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Relevant bibliographies by topics / Academic writing outcome

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Academic literature on the topic 'Academic writing outcome'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Academic writing outcome"

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Setyowati, Yulis. "Examining Outcome-Based Education (OBE) in Writing Class: Project-Based Assessment Analysis." Scope : Journal of English Language Teaching 8, no. 1 (2023): 267. http://dx.doi.org/10.30998/scope.v8i1.18113.

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<p>The call for the implementation of Outcome-Based in Indonesia has been emphasized since 2019, highlighting the necessity for adjustments in the higher education context. In English academic writing classes, incorporating OBE principles presents challenges, particularly in the realm of assessment. The assessment process must effectively evaluate all abilities, skills, and knowledge specified in the learning outcomes. These challenges are further amplified by the large class sizes, resulting in suboptimal assessments of students' writing abilities. Therefore, Project Based assessment th

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Amawa, I. Gusti Nyoman Eduard Valentino. "ELT students’ metacognitive writing strategies." AMCA Journal of Education and Behavioral Change 2, no. 1 (2022): 13–21. http://dx.doi.org/10.51773/ajeb.v2i1.139.

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Academic Writing is one of the writing courses that are required for students majoring in an English education program, where students can have firsthand experience in making use of the language that they have learned in order to compose an academic text. The difficulty of making these academic texts using a second or foreign language requires effective use of metacognitive writing strategies. However, students’ use of these strategies did not all produce the expected positive result. This study aimed to find out the kind of metacognitive writing strategies that Academic Writing students use a

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Riadil, Ikrar Genidal, Adzkiya Noor Ifadha Rahman, and Pitchaya Chonpracha. "INVESTIGATING EFL LEARNERS’ DIFFICULTIES AND STRATEGIES IN ACADEMIC WRITING SKILL: A QUALITATIVE STUDY." ELP (Journal of English Language Pedagogy) 8, no. 1 (2023): 66–76. http://dx.doi.org/10.36665/elp.v8i1.691.

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Writing is an important aspect of language development and should be of primary interest and concern to teachers, students, and academics. The researchers found a research gap by observing that in the field of research, there are a lot of students who have difficulties in writing and still do not know the strategy to solve their problems. This study aims to identify the writing difficulties that students face, as well as strategies for overcoming those difficulties. A descriptive qualitative research method was used in this study. The researchers used a questionnaire to collect the data. The p

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Nataliia, Karpenko, and Smelianska Viktoriia. "Integrative approach to teaching academic writing to the first-year students of the foreign language faculties." ScienceRise: Pedagogical Education, no. 3(30) (May 31, 2019): 18–22. https://doi.org/10.15587/2519-4984.2019.166289.

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With the dominance of English as the international language communicating through writing in English is vital for any member of the society who wants to be successful, therefore developing students’ writing skills has been of a current interest in teaching foreign languages at Universities. This article aims to discuss a teaching approach which can provide University students with enough support before they start writing something for academic purposes. The paper begins with analyzing two approaches to teaching writing that have dominated over the recent years: writing process and writin

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Greek, Marit, and Kari Mari Jonsmoen. "The troublesome guidance towards academic literacy." Nordic Journal of Information Literacy in Higher Education 10, no. 1 (2018): 54–64. http://dx.doi.org/10.15845/noril.v10i1.271.

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According to research findings, students having graduated from upper secondary school, ought to be sufficiently prepared for meeting the demands of higher education, and for further developing their textual competences within the discipline specific contexts. Nevertheless, according to lecturers and librarians in higher education, students are still in need of guidance in their textual work. The question is what the students need and who are qualified for guiding the students. The overall goal is to promote a meaningful writing process, when assisting the students towards the planned academic

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Bränström Öhman, Annelie, and Mona Livholts. "Att skriva emancipatoriskt. Akademisk dialog för två röster." Tidskrift för genusvetenskap 24, no. 1 (2022): 7–19. http://dx.doi.org/10.55870/tgv.v24i1.4174.

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This article is an attempt to open a discussion on feminist academic writing, its obstacles and its emancipatory potential. The form of the article is a dialogue, in ten parts, for two voices. By choosing this form we want to find a strategy for avoiding the reductive and hierarchal dualism that all too often characterizes academic thinking and writing. The geography of writing in a Swedish academic context is described as a contradictory field for feminists, and Shadowland is used as a metaphor for a landscape that demands well kept secrets about the feudal conditions in academic life. This c

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Joshi, Suresh C., Jaitshree Naik, and Dhruv Aggarwal. "Formalizing Creativity: Academic Writing in Early College Years." Indian Journal of Mass Communication and Journalism 1, no. 3 (2022): 25–28. http://dx.doi.org/10.54105/ijmcj.c1011.031322.

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The transition from high school to college can easily be deemed to be one of the biggest changes in a student’s life. However, due to its dramatic nature, one may fail to fully consider the intricacies of this change. In college, the criteria for evaluating students’ academic standing shifts from simple examinations to a blend of assignments and exams. Multiple assignments need the students to write authentic pieces of academic writing. This perspective article aims at providing a conceptual description, and analysis, of academic writing during early college years. We evaluate the structure an

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Suresh, C. Joshi, Naik Jaitshree, and Aggarwal Dhruv. "Formalizing Creativity: Academic Writing in Early College Years." Indian Journal of Mass Communication and Journalism (IJMCJ) 1, no. 3 (2022): 25–28. https://doi.org/10.54105/ijmcj.C1011.031322.

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<strong>Abstract: </strong>The transition from high school to college can easily be deemed to be one of the biggest changes in a student’s life. However, due to its dramatic nature, one may fail to fully consider the intricacies of this change. In college, the criteria for evaluating students’ academic standing shifts from simple examinations to a blend of assignments and exams. Multiple assignments need the students to write authentic pieces of academic writing. This perspective article aims at providing a conceptual description, and analysis, of academic writing during early coll

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Cirino, Paul T., Paulina A. Kulesz, Amanda E. Child, et al. "Role of Neurocognitive Factors in Academic Fluency for Children and Adults With Spina Bifida Myelomeningocele." Journal of the International Neuropsychological Society 25, no. 3 (2019): 249–65. http://dx.doi.org/10.1017/s1355617718001200.

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AbstractObjectives: Fluency is a major problem for individuals with neurodevelopmental disorders, including fluency deficits for academic skills. The aim of this study was to determine neurocognitive predictors of academic fluency within and across domains of reading, writing, and math, in children and adults, with and without spina bifida. In addition to group differences, we expected some neurocognitive predictors (reaction time, inattention) to have similar effects for each academic fluency outcome, and others (dexterity, vocabulary, nonverbal reasoning) to have differential effects across

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Kurnia Prima Putra, Fadhlirrahman Baso, Aminuddin Bakry, et al. "Pelaksanaan Workshop Zotero Untuk Penulisan Karya Tulis Ilmiah Mahasiswa Fakultas Teknik Universitas Negeri Makassar." Vokatek : Jurnal Pengabdian Masyarakat 1, no. 2 (2023): 44–49. http://dx.doi.org/10.61255/vokatekjpm.v1i2.83.

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This community engagement initiative aims to conduct a workshop on Zotero for students in writing academic papers. The workshop intends to introduce the use of Zotero as a tool for managing references and compiling accurate bibliographies. The methodology employed involves an interactive workshop format consisting of presentations, practical demonstrations, and question-and-answer sessions. The expected outcome of this community engagement is to provide significant benefits to students in enhancing their skills in academic writing. By utilizing Zotero, it is anticipated that students will beco

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Dissertations / Theses on the topic "Academic writing outcome"

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Johnson, Karen Gabrielle. "Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Pelopida, Agnes. "The Relationship of Grade 12 High School Students' Perceptions of Writing Self-Efficacy and Academic Writing Outcomes in a Suburban High School." Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10031621.

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<p> According to the Nation’s Report Card (2011), America’s students are not proficient in writing. Because self-efficacy is a primary predictor of the actual outcomes, educational research (Zimmerman & Bandura, 1994) has focused on means of developing beliefs of self-efficacy to increase outcomes (Bandura, 1997). </p><p> The purpose of this sequential mixed methods single case study was to explore grade 12 students’ perceptions of self-efficacy in terms of academic writing. This study also evaluated the effectiveness of the writing curriculum in increasing students&rsq

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Books on the topic "Academic writing outcome"

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Alvesson, Mats, Yiannis Gabriel, and Roland Paulsen. Recovering Meaning by Reforming Academic Identities and Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198787099.003.0006.

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Part II offers a number of proposals and suggestions for recovering meaning in social science research at the individual, institutional, and policy levels. These measures offer the prospect of many small ‘wins’ through which the system can be reformed, rather than one sweeping programme for change. This chapter addresses the identities of individual researchers and the research methodologies they use in their work, and encourages a different approach at the level of individual and group research practices and its outcomes. It argues for new scholarly identities and many different ways of fashi

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Hughes-Hassell, Sandra, Pauletta Brown Bracy, and Casey H. Rawson, eds. Libraries, Literacy, and African American Youth. ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798400678943.

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This important book is a call to action for the library community to address the literacy and life outcome gaps impacting African American youth. It provides strategies that enable school and public librarians to transform their services, programs, and collections to be more responsive to the literacy strengths, experiences, and needs of African American youth. According to National Assessment of Educational Progress (NEAP), only 18 percent of African American fourth graders and 17 percent of African American eighth graders performed at or above proficiency in reading in 2013. This book draws

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Connaway, Lynn, and Marie Radford. Research Methods in Library and Information Science. 7th ed. Libraries Unlimited, 2021. http://dx.doi.org/10.5040/9798216007876.

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An essential resource for LIS master's and doctoral students, new LIS faculty, and academic librarians, this book provides expert guidance and practical examples based on current research about quantitative and qualitative research methods and design. Conducting research and successfully publishing the findings is a goal of many professionals and students in library and information science (LIS). Using the best methodology maximizes the likelihood of a successful outcome. This outstanding book broadly covers the principles, data collection techniques, and analyses of quantitative and qualitati

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Connaway, Lynn Silipigni, and Marie L. Radford. Research Methods in Library and Information Science. 6th ed. Libraries Unlimited, 2016. http://dx.doi.org/10.5040/9798216984863.

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An essential resource for LIS master's and doctoral students, new LIS faculty, and academic librarians, this book provides expert guidance and practical examples based on current research about quantitative and qualitative research methods and design. Conducting research and successfully publishing the findings is a goal of many professionals and students in library and information science (LIS). Using the best methodology maximizes the likelihood of a successful outcome. This outstanding book broadly covers the principles, data collection techniques, and analyses of quantitative and qualitati

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Lipková, Martina. English for Specific Purposes. Theoretical and Educational Perspectives in Higher Education. SPEKTRUM Publishing, 2024. http://dx.doi.org/10.61544/kvko4533.

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Monograph English for Specific Purposes: Theoretical and Educational Perspectives in Higher Education deals with the theoretical approaches concerning specific needs of learners and improvement of the effectiveness of professional communication in a foreign language with regard to English for Specific Purposes (ESP). It analyzes the needs in ESP that is essential for strategic planning of ESP courses, the objective of which is to enhance professional lexical competence. The needs analysis in ESP helps meet the requirements for professional communication in specific disciplines, international r

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Rose, Sage, and Nicole Sieben. Hope Measurement. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.7.

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This chapter covers the multiple measures currently used to assess hope theory. Hope, as theorized by Snyder and colleagues, was originally determined to be a global construct measuring agency and pathways toward goal attainment. Using much of the original theory, hope research has expanded, resulting in multiple measures across different applications and domains. By exploring the context specificity, these scales have been shown to consistently predict outcomes across differing domains, supporting the reliability and validity of new hope measurement. It is anticipated that with more specific

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Book chapters on the topic "Academic writing outcome"

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Zaki, Amel Fawzi. "Investigating the Impact of Extracurricular Activities on the Academic and Social Skills of University Students in Post-Covid-19: A Case Study." In Future Trends in Education Post COVID-19. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_20.

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AbstractIn the aftermath of COVID-19, education has been disrupted worldwide. Universities had to instantly adapt to online education taking into consideration all the factors that foster success of education in such unprecedented circumstances. However, online education negatively affected students’ academic and social skills. This study explores the impact of relaunching Extra-Curricular Activities (ECA) in the post-COVID-19 period on enhancing university students’ academic and social skills. The ECA used is magazine writing; it was launched in March 2021 at the Arab academy for Science, Tec

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Washington, Julie A., Bryan K. Murray, and Elizabeth Doyne. "Chapter 3. Pitfalls and promises of dialect in the classroom." In Studies in Bilingualism. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.03was.

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African American English (AAE) is among the most studied dialects of American English (Gollan & Ferreira, 2009), and is spoken by most, but not all, African American people in the United States. It is a source of pride and identity within the community, unifying its speakers socially and linguistically. Outside of the community, however, AAE has a long and complicated history that is inexplicably entangled with race politics. By most accounts, AAE is regarded as a low status, stigmatized variety and as such has not been without controversy in social, political and educational circles. Its

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Samantaray, Rashmi Rani, and Abdul Azeez. "AI Tools for Efficient Writing and Editing." In Utilizing AI Tools in Academic Research Writing. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1798-3.ch004.

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Wisdom cannot be replaced by AI tools. AI tools can save time spent on a pre-draft research. AI tools can open the door to create a better writing outcome. AI tools can boost productivity. Writing produced by AI tools still needs a human touch. Academic writing has undergone a revolution as a result of AI. Writing a book, a research grant, or even an academic journal article can be done by using AI techniques. Additionally, there are several AI-powered applications that can assist researchers in editing their publications and use English correctly.

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Steinmann, Heather, and Ruslan T. Saduov. "Co-Writing and Cross-Cultural Networking." In Advances in Linguistics and Communication Studies. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4154-7.ch002.

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This chapter is a teaching case study which draws on Kolb's experiential learning model and Latour's Actor-Network theory, specifically, the ideas of learning as a process rather than as an outcome and of technological space as a cross-cultural network actor. The authors report on a collaboration between undergraduate-level students at a US university and graduate-level students at a Russian university within the Trans-Atlantic and Pacific Project originated to set up international academic collaborations. The chapter provides a theoretically grounded description of the project's successes and

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Miller, Scott A. "Consequences: Cognitive Development." In Advanced Theory of Mind. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197573174.003.0006.

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Much of the discussion to this point has concerned the origins of individual differences in theory of mind. Theory of mind, however, has always been of interest not simply as an important outcome of development but also as a contributor to other outcomes. This chapter begins with a discussion of the methodological challenges in establishing such cause-and-effect connections. It then reviews work directed to cognitive outcomes for which theory of mind, including advanced theory of mind, has been shown to be a contributor (although never the sole contributor). This research includes outcomes in

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Prodromidi, Evangelia. "Implementing Virtual Lab Learning to High School." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch032.

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Science is traditionally considered one of the most complex and demanding subjects in school, yet can be one of the most inspiring experiences one has encountered in their academic life. Scientific knowledge can be applied to and explain everyday life phenomena beyond the boundaries of a conventional classroom. This is the key to teach and learn science effectively and can be assisted by technology as a pedagogical tool. The i2Flex model was implemented in a High School Science IB class as online/virtual laboratory investigations, in an effort to enhance high cognitive skills and academic perf

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Prodromidi, Evangelia. "Implementing Virtual Lab Learning to High School." In Advances in Early Childhood and K-12 Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0267-8.ch022.

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Science is traditionally considered one of the most complex and demanding subjects in school, yet can be one of the most inspiring experiences one has encountered in their academic life. Scientific knowledge can be applied to and explain everyday life phenomena beyond the boundaries of a conventional classroom. This is the key to teach and learn science effectively and can be assisted by technology as a pedagogical tool. The i2Flex model was implemented in a High School Science IB class as online/virtual laboratory investigations, in an effort to enhance high cognitive skills and academic perf

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Rohde-Collins, Dorothy. "Students Exposed to Community Violence." In Supporting and Educating Traumatized Students, edited by Eric Rossen. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190052737.003.0008.

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Exposure to community violence has a detrimental effect on the academic, social-emotional, and physical functioning of children, adolescents, and their families. Schools and educators are instrumental in enabling children and adults to process violence and trauma in order to develop a healthy worldview. Schools can counter the effects of community violence by emphasizing the development of sincere relationships between staff, students, and families; offering a warm, welcoming atmosphere; and providing a safe school environment conducive to learning. Educators can embed writing prompts and othe

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Preprotić, Suzana Pasanec, and Gorana Petković. "From Visualization Framework on Teaching Process." In Research Anthology on Developing Critical Thinking Skills in Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch012.

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A framework for learning was developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge that students need to succeed in work, life, and citizenship, as well as the support system for learning outcomes. The critical system ensures student development and learning environment, including their personal skills, content knowledge, and important expertise, which they will need at Faculty, on the job, and generally in life. Students achieve better when they are actively engaged in solving meaningful problems. Today, among other acade

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Preprotić, Suzana Pasanec, and Gorana Petković. "From Visualization Framework on Teaching Process." In Advances in Human and Social Aspects of Technology. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4990-1.ch013.

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A framework for learning was developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge that students need to succeed in work, life, and citizenship, as well as the support system for learning outcomes. The critical system ensures student development and learning environment, including their personal skills, content knowledge, and important expertise, which they will need at Faculty, on the job, and generally in life. Students achieve better when they are actively engaged in solving meaningful problems. Today, among other acade

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Conference papers on the topic "Academic writing outcome"

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Calle, Maria, Jose Soto, Luis Torres, et al. "IMPROVING ARGUMENTATIVE SKILLS FOR ENGINEERING STUDENTS IN TWO DIFFERENT COLOMBIAN REGIONS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-197.

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The paper presents the most important results from a study in argumentative communication skills, developed in three engineering undergraduate programs from year 2012 until 2014. The work was performed by a multidisciplinary group in two Colombian regions. During year 2012, professors noted that senior students had problems in both oral and written communication. Therefore, engineering professors decided to join expert faculty in communication skills and to design a long-term project to help students. The project was meant to improve these skills, and it included four phases. Phase one diagnos

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Pantelejeva, Brigita. "GenAI TOOLS IN TEACHING ACADEMIC WRITING FOR MEDICAL STUDENTS." In Holistinis požiūris į kolegijinių studijų perspektyvą visuomenės, darbo rinkos ir aukštojo mokslo sistemos kaitos kontekste. Šv. Ignaco Lojolos kolegija, 2024. https://doi.org/10.71467/ilk.2024.1.2.

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The integration of generative artificial intelligence (GenAI) tools into education has opened new possibilities for enhancing the teaching and learning of academic writing, particularly in disciplines where precision and clarity are critical, such as medical education. This study explores the potential of GenAI tools, including their capabilities and limitations, in supporting the development of academic writing skills among medical students in St. Ignatius of Loyola college. The research employs a mixed-methods approach within a pilot project, combining qualitative and quantitative methods. D

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Taylor Welty, Emile, Ann Yoachim, and Austin Hogans. "Design-Build Studio Outcomes: Researching Potential vs Practice." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.67.

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Academic design-build programs offer a method of teaching that outperforms conventional architecture pedagogy. Design build learning outcomes including those focused on complexity and collaborative problem solving offer transferable lessons that young designers can take with them into the profession. This is a baseline assumption our university’s community design center has operated under for fourteen years, an assumption based on academic writings, antidote, and personal experience. With hundreds of alumni now in practice, we used a web-based survey instrument to test these assumptions and as

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Anđelić, Kristina. "ARTIFICIAL INTELLIGENCE AND PLAGIARISM IN STUDENT WRITING." In 1st International Scientific Conference Education and Artificial Intelligence. University of Niš, Pedagogical Faculty, Vranje, 2025. https://doi.org/10.46793/edai24.069a.

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Usage of AI, especially text generating tools, such as ChatGPT, raises ethical issues and dilemmas on how to guide students to achieve learning outcomes, by respecting core values of academic integrity. Specifically, AI tools are becoming more accessible, and easy to use, so teachers are faced with new concerns: does using AI to complete writing assignments represent a form of plagiarism by students? When can it be considered that AI tools are technical assistance, and from which point we may say that AI enables and enhances plagiarism? This paper tries to summarize the current state of knowle

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Neshkovska, Silvana, Vesna Trajkovska, Milena Kasaposka-Chadlovska, and Lela Ivanovska. "OPTIMIZING FOREIGN LANGUAGE LEARNERS’ WRITING SKILLS WITH AI: EVALUATING THE IMPACT OF CHATGPT." In 1st International Scientific Conference Education and Artificial Intelligence. University of Niš, Pedagogical Faculty, Vranje, 2025. https://doi.org/10.46793/edai24.139n.

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Writing is a core skill that foreign language learners must master in the process of language learning, but it is also one of the most challenging. Successful writing involves a combination of grammar proficiency, vocabulary knowledge, cultural awareness, critical thinking, adherence to spelling and punctuation rules, as well as the ability to maintain cohesion, coherence, and appropriate register depending on the text type. With the rise of AI-driven technologies, particularly chatbots like ChatGPT, there is a growing interest in their potential to enhance writing skills. While recent researc

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Estima, Ana, and Alexandra Das Neves. "Fostering Innovation and Interdisciplinarity in Higher Education: A Project on Creative Writing for Marketing and Language Students." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.19930.

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This paper presents an innovative pedagogical initiative integrating interdisciplinarity and interdepartmental collaboration in higher education. The project "From Marketing to Languages: The Art of Creative Writing" brought together marketing and language students to engage in creative writing and storytelling. Designed to respond to the growing demand for transversal skills such as creativity, critical thinking, and communication, the project employed active learning methodologies and a tailored workshop led by a renowned author. Students collaborated in interdisciplinary groups, addressing

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Mittler, Sylvia. "Harnessing Generative AI to Overcome Executive Dysfunction in Higher Education: A Case Study." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.20077.

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Generative tools such as ChatGPT, Perplexity and Google Gemini have rapidly transformed educational practices across campus environments by providing personalized academic support. This qualitative longitudinal case study examines how such tools can in fact help mitigate challenges linked to a neurodivergent condition called executive dysfunction—a condition that impairs focus, organization, planning, and time management. Using the case study of a student at the University of Toronto (pseudonym "T"), it details the integration of AI for lecture transcription, task management, idea creation, an

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Fraser, Cath, Heather Hamerton, Dawn Picken, and Marguerite Marsh. "Converting Research to Outputs in One Week: The Efficacy of Writing Retreats." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205006.

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Academic teaching staff are beset by a host of demands and responsibilities in these challenging times – for many, the onus of demonstrating that they are ‘research active’ and producing scholarly publications threatens to become the final straw. This presentation will outline one possible solution that some Te Pūkenga subsidiaries, including our own, have found highly effective. Since the 2016 inauguration of Toi Ohomai, the research office have been convening an annual, offcampus, week-long writers’ retreat for staff. We have also recently added a second event specifically for Māori research

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Robles, M.-Dolores, Patrizia Pérez Asurmendi, and Victor Gonzalo. "Project-based learning versus traditional methods in empirical subjects in Finance and Economics." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.20013.

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This research focuses on the effectiveness of Project-based learning (PBL) compared to traditional practices (TP) in empirical Finance and Economics subjects. PBL encourages students to develop tasks related to real-world problems, enhancing transversal skills such as analytical reasoning, verbal and writing skills, collaboration, and autonomy. This study explores the perceptions of students and lecturers about learning outcomes, academic performance, and the challenges associated with adopting this learning methodology. Findings suggest that PBL promotes engagement, teamwork, and the practica

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Mustata, Cristian, Voichita alexandra Ghenghea, Sissi elisabeth Closs, Ioanlaurian Soare, Cristian george Dragomirescu, and Ioana Mustata. "KEY ELEMENTS FOR EXCELLENCE IN TECHNICAL COMMUNICATION AT MASTER LEVEL." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-141.

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Working in a fast-paced industrial environment requires experts with new skills: one of these professionals is the technical communicator, whose main task does not imply solely writing instruction manuals for a large variety of products. Her/his duties should focus on managing electronic media, mastering elements of pragmatics, semantics, translation, engineering etc. The technical communicator should also be able to explore basic tools in rhetorical strategies, organizing, designing and editing documents, dealing with ethical issues and not in the least communicating across cultures. Undoubte

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Reports on the topic "Academic writing outcome"

1

Study Well, Stay Well: An exploration of the relationship between academic skills development and student wellbeing. Sheffield Hallam University, 2023. http://dx.doi.org/10.7190/steer/study_well.

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Abstract:

This review of the literature examined academic skill development and student wellbeing within a Higher Education context. This review was commissioned by the Study Well, Stay Well Working Group at Sheffield Hallam University. This is a cross institutional collaboration between the Skills Centre and Student Support Services, with the aim of increasing student mental wellbeing via academic skill development. Evidence provided from this literature review is intended to assist in developing a rationale for an intervention design and delivery, whilst also demonstrating approaches to evaluation and

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