicate the criteria of reliability and validity for the administration of the instrument with the sample of 268 college students. Additionally, this research indicates the multivariate techniques used, adopting the technique of factor analysis and logistic regression in order to set the data analysis. These choices carried out a factor analysis in order to determine whether the six constructs proposed by the original instrument are also potentially applicable for the Brazilian reality (such extraction accounted for 41.22% of the total variability). Then exploratory analysis was performed with the aim of proposing a range of intercultural competence based on the profile of the sample of 268 Brazilian college students (obtained an extraction of 14 factors that accounted for 62.31% of the total variability of the instrument). Additionally, the results of the logistic regression revealed that the constructs of tolerance to uncertainty, self-efficacy and willingness to engage are the properties affected by the exchange experience.<br>O problema central dessa pesquisa diz respeito à experiência internacional dos estudantes universitários e ao desenvolvimento de competências interculturais. Devido à inexistência de modelos nacionais, o objetivo consiste em disponibilizar um instrumento de medida validado para a avaliação de competências interculturais em estudantes universitários. Essa proposta está relacionada às tendências de internacionalização do quadro estudantil acadêmico como parte do processo de globalização. De abordagem quantitativa, são indicados os critérios de confiabilidade e validade utilizados na administração do instrumento junto à amostra de 268 estudantes universitários. Adicionalmente, são apresentadas as técnicas de análise multivariada utilizadas; nesse sentido, adotou-se a técnica de análise de fatores e a regressão logística de modo conjunto para a análise dos dados. Por meio de tais escolhas realizou-se uma análise fatorial no intuito de verificar se os seis construtos propostos pelo instrumento original também são potencialmente válidos para a realidade brasileira (tal extração representou 41,22% da variabilidade total). Em seguida, realizou-se análise exploratória com o objetivo de propor uma escala de competências interculturais pautada no perfil da amostra dos 268 estudantes universitários (obteve-se a extração de 14 fatores que representaram 62,31% da variabilidade total do instrumento). Adicionalmente, pelos resultados da regressão logística, revelou-se que os construtos da tolerância à incerteza, autoeficácia e vontade de se envolver são as características afetadas pela experiência do intercâmbio.
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Clifford, Alexander Lincoln. "Leader–Member Exchange Between Academic Deans and Faculty in Community Colleges." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3148.

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Between 2011 and 2016, 84% of senior leaders in community colleges indicated retirement intentions and thereby exposed a need to provide better mentorship, training, and early selection of potential replacements for college executives. The purpose of this study was to determine the nature and extent of the relationships between the independent variables (mentorship, leadership training, and time in the position as dean) and the dependent variable (demonstrated leadership of academic deans in community colleges). A popular approach that describes this dynamic is Graen and Uhl-Bien's leader–member exchange theory, which was operationalized by the LMX–7 instrument. A causal–comparative design was used to assess the effects of deans' time in the position, previous mentorship, and leadership training on their LMX scores. I sent the LMX–7 to academic deans and faculty members at 1,641 of the 1,655 community colleges in the United States. Responses were received from 45 academic deans and 508 faculty members. A linear regression showed no significant correlations between the deans' leadership training, mentorship, or time in the position as academic dean and the LMX–7 score reported by their faculty. On the other hand, the findings showed that LMX scores generally were lower than was expected and suggested that gender equality may be an issue during the selection process for deans. These findings may lead to a better understanding of leadership at the community college level, the potential for beneficial research into gender inequality during dean selection, and a deeper understanding of the effect that previous leadership training, mentorship, and time as a dean have on the dean's relationship with faculty.
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Loglia, Jennifer. "How emoticons affect leader-member exchange." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5980.

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Emoticons have been shown to be the nonverbal cues of computer-mediated communication and could therefore be a rich source of information, but they are not used in the workplace because they are considered unprofessional. This study aimed to look at the effects of emoticons on relationships, specifically between a leader and member. Participants were asked to read a fake email from a fake boss and answer several questions in regard to leader-member exchange, affective presence, perceived message positivity, perceived masculinity/femininity of the fake boss, and perceived professionalism. This study found that the use of a positive emoticon in an email message increased leader-member exchange, mediated by positive affective presence (though the use of the emoticon and positive affective presence were not linked). This study also found that when participants received a message with an emoticon, they found the sender to be both more feminine and less professional.<br>M.S.<br>Masters<br>Psychology<br>Sciences<br>Industrial Organizational Psychology
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Horne, Andre L. "A leader-follower exchange perspective of academic talent development in higher education." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43353.

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This study examines the development of academic talent in higher education from a social exchange and organisation support perspective. More specifically the study investigates to what extent a quality leader-member exchange relationship between a chair of department and an academic staff member contributes to the perceived development of academic talent in higher education. The leader-member exchange theory was applied in this study to examine the influence of the quality of the relationship between an academic leader and a follower on supervisory support for development as well as its ultimate effect on perceptions of organisation investment in employee development. Insight into the said quality and the effect of this relationship would provide greater clarity to leaders about the development of academic talent in higher education. The study employed a mixed-method approach that combined quantitative and qualitative data collection. Quantitative data was collected from participants (members of academic staff as followers) through an online survey, and qualitative data was collected from leaders (chairs of academic departments as developers of academic staff) through conducting one-on-one interviews. In addition, a theoretical model of the hypothesised relationships between leaders and followers was tested using path analysis. The study found new evidence of the ways in which relationship resources embodied in the leader-member exchange relationship between supervisors (leaders) and employees (followers) influenced employee perceptions of both supervisory and organisation support for development. The results also demonstrated how leadermember exchange theory, combined with theoretical work on organisation support, helped to explain and understand the critical role of supervisors in developing academic staff. This study suggests that leader-member exchange theory could be used as an appropriate leadership theory for application in the development of academic talent in higher education. In addition specific development practices for a chair of department in their roles as developers were also presented.<br>Thesis (PhD)--University of Pretoria, 2014.<br>lk2014<br>Human Resource Management<br>PhD<br>unrestricted
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Badwan, Khawla Mohammed. "Negotiating rates of exchange : Arab academic sojourners' sociolinguistic trajectories in the UK." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/12005/.

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This doctoral project investigates the sociolinguistic trajectories of eight Arab academic sojourners in the UK. Although there is a considerable body of empirical study abroad research, this research has been criticised for its imbalance and inconsistency. Coleman (2013) asks study abroad researchers to see sojourners as ‘whole people with whole lives’ instead of fragmenting their ‘minds, bodies, and social behaviours into separate domains of inquiry’ (Kramsch, 2009, p. 2). In addition, Kinginger (2009) explains that study abroad research has been limited to North American, Cross-European and Asia-Pacific contexts. This study springs from the need to document the unheard stories of Arab academic sojourners in the UK to explore the impact of mobility and sociocultural heterogeneity on sojourners’ conceptualisations of English, perceptions of themselves as speakers of English, and on their social encounters in the UK. This qualitative, longitudinal inquiry has been conducted through in-depth interviews over a period of eight months. Research data comes from initial pair interviews conducted within one month of the participants’ arrival in the UK as well as five rounds of individual interviews, resulting in a total of 44 interviews. Thematic analysis of the dataset has featured striking commonalities in the group. The study found that participants’ perceptions of their investment in English were profoundly affected by their mobility. While they valued their investment in English as a tool to access Higher Education in the United Kingdom, their unexpected experiences of shifts in their language value made them aware of the limitations of their linguistic and social capital, thereby affecting their perceptions of their English and contributing to new conceptualisations of English. Not only did these realisations destabilise participants’ perceptions of themselves as speakers of English, but further affected their social encounters, which ultimately led to some sort of ghettoisation that significantly limited their social networks in the UK.
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Zappa, Sandra. "The academic literacy socialization of Mexican exchange students at a Canadian university." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31768.

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Academic exchanges have become very popular worldwide as part of the internationalization of higher education. While the benefits of study abroad have been well documented, mostly using large-scale surveys, detailed information about the individual experiences of sojourners and the outcomes of these experiences has been lacking. Addressing this gap, this qualitative multiple-case study explores the second language (L2) academic literacy socialization experiences of foreign students studying abroad at a large Canadian English-medium university. The focal participants are six undergraduate Mexican students enrolled in the MCMU-WCU Joint Academic Exchange Program (a pseudonym) for either one or two academic terms between 2005 and 2006. Triangulated data sources included interviews with focal and secondary student participants and with two instructors, focus group interviews, written assignments, questionnaires, writing logs, and field notes. The main goal of this investigation was to yield rich understandings of the learning resources and opportunities available to the participants and how these impacted their L2 academic literacy development and performance during their stay. The study also examined participants' reentry experiences in Mexico and their perceptions of the significance of their academic experiences in Canada once they returned to their home contexts. This study draws on the language socialization framework (Duff, 1996, 2003; Schieffelin & Ochs, 1986a, b), the "community of practice" concept (Lave & Wenger, 1991; Wenger, 1998), and social network theory (Milroy, 1980, 1987) to provide an ecological perspective of the students' socialization into host L2 academic literacy practices. Based on these theories, five parameters that emerged for the analysis of students' experiences from a sociocultural perspective are examined and illustrated. While this study does not yield findings that can be generalized to the wider population of study abroad students, it does contribute with "analytical generalizations" (Firestone, 1993) by illustrating how the three main theories informing this study can be combined in novel and productive ways to understand students' experiences of study abroad. Finally, suggestions for future exchange students, instructors and institutions sending and receiving international L2-speaking students are presented together with directions for further research.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Salö, Linus. "Languages and Linguistic Exchanges in Swedish Academia : Practices, Processes, and Globalizing Markets." Doctoral thesis, Stockholms universitet, Institutionen för svenska och flerspråkighet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-127179.

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Based on four separate studies, this thesis deals with Swedish academia and its dwellers, with an eye toward accounting for matters of languages and linguistic exchanges. The perspectives and thinking-tools of Pierre Bourdieu form the basis of the main leitmotif, albeit extended with insights from linguistic anthropology and sociolinguistics. Methods employed include historical analysis as well as ethnographic approaches. Study 1 analyzes the historical events and language ideological labor through which English has come to be seen as a sociolinguistic problem in Swedish language planning and policy (LPP). At the focus is the notion of ‘domain loss,’ which is interpreted as a resource in the struggle to safeguard the Swedish language. Study 2 deals with the increasing importance of English in academic publishing in two disciplinary fields of Swedish academia: history and psychology. In history, in particular, English and the transnational publishing markets it bargains currently seem to offer new ways of advancing in the competition of the field, which is encouraged by the will and ensuing managerial techniques of contemporary research policy. Study 3, however, shows that this fact does not entail that Swedish is not being used as a scientific language. In the research practices preceding finalized texts in English, Swedish-speaking researchers in physics and computer science use technical and discipline-specific Swedish both orally and in writing. The principle that upholds the logic of ‘Swedish among Swedish-speakers’ is crucial also with respect to the ability of Swedish researchers to write up scientific texts in Swedish. Exploring the writing practices of a computer scientist and his successful first-time performance of two scientific texts in Swedish, study 4 shows that texts in Swedish can be produced by assembling experiences from previous discursive encounters throughout a researcher’s biographically specific discursive history. In summary, the thesis argues that while English increasingly prevails in publishing, much knowledge previously produced and reproduced on these matters within the field of LPP has tended to overstate the dominance of English, and with that, the sociolinguistic implications of the current state of affairs. The thesis proposes that Bourdieu’s work offers some purchase in attempts to engender in-depth knowledge on the position of English vis-à-vis Swedish in the globalizing markets of Swedish academia, and that epistemic reflexivity, in particular, is a pivotal driver in such an agenda.<br><p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Manuscript.</p>
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Books on the topic "Academic exchanges"

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Canadian academic relations with the People's Republic of China since 1970. International Development Research Centre, 1986.

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Heber, Robert Wesley. Indigenous education and international academic exchange. Aboriginal Issues Press, 2014.

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Kenneth, King. North-South collaboration in higher education: Academic links between Britain and the developing world. Centre of African Studies, Edinburgh University, 1985.

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Kenneth, King. North-South collaboration in higher education: Academic links between Britain and the developing world. Centre of African Studies, Edinburgh University, 1985.

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Kirk, Mary E. Where walls once stood: U.S. responses to new opportunities for academic cooperation with East Central Europe. Institute of International Education, 1992.

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Kirk, Mary E. Where walls once stood: U.S. responses to new opportunities for academic cooperation with East Central Europe. Institute of International Education, 1992.

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Nemoto, Hiroyuki. The management of intercultural academic interaction: Student exchanges between Japanese and Australian universities. Cambridge Scholars Publishing, 2011.

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Commission of the European Communities. Directorate-General XXII Education, Training and Youth. and Commission of the European Communities. Tacis Information Office., eds. Guide for applicants: Joint European projects and Compact Projects : academic year 1999/2000 : Tacis. Office for Official Publications of the European Communities, 1998.

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Littmann, Ulrich. Partners, distant and close: Notes and footnotes on academic mobility between Germany and the United States of America (1923-1993). Deutscher Akademischer Austauschdienst, 1997.

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Association of Universities and Colleges of Canada. International Relations and Programs., ed. Academic relations between Canada and China, 1970-1995: A report for the Association of Universities and Colleges of Canada = Association des universités et collèges du Canada. Association of University and Colleges of Canada, International Relations and Programs, 1996.

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Book chapters on the topic "Academic exchanges"

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Sartorio, Paola. "Fulbright – La Sapienza: 66 Years of Academic Exchanges." In Inter-University Cooperation. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17608-6_6.

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El-Mossallamy, Yasser, Gerhard Schulz, and Otto Heeres. "How to Improve Exchanges Between Academic Knowledge and Daily Practice?" In Advances in Numerical Methods in Geotechnical Engineering. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01926-6_2.

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Singla, Rashmi, and Ulrike de Ponte. "Love in the Context of Transnational Academic Exchanges: Promoting Mental Health and Wellbeing." In International Handbook of Love. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45996-3_32.

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Swanson, R. N. "Academic Circles: Universities and Exchanges of Information and Ideas in the Age of the Great Schism." In Religious Controversy in Europe, 1378–1536. Brepols Publishers, 2013. http://dx.doi.org/10.1484/m.mcs-eb.1.101761.

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Niskanen, Kirsti. "The Scholarly Persona Embodied: Seclusion, Love, Academic Battles, and International Exchanges in the Shaping of a Philosophy Career." In Gender, Embodiment, and the History of the Scholarly Persona. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-49606-7_12.

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Zhang, Jingjing. "Intellectual Exchange in Academic Dialogue." In Perspectives on Rethinking and Reforming Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0818-5_8.

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Tang, Yijie. "Constructing “Chinese Philosophy” in Sino-European Cultural Exchange." In China Academic Library. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45533-3_25.

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Fei, Xiaotong. "From Retrospection to Cultural Self-Awareness and Exchange." In China Academic Library. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46648-3_7.

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Lutjens, Sheryl. "The Subject(s) of Academic and Cultural Exchange." In Debating U.S.-Cuban Relations. Routledge, 2017. http://dx.doi.org/10.4324/9781315271279-13.

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Filipe, Sandra, Belem Barbosa, Claudia Amaral Santos, Margarida M. Pinheiro, Dora Simões, and Gonçalo Paiva Dias. "Exchange Students’ Views on Tourism: The Impact of First-Hand Experiences on Transversal Skills Development and Loyalty to the Host Destination." In Academic Tourism. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57288-4_9.

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Conference papers on the topic "Academic exchanges"

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Zagirnyak, Mykhaylo, Andrii Gladyr, and Viktoriia Nozhenko. "Results and Problems of International Academic Exchanges." In 2020 IEEE Problems of Automated Electrodrive. Theory and Practice (PAEP). IEEE, 2020. http://dx.doi.org/10.1109/paep49887.2020.9240825.

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Sakabe, Toshiyuki, and Kate Sato. "ACTION RESEARCH ON ASYNCHRONOUS INTER-CULTURAL COMMUNICATION VIDEO EXCHANGES." In 47th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.047.020.

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Sakabe, Toshiyuki, and Kate Sato. "MAKING THE CLASSROOM GLOBAL WITH ASYNCHRONOUS INTER-CULTURAL COMMUNICATION VIDEO EXCHANGES." In 39th International Academic Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.039.039.

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Yu, Junyan, Manren Wang, and Qichao Ma. "H∞ bipartite consensus of discrete-time multi-agent systems with directed information exchanges." In 2017 32nd Youth Academic Annual Conference of Chinese Association of Automation (YAC). IEEE, 2017. http://dx.doi.org/10.1109/yac.2017.7967564.

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Song, Qin, Fukuan Zhao, and Yujun Zheng. "Roles and Effects of BBS and Personal Websites in Academic Information Exchanges in China." In 2009 Fourth International Conference on Cooperation and Promotion of Information Resources in Science and Technology (COINFO). IEEE, 2009. http://dx.doi.org/10.1109/coinfo.2009.68.

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Shen, Miao, Tianping Lai, Sumei Wang, Yiming Peng, and Zhitong Gao. "Design and implementation of a uniform funding system for academic exchanges in Peking University." In International conference on Management Innovation and Information Technology. WIT Press, 2014. http://dx.doi.org/10.2495/miit131862.

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Khvostenko, Vladyslav, Yurii Tkachenko, and Serhii Kuzmenko. "Leaders in the on-line trading market in Ukraine: stock exchanges, brokers, and brokerage trading systems." In Proceedings of the 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icseal-19.2019.64.

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Yu, Hui, and Gaogao Liao. "Research on Teaching Models of Postgraduates English for International Academic Exchanges in the Circumstance of Multimedia and Internet." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.24.

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Haikun, Teng, Liu Xinsheng, and Li Lunbin. "RESEARCH AND ANALYSIS OF ACADEMIC EXCHANGES AND COOPERATION BETWEEN CHINESE AND RUSSIAN COLLEGES AND UNIVERSITIES UNDER THE BACKGROUND OF “INTERNET +”." In International Conference on Education, Culture and Social Development (ICECSD). Volkson Press, 2018. http://dx.doi.org/10.26480/icecsd.01.2018.44.45.

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Tijerino, Yuri, Hirohisa Masaki, and Nobuku Igaki. "AcadeMix Juice- A Hybrid Web 2.0/Semantic Web Platform for Exchange of Academic Knowledge." In 2006 IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology Workshops. IEEE, 2006. http://dx.doi.org/10.1109/wi-iatw.2006.26.

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Reports on the topic "Academic exchanges"

1

Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Jones, Nicole S., Jeri D. Ropero-Miller, Heather Waltke, Danielle McLeod-Henning, Danielle Weiss, and Hannah Barcus. Proceedings of the International Forensic Radiology Research Summit May 10–11, 2016, Amsterdam, The Netherlands. RTI Press, 2017. http://dx.doi.org/10.3768/rtipress.2017.cp.0005.1709.

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On May 10–11, 2016, the US Department of Justice (DOJ) National Institute of Justice (NIJ), the Netherlands Forensic Institute (NFI; Dutch Ministry of Security and Justice of the Netherlands), the International Society for Forensic Radiology and Imaging (ISFRI), the International Association of Forensic Radiographers (IAFR), and NIJ’s Forensic Technology Center of Excellence (FTCoE) at RTI International organized and convened the International Forensic Radiology Research Summit (IFRRS) at the Academic Medical Center in Amsterdam. The summit assembled 40 international subject matter experts in forensic radiology, to include researchers, practitioners, government employees, and professional staff from 14 countries. The goal of this 2-day summit was to identify gaps, challenges, and research needs to produce a road map to success regarding the state of forensic radiology, including formulating a plan to address the obstacles to implementation of advanced imaging technologies in medicolegal investigations. These proceedings summarize the meeting’s important exchange of technical and operational information, ideas, and solutions for the community and other stakeholders of forensic radiology.
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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.

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The main recommendations of the panel report can be summarised under four key headings:  High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on.  Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors.  Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month.  Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.
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Crispin, Darla. Artistic Research as a Process of Unfolding. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.503395.

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As artistic research work in various disciplines and national contexts continues to develop, the diversity of approaches to the field becomes ever more apparent. This is to be welcomed, because it keeps alive ideas of plurality and complexity at a particular time in history when the gross oversimplifications and obfuscations of political discourses are compromising the nature of language itself, leading to what several commentators have already called ‘a post-truth’ world. In this brutal environment where ‘information’ is uncoupled from reality and validated only by how loudly and often it is voiced, the artist researcher has a responsibility that goes beyond the confines of our discipline to articulate the truth-content of his or her artistic practice. To do this, they must embrace daring and risk-taking, finding ways of communicating that flow against the current norms. In artistic research, the empathic communication of information and experience – and not merely the ‘verbally empathic’ – is a sign of research transferability, a marker for research content. But this, in some circles, is still a heretical point of view. Research, in its more traditional manifestations mistrusts empathy and individually-incarnated human experience; the researcher, although a sentient being in the world, is expected to behave dispassionately in their professional discourse, and with a distrust for insights that come primarily from instinct. For the construction of empathic systems in which to study and research, our structures still need to change. So, we need to work toward a new world (one that is still not our idea), a world that is symptomatic of what we might like artistic research to be. Risk is one of the elements that helps us to make the conceptual twist that turns subjective, reflexive experience into transpersonal, empathic communication and/or scientifically-viable modes of exchange. It gives us something to work with in engaging with debates because it means that something is at stake. To propose a space where such risks may be taken, I shall revisit Gillian Rose’s metaphor of ‘the fold’ that I analysed in the first Symposium presented by the Arne Nordheim Centre for Artistic Research (NordART) at the Norwegian Academy of Music in November 2015. I shall deepen the exploration of the process of ‘unfolding’, elaborating on my belief in its appropriateness for artistic research work; I shall further suggest that Rose’s metaphor provides a way to bridge some of the gaps of understanding that have already developed between those undertaking artistic research and those working in the more established music disciplines.
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