Relevant bibliographies by topics / Academics' perspective

Contents

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

Academic literature on the topic 'Academics' perspective'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Academics' perspective.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Academics' perspective"

1

Hillbrink, Alessa, and Regina Jucks. "Pictures of Research and Teaching in Psychology: A Comparison of Early-Career Academics' and Students' Perspectives." Psychology Learning & Teaching 18, no. 3 (2019): 290–304. http://dx.doi.org/10.1177/1475725719859707.

Full text
Abstract:
An academic career in psychology typically begins with a role reversal: young academics, who were only recently being taught, become doctoral researchers and teachers. Studies at two German universities provide insights into how students and early-career academics (ecas) in psychology view research and teaching and how their perspectives might differ due to changed roles. In Study 1, participants ( n = 35 ecas and n = 26 students) rated the appropriateness of pictures for illustrating teaching or research. Study 2 ( n = 25 ecas and n = 42 students) reassessed typicality judgements and collected open statements for the 10 most representative pictures from study 1. Five pictures for research and teaching each illustrate how the discipline is seen by students and doctoral academics. The views of the groups differed in two regards: in how independent research and teaching situations were seen, with students treating them as more integrated than early-career academics; and in the perspective from which comments were given, with students reacting from a learner's perspective and early-career academics reacting mainly from a teacher's perspective. Findings implicate that roles shape how one views research and teaching. The pictures are valuable to the research community and applicable in teaching and academic development.
APA, Harvard, Vancouver, ISO, and other styles
2

Nafi, Norhazma Binti, and Amrizah Kamaluddin. "Good Governance and Integrity: Academic Institution Perspective." International Journal of Higher Education 8, no. 3 (2019): 1. http://dx.doi.org/10.5430/ijhe.v8n3p1.

Full text
Abstract:
Integrity is one of the moral principles related to moral uprightness. Recently, there are a lot of issues discussed regarding the integrity in public sector administration especially in public sector. Currently governance in public administration has been exposed to public criticism due to the governance failure, fraud, corruption and poor internal control. The purpose of the study is to examine the relationship between factors of good governance and the practice of integrity in academic institution. The factors of good governance include ethical leadership, financial resources and asset management. The study was carried out by using questionnaire and simple random sampling was chosen. The questionnaire survey was distributed to 98 academics from two academic institutions in Malaysia. Such sample was chosen since this study was focused on the academic’s perspective on integrity practice in academic institutions and none of the research has been done in term of good governance and integrity in academic institutions Malaysia. This study found that all three factors of good governance which are ethical leadership, financial resources and asset management have significant relationship on integrity practice in academic institution. The findings of this study can assist academic institutions in Malaysia to improve their governance system and also code of ethics in their organization. In order to improve future studies, it is recommended that the data collection made to be more extensive. This can help in observing the variation of practice of good governance and integrity in academic institutions.
APA, Harvard, Vancouver, ISO, and other styles
3

Baxendale, Ian R, John J Hayward, Steven V Ley, and Geoffrey K Tranmer. "Pharmaceutical Strategy and Innovation: An Academics Perspective." ChemMedChem 2, no. 6 (2007): 768–88. http://dx.doi.org/10.1002/cmdc.200700008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Laing, Angus. "Teaching and Learning—You Really Mean Profit and Learning: The Business of Learning." Journal of Management Education 43, no. 3 (2018): 288–96. http://dx.doi.org/10.1177/1052562918820553.

Full text
Abstract:
Deans and academic colleagues are collectively involved in the delivery of business education. Yet their perspectives on teaching and learning can vary significantly reflecting the distinctive position from which they view the process. The dean’s perspective is shaped by external drivers and reference groups that are very different from those shaping the perspective of academics on the educational front line. Despite commonality of background there can be mutual incomprehension of each other’s worlds and associated world view. Sharing the obsessions of deans around teaching and learning is critical to addressing such incomprehension and enhancing the delivery of business education.
APA, Harvard, Vancouver, ISO, and other styles
5

Harrison, Jeffrey S., and Andrew C. Wicks. "Stakeholder Theory, Value, and Firm Performance." Business Ethics Quarterly 23, no. 1 (2013): 97–124. http://dx.doi.org/10.5840/beq20132314.

Full text
Abstract:
ABSTRACT:This paper argues that the notion of value has been overly simplified and narrowed to focus on economic returns. Stakeholder theory provides an appropriate lens for considering a more complex perspective of the value that stakeholders seek as well as new ways to measure it. We develop a four-factor perspective for defining value that includes, but extends beyond, the economic value stakeholders seek. To highlight its distinctiveness, we compare this perspective to three other popular performance perspectives. Recommendations are made regarding performance measurement for both academic researchers and practitioners. The stakeholder perspective on value offered in this paper draws attention to those factors that are most closely associated with building more value for stakeholders, and in so doing, allows academics to better measure it and enhances managerial ability to create it.
APA, Harvard, Vancouver, ISO, and other styles
6

Al-Emran, Mostafa, and Sohail Iqbal Malik. "The Impact of Google Apps at Work: Higher Educational Perspective." International Journal of Interactive Mobile Technologies (iJIM) 10, no. 4 (2016): 85. http://dx.doi.org/10.3991/ijim.v10i4.6181.

Full text
Abstract:
Google Apps brought many opportunities to enhance the work performance in the higher educational settings. This study aims to investigate the impact of Google Apps at work from the perspective of the higher educational institutions. An online questionnaire survey has been prepared and distributed among the academic and administrative staff at Al Buraimi University College, Oman for data collection. The total number of participants was 34. Different statistical analyses were performed on the collected data. Results revealed that the administrative staffs were more positive toward using Google Apps than the academics in performing their work while 58.8 % of the Academics indicated that they are using Google Apps in processing their work. The results of this study indicate that Google Apps are highly perceived by both academic and administrative staffs. This is evidence that these Apps have a significant impact on performing the work in the higher educational settings. Limitations and future work have been addressed.
APA, Harvard, Vancouver, ISO, and other styles
7

Osbaldiston, Nick, Fabian Cannizzo, and Christian Mauri. "‘I love my work but I hate my job’—Early career academic perspective on academic times in Australia." Time & Society 28, no. 2 (2016): 743–62. http://dx.doi.org/10.1177/0961463x16682516.

Full text
Abstract:
There has been significant interest of late into how academics spend their time during both their working and personal lives. Inspired by research around academic lives, this paper explores the narratives of 25 early career academics in Australian institutions across the country. Like several others, we propose that one of the fundamental aspects of time in academia is that of labour spent doing formal, instrumental and bureaucratic tasks. This impinges on the other side of academic life, the writing, research and discovery that bring subjective value to the academic. Using a Weberian framework however, we argue that there are two distinct rationalisations of these ‘times’ occurring. One is the formal, instrumentally imposed rationalisation of the university itself and the second is a more personally defined subjective rationalisation of research and writing. In terms of the latter, we argue that younger academics are not only seeing these times as important for their sense of self in the present but also for their projected vision of what they will become later in their professional career.
APA, Harvard, Vancouver, ISO, and other styles
8

Sukmana, Febrian Humaidi, and Sri Maryanti. "TELAAH KONSEPTUAL RELATIONSHIP MARKETING DAN PERKEMBANGANNYA." Distribusi - Journal of Management and Business 7, no. 1 (2019): 47–62. http://dx.doi.org/10.29303/distribusi.v7i1.56.

Full text
Abstract:
Many academics and practician of marketing admit that Relationship Marketing (RM) has developed vastly and also considered contributed to paradigm reformation, it even become the basis of marketing science theory reform. Hence, discussion on RM is interesting to be studied. The study aimed to synthesize various opinion and former research result to get a clearer view for academics, manager and general reader concerning concept of RM. Various literatures, either periodic journals, conference articles and textbooks are collected and used as references in this monography. Writer find out some perspectives used by scientists to describe RM concept, start from marketing philosopny aspect, resources based perspective, marketing strategy, value creation and mutual value creation (value co-creation). Writer concluded that various perspectives applied in formulating RM is strengthen the other perspective. Despite seems to be overlapped but there’s a link that connected each perspective. Writer thought that (theoretically) value co-creation is the most relevant perspective to outlines RM process and activities in today’s situation. Whereas in field, many corporates placed RM as one of their main strategy in marketed the company.
APA, Harvard, Vancouver, ISO, and other styles
9

McFarlane, Donovan A. "The Challenges to Professional Standing among Academics." International Letters of Social and Humanistic Sciences 47 (February 2015): 10–15. http://dx.doi.org/10.18052/www.scipress.com/ilshs.47.10.

Full text
Abstract:
In this paper, the author looks at the challenges to professional standing among academics. Using Michael Zweig’s contention that, “The challenge to professional standing among academics is not only a question of tenure” (27), the author explores this perspective by examining the state of higher educational institutions and 21st. century trends and factors that affect academic standing across universities and colleges. The author views the changes in human values and profession, global cultural transition, and the changing face of the university from an intellectual to a corporate-oriented model among the factors affecting the professional standing of academics. The transition of the university from faculty-oriented and controlled to administrator-oriented and operated, is seen as a critical factor in this regard as advocated by authors Benjamin Ginsberg and Steven Johnson. Other factors affecting professional standing are related to traits including gender and race as evident from the works of Diggs, Garrison-Wade, Estrada, and Galindo. The author examines the perspectives of several authoritative writers and sources including Ginsberg, Readings, Newman, and Johnson on the university and faculty standing. The author concludes that as colleges and universities are increasingly confronted with new challenges, professional standing among academics will continue to be challenged.
APA, Harvard, Vancouver, ISO, and other styles
10

Burgess, Thomas F., Paul Grimshaw, Luisa Huaccho Huatuco, and Nicola E. Shaw. "Mapping the operations and supply chain management field: a journal governance perspective." International Journal of Operations & Production Management 37, no. 7 (2017): 898–926. http://dx.doi.org/10.1108/ijopm-01-2016-0043.

Full text
Abstract:
Purpose The purpose of this paper is to address the following research question: how do the interlocking editorial advisory boards (EABs) of operations and supply chain management (OSCM) journals map out the field’s diverse academic communities and how demographically diverse is the field and its communities? Design/methodology/approach The study applies social network analysis (SNA) to web-based EAB data for 38 journals listed under operations management (OM) in the 2010 ABS Academic Journal Quality Guide. Findings The members of EABs of the 38 journals are divided into seven distinct communities which are mapped to the field’s knowledge structures and further aggregated into a core and periphery of the network. A burgeoning community of supply chain management academics forms the core along with those with more traditional interests. Male academics affiliated to the US institutions and to business schools predominate in the sample. Research limitations/implications A new strand of research is opened up connecting journal governance networks to knowledge structures in the OSCM field. OM is studied separately from its reference and associated disciplines. The use of the ABS list might attract comments that the study has an implicit European perspective – however the authors do not believe this to be the case. Practical implications The study addresses the implications of the lack of diversity for the practice of OM as an academic discipline. Social implications The confirmation of the dominance of particular characteristics such as male and US-based academics has implications for social diversity of the field. Originality/value As the first study of its kind, i.e. SNA of EAB members of OSCM journals, this study marks out a new perspective and acts as a benchmark for the future.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Academics' perspective"

1

Barry, Wayne. "The professional learning of academics in higher education : a sociomaterial perspective." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17640/.

Full text
Abstract:
Introduction: For academics in UK Higher Education (HE), professional learning (PL) is a complex endeavour involving a multitude of (in)formal learning encounters. However, these PL encounters are at risk as academics prioritised conflicting knowledge domains and negotiate various social and material engagements that can enable or encumber these encounters. This thesis reports on research that attempts to illuminate these sociomaterial entanglements using Actor-Network Theory and Non-Representational Theory as a theoretical framework. Methods: A transformative mixed method case study of a single UK university using content analysis, questionnaire, interview and photovoice methods were undertaken. Twelve academic staff, with module leader responsibilities, were selected from the academic staff questionnaire (n:182) to be interviewed and photograph their PL experiences. Unique to sociomaterial investigation was the photovoice method, enabling the participants to become empowered as co-researchers. Results The analysis of the data suggests that academics tend to be strategic in prioritising conflicting knowledge domains. In the case of knowledge not related to their subject discipline, academics will often fast-track information from a "knowledgeable other". Furthermore, academics will construct "surrogate" or "transient" spaces in which to seek refuge from the various disruptions and interruptions generated by their institution. Academics will use these spaces for uninterrupted learning or work and as a means for promoting self-care. Discussion: The study identified four interrelated spatial properties (transient, affective, controlled and immersive), which provides an explanation why some spaces were more conducive to PL than other spaces. Furthermore, space is composed of multiple and interconnected spatial configurations that coalesce into a single spatial configuration, which I call coalescent space. The study also proposes a number of future research directions involving the PL of early career academics and academics on sessional contracts.
APA, Harvard, Vancouver, ISO, and other styles
2

Sales, Rachel Mary. "Assessment practices in higher education : the experiences of newly appointed academics in professional fields from a phenomenological perspective." Thesis, University of the West of England, Bristol, 2013. http://eprints.uwe.ac.uk/21644/.

Full text
Abstract:
For a novice academic, the first experience of marking can be as memorable as preparing for and giving their first teaching session. Yet, while academic reflections and narratives abound for the latter, there is a paucity of literature regarding the former. This study begins to address this lack of literature through an exploration of the experiences of six newly appointed academics as they begin to mark students’ coursework. In choosing interpretive phenomenology as the methodological and philosophical influences for this study, I committed to an approach which required a search for an ontological understanding of being involved in marking as a new academic, rather than an understanding of what is known about marking. Each participant’s experience is illustrated through extracts from interviews that reflect rich descriptions of actions, behaviours and intentions, with the objective of evoking a ‘phenomenological nod’ that might resonate with others. Towards the end of the first year each participant reflected on the challenges in relation to their experience of unanticipated emotional effects and ethical considerations. Confidence, processes, accountability and responsibility and judgements emerged from the data as common themes. The concept of being-in-the-world-of-marking demonstrates conceptually the experiences of the newly appointed academics as they began to come to know themselves as markers and academics; not through the learning of facts about marking, but through their understanding and self-interpretation of their own and others’ marking practices. The experiences shared throughout the thesis support and further develop previous research findings, highlighting the need for additional training and guidance in relation to assessment and feedback within higher education, and reinforcing the necessity for newly appointed academics to be offered formal and informal mentorship and guidance in the theory and practice of assessment.
APA, Harvard, Vancouver, ISO, and other styles
3

Kliewe, T. "Value creation in university-industry relationships : a view on stakeholder and relationship value from the perspective of academics in England." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/0d70abde-38e2-46fd-b401-df0fd68bc35a/1.

Full text
Abstract:
In today’s knowledge economy hardly any organisation can address its dynamic nature and competitive advantage as a single organisations. More than ever, organisational survival and growth depends on continuous learning and cooperation. This research examines value creation in relationships between higher education institutions and private business organisations. Integrating literature streams on relation-ship marketing, stakeholder theory and university-industry relationships, the re-search aims to identify key drivers of stakeholder value creation, to better under-stand the interrelationships between the stakeholder values generated and determine which stakeholder values driver relationship outcomes. Overall, this research integrates the stakeholder and relationship perspective (multi-level research) and intents to contribute to further opening up the “black box” of value creation in university-industry relationships by putting stakeholder and relationship value at the centre of the study. Based on a literature review and the integration of the three main literature streams, a conceptual model was developed, forming the basis for an exploratory pre-study aiming to develop a more in-depth understanding of the phenomena. Con-ducting interviews among academics and technology transfer officers, the model was refined before the main, explanatory research step, implemented through a web-based questionnaire among England-based academics, was carried out to test the conceptual model. The model is comprised with three main elements. First, relationship characteristics (common understanding of expectations, commonness of expectations and commitment) drive the value creation for different stakeholders. Second, the value developed for six main stakeholders (the surveyed academic, the academic team, the university, the business partners, students, and society) impacts the academic’s perception of the overall relationship value. Lastly, the overall relationship value, as perceived by the academic positively affects further relationship outcomes (relationship satisfaction, word-of-mouth, intention to renew the relationship, intention to expand UIR activities beyond the current relationship(s)). Using structural equation modelling, the model was analysed and refined based on 903 responses of a self-administered questionnaire. The results show that commitment as well as the common understanding as well as the commonness of expectations are key elements driving stakeholder value creation, consistent with literature. With respect to the interrelationships between the realised and expected values generated for different stakeholders, the university emerged as a central actor in the relationship, positively impacting all other stake-holder values. In addition, all other stakeholder values positively society value with the value generated for the surveyed academic and for the business partner also affecting the value generated for the academic team. The results highlight that the academic’s perception of the overall relationship value is significantly and positively influenced by the value generated for the academic itself, the academic team, the university and society. Value generated for students, as a main target group of universities, as well as value generated for the business partners, as the main stake-holder in the relationship, however, were not confirmed to impact the overall relationship value, as perceived by the academic. In addition to the structural model as presented above, four different models have been developed to examine which stakeholder values drive the four addition relationship outcomes, namely relationship satisfaction, word-of-mouth, intention to renew, and intention to expand. The results show that the outcomes are driven by different sets of stakeholder value with student value driving all outcomes, business value not impacting any outcome and the impact of the others depending on the outcome under study.
APA, Harvard, Vancouver, ISO, and other styles
4

Cui, Fengqiao (Vanessa). "The 'wicked' problem of employability development in HE degree programmes : experiences, understandings and peceptions of lecturers and students." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4423/.

Full text
Abstract:
For more than a decade, universities around the world have been placed with great responsibility to develop their students’ employability for political, economic and social reasons. Though many policies, research and practices have tried to address the issues and challenges employability development in HE faces, to date it remains a ‘wicked’ problem for higher education. Through a close up research framework, this study explored and examined the experiences, understandings and perceptions of lecturers, and students from two English Post 92 degree programmes, in an educational discipline, regarding employability and employability development. In order to illuminate some of the critical issues, in an attempt to understand ‘why employability development is so problematic to higher education’, this study took a reflexive phenomenological approach to look at how lecturers and students make sense of employability and employability development, through their own experiences. As well as looking at the two groups separately, it also compared their perceptions and understandings to highlight any dissonances they have, which are crucial to the complex and ‘wicked’ problem of employability development in their programmes. As lecturers and students hold diverse perspectives on employability in HE that is often in conflict, it was expected that there would be no “one size fits all” solution. In addition, this study found that employability has certainly added complexities to higher education. Certainly, it has led the students and lecturers to have complex issues within their roles and identities, in relation to employability development in their programmes and in HE in general. As such, this study reflexively examined those issues, and concludes that although employability development in HE will remain complex and ‘wicked’, through reflexive research and practices, vital issues relating to lecturers’ and students’ roles and responsibilities can be illuminated and solved.
APA, Harvard, Vancouver, ISO, and other styles
5

Qadiee, Hatoon. "The perceptions of changes in teaching practices due to the deployment of virtual learning environment systems in Saudi higher education institutions from teaching academics' perspective." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/11630/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Loureiro, Susana Isabel. "Perspectiva temporal e rendimento académico." Master's thesis, ISPA - Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2606.

Full text
Abstract:
Dissertação de Mestrado em Psicologia Clínica, apresentada ao ISPA - Instituto Universitário<br>Perspectiva Temporal (TP) emergiu recentemente como uma importante linha na investigação em psicologia, confirmando a sua importância ao estudo da compreensão dos comportamentos e cognições humanas. Esta linha de investigação está preocupada com a forma como os sujeitos percebem e expressam a sua relação com o tempo Passado, Presente e Futuro. A Literatura não é ainda totalmente clara relativamente à articulação entre a Perspectiva Temporal e o rendimento Académico. O Presente Estudo tem por objetivo determinar as diferenças da Perspectiva Temporal com o Rendimento Académico. Os instrumentos utilizados foram: Zimbardo Time Perspective Inventory – ZTPI na versão Portuguesa (Ortuño & Gamboa, 2009) e subescala Inventario de Perspectiva Temporal – IPT (Janeiro, 2006). Participaram 150 estudantes universitários, com idades entre os 19 e 40 anos. Os resultados mostram algumas diferenças significativas entre a Perspectiva temporal e o Rendimento Académico nos diferentes grupos.<br>ABSTRACT: Temporal Perspective (TP) has recently emerged as an important online research in psychology, confirming its importance to the study of understanding human behaviors and cognitions. This line of research is concerned with how subjects perceive and express their relationship with time Past, Present and Future. Literature is not yet entirely clear concerning the link between income and Temporal Perspective Scholar. The present study aims to determine the differences of Temporal Perspective on the Academic Performance. The instruments used were: Zimbardo Time Perspective Inventory - ZTPI version in Portuguese (Ortuño & Gamboa, 2009) and Time Perspective Inventory subscale - IPT (January, 2006). Participants were 150 university students aged between 19 and 40 years. The results show some significant differences between the temporal perspective and Academic Performance in different groups.
APA, Harvard, Vancouver, ISO, and other styles
7

Escrofani, Dashiel D. "New Media, An Academic Perspective." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/602.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Price-Rhea, Kelly. "Women's Golf: an Academic Perspective." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2759.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chittum, Jessica Rebecca. "Integrative Perspectives of Academic Motivation." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/72902.

Full text
Abstract:
My overall objective in this dissertation was to develop more integrative perspectives of several aspects of academic motivation. Rarely have researchers and theorists examined a more comprehensive model of academic motivation that pools multiple constructs that interact in a complex and dynamic fashion (Kaplan, Katz, and Flum, 2012; Turner, Christensen, Kackar-Cam, Trucano, and Fulmer, 2014). The more common trend in motivation research and theory has been to identify and explain only a few motivation constructs and their linear relationships rather than examine complex relationships involving 'continuously emerging systems of dynamically interrelated components' (Kaplan et al., 2014, para. 4). In this dissertation, my co-author and I focused on a more integrative perspective of academic motivation by first reviewing varying characterizations of one motivation construct (Manuscript 1) and then empirically testing dynamic interactions among multiple motivation constructs using a person-centered methodological approach (Manuscript 2). Within the first manuscript (Chapter 2), a theoretical review paper, we summarized multiple perspectives of the need for autonomy and similar constructs in academic motivation, primarily autonomy in self-determination theory, autonomy supports, and choice. We provided an integrative review and extrapolated practical teaching implications. We concluded with recommendations for researchers and instructors, including a call for more integrated perspectives of academic motivation and autonomy that focus on complex and dynamic patterns in individuals' motivational beliefs. Within the second manuscript (Chapter 3), we empirically investigated students' motivation in science class as a complex, dynamic, and context-bound phenomenon that incorporates multiple motivation constructs. Following a person-centered approach, we completed cluster analyses of students' perceptions of 5 well-known motivation constructs (autonomy, utility value, expectancy, interest, and caring) in science class to determine whether or not the students grouped into meaningful 'motivation profiles.' 5 stable profiles emerged: (1) low motivation; (2) low value and high support; (3) somewhat high motivation; (4) somewhat high empowerment and values, and high support; and (5) high motivation. As this study serves as a proof of concept, we concluded by describing the 5 clusters. Together, these studies represent a focus on more integrative and person-centered approaches to studying and understanding academic motivation.<br>Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
10

Ntshoe, I. M., and U. D. Holzbaur. "Academic and professional pedagogy : a conceptual perspective." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/622.

Full text
Abstract:
Published Article<br>This paper examines the discourses on technical vocation education and training (TVET) adopting a comparative perspective. In particular, we critically analyse the notion of academic and professional pedagogy to embed curriculum and pedagogy at Universities of Technology (UoTs) in South Africa and at the Central University of Technology (CUT). This is conducted by analysing the term, vocational pedagogy within the context of Universities of Applied Sciences (UASs) and Universities of Technology (UT) in Germany, and Universities of Technology (UoTs) in South Africa, respectively. We then proceed by exploring the idea of an Institute of Pedagogy at the Central University of Technology (CUT) that will become a centre of excellence where research on professional pedagogy will be undertaken by staff and students from CUT and other institutions, as well as other bodies, including government and the employer/industry.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Academics' perspective"

1

Sutherland, Kathryn A. Early Career Academics in New Zealand: Challenges and Prospects in Comparative Perspective. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61830-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Naidu, R. Sreepathy. Academic librarianship: A perspective. Gian Pub. House, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Academic leadership in perspective. Nova Science Pub., 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Donna, Nelson-Beene, and Simmons Sue Carter, eds. Perspectives on academic writing. Allyn and Bacon, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Aghdassi, Abbas, ed. Perspectives on Academic Persian. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75610-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Oakland, Thomas, and Ronald K. Hambleton, eds. International Perspectives on Academic Assessment. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0639-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

G, Altbach Philip, Whitelaw Mary Jean 1957-, and Carnegie Foundation for the Advancement of Teaching., eds. The academic profession: An international perspective. Carnegie Foundation for the Advancement of Teaching, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Schmied, Josef J. Academic writing in Europe: Empirical perspectives. Cuvillier Verlag, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gehring, Donald D. Issues and perspectives on academic integrity. National Association of Student Personnel Administration, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Stasz, Cathleen. Academic skills at work: Two perspectives. National Center for Research in Vocational Education, Graduate School of Education, University of California, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Academics' perspective"

1

Hamann, Ralph. "An Academic’s Perspective on the Role of Academics in Corporate Responsibility." In Professionals' Perspectives of Corporate Social Responsibility. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02630-0_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Aiello, Martín, and Cristian Pérez-Centeno. "Identity of Argentine Academics: International and Compared Perspective." In Biographies and Careers throughout Academic Life. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27493-5_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mauranen, Anna. "Spoken Discourse, Academics and Global English: a Corpus Perspective." In Spoken English, Tesol and Applied Linguistics. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230584587_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sutherland, Kathryn A. "Who Are New Zealand’s Early Career Academics?" In Early Career Academics in New Zealand: Challenges and Prospects in Comparative Perspective. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61830-2_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ćulum, Bojana. "Academics and Service to the Community: An International (European) Perspective." In The Relevance of Academic Work in Comparative Perspective. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11767-6_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Amazan, Rose C. "International Academics in African Universities: The Ethiopian Scene." In The Changing Academy – The Changing Academic Profession in International Comparative Perspective. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4980-3_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

de Jonge, Jos. "International Academics at Dutch Universities: Policies and Statistics." In The Changing Academy – The Changing Academic Profession in International Comparative Perspective. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4980-3_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ćulum, Bojana, Marko Turk, and Jasminka Ledić. "Academics and Community Engagement: Comparative Perspective from Three European Countries." In Academic Work and Careers in Europe: Trends, Challenges, Perspectives. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10720-2_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Höhle, Ester Ava, and Ulrich Teichler. "Career and Self-Understanding of Academics in Germany in Comparative Perspective." In Biographies and Careers throughout Academic Life. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27493-5_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jung, Jisun. "Gender Differences in Research Scholarship Among Academics: An International Comparative Perspective." In The Relevance of Academic Work in Comparative Perspective. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11767-6_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Academics' perspective"

1

Turk, Marko, Nena Rončević, and Jasminka Ledić. "Research Management Competencies: Croatian Academics’ Perspective." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rončević, Nena, Marko Turk, and Bojana Vignjević. "RESEARCH DEVELOPMENT COMPETENCIES: JUNIOR ACADEMICS’ PERSPECTIVE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0991.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Moura, Ana S., and M. Natália D. S. Cordeiro. "Grading versus Reliability: how Academia perspectives evaluation on MOOCs." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8121.

Full text
Abstract:
Massive Open Online Courses (MOOCs) have experienced in recent years a significant growth in courses'offer and the number of enrolled students. Nevertheless, the controversy regarding if its quality is reliable, namely in student evaluation and assessment, has not found closure. In this study, we aim at establishing an initial prospection of the academic teaching professionals' perspective regarding the quality of the most common/usual evaluation methods and tools used in MOOCs. After the elaboration of a questionnaire and its implementation to an international sample of academic professors, the analysis of the answers allows perceiving which MOOC grading methods are acceptable in presential Higher Education courses and its eventual acceptable weight in the final grade. Further, within certain constraints, a large percentage of the inquired academics presented no problem with the inclusion of MOOC grading methods on their non-online courses. Overall, within those constraints, the academics felt the quality of the academic orthodox courses was maintained, a perspective that can contribute to change eventual suspicious attitudes regarding MOOCs evaluation methodologies and their student assessment.
APA, Harvard, Vancouver, ISO, and other styles
4

"Marriage and Family from the Perspective of Young Female Malay Academics." In International Conference on Law, Management and Humanities. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed0614012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Narasimhan, Lakshmi. "A Second Opinion on the Current State of Affairs in Computer Science Education: An Australian Perspective." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2959.

Full text
Abstract:
This paper presents a critical look at the likely demise of Computer Science (CS) as a discipline, in the light of various mishaps that academics in Universities have met with due to trial and error. We trace the issues of the past and present and, identify the reasons why computer science as a discipline in many Universities has not moved with time - in particular why it is not kept up with the pace required by the field. The loss of computer science is also well-reflected in the huge downturn in CS student enrolment across the Anglo-Saxon world. The paper also details some steps on how to change the ways and means of CS academics. We record that some of the arguments and recommendations presented in this paper can be controversial and may not necessarily relate to scenarios that exist in other countries. Further, some of the assertions made are without comprehensive statistical data, as we could not gather them, besides gathering anecdotal evidences.
APA, Harvard, Vancouver, ISO, and other styles
6

Kolçak, Menşure, and Halil İbrahim Şen. "The Role of Inefficient Government Expenditures in Turkey's Failure to Escape the Middle Income Trap from the Perspective of Academics." In International Conference on Eurasian Economies. Eurasian Economists Association, 2020. http://dx.doi.org/10.36880/c12.02367.

Full text
Abstract:
According to the middle income trap, economies that can come up to a certain point by imitation or capacity at hand are clogging at some point. A new paradigm is needed to continue progress. In the literature studies, it is seen that public initiative is very decisive in the fight against middle income trap. Especially in Far East Countries, the effect of public sector in getting rid of middle income trap is remarkable. It is tried to explain in a hierarchy the issues that are effective in avoiding the middle income trap. Analytical Hierarchy Process (AHP) method was preferred due to the suitability of the study. With the AHP method, it is tried to understand the point of view of the academicians who examine theoretically. According to the study, academician evaluators considered political reasons as more important.
APA, Harvard, Vancouver, ISO, and other styles
7

Perez, Eva, and Mairead Brady. "A SYSTEMATIC REVIEW OF THE APPLICATION OF SOCIAL MEDIA AS AN EDUCATIONAL TOOL WITHIN HIGHER EDUCATION: AN ACADEMICS’ ADOPTION CHALLENGES PERSPECTIVE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1289.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Silva, Romulo, Windson Viana, and Paulo Filipe Dantas. "Using images to extend smart object discovery in an Internet of Things scenario." In XXIV Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/webmedia.2018.4564.

Full text
Abstract:
The Internet of Things (IoT) represents a new paradigm in the Internet history and in the way people interact with everyday objects. Academics and several industry segments have been working over the past years to make this vision possible. It is estimated that there will be dozens or hundreds of devices simultaneously connected to the user’s network (e.g., in their home) in the next years, which can make the discovery and interaction with smart object more complicated to IoT users increasingly. This work proposes a smart objects discovery approach using image recognition, which aims to make this task quicker and more selective from an user perspective. An initial assessment has shown that the proposed mechanism can reduce the discovery time in a scenario with several devices, and additionally ensure a good level of user satisfaction.
APA, Harvard, Vancouver, ISO, and other styles
9

Keefe, Douglas J., and Joseph Kozak. "Tidal Energy in Nova Scotia, Canada: The Fundy Ocean Research Center for Energy (FORCE) Perspective." In ASME 2011 30th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2011. http://dx.doi.org/10.1115/omae2011-49246.

Full text
Abstract:
Ocean energy developments are appearing around the world including Scotland, Ireland, Wales, England, Australia, New Zealand, Japan, Korea, Norway, France Portugal, Spain, India, the United States, Canada and others. North America’s first tidal energy demonstration facility is in the Minas Passage of the Bay of Fundy, near Parrsboro, Nova Scotia, Canada. The Fundy Ocean Research Center for Energy (FORCE) is a non-profit institute that owns and operates the facility that offers developers, regulators, scientists and academics the opportunity to study the performance and interaction of instream tidal energy converters (usually referred to as TISECs but called “turbines” in this paper.) with one of the world’s most aggressive tidal regimes. FORCE provides a shared observation facility, submarine cables, grid connection, and environmental monitoring at its pre-approved test site. The site is well suited to testing, with water depths up to 45 meters at low tide, a sediment -free bedrock sea floor, straight flowing currents, and water speeds up to 5 meters per second (approximately 10 knots). FORCE will install 10.896km of double armored, 34.5kV submarine cable — one for each of its four berths. Electricity from the berths will be conditioned at FORCE’s own substation and delivered to the Provincial power grid by a 10 km overhead transmission line. There are four berth holders at present: Alstom Hydro Canada using Clean Current Power Systems Technology (Canada); Minas Basin Pulp and Power Co. Ltd. with technology partner Marine Current Turbines (UK); Nova Scotia Power Inc. with technology partner OpenHydro (Ireland) and Atlantis Resources Corporation, in partnership with Lockheed Martin and Irving Shipbuilding. In November 2009, NSPI with technology partner OpenHydro deployed the first commercial scale turbine at the FORCE site. The 1MW rated turbine was secured by a 400-tonne subsea gravity base fabricated in Nova Scotia. The intent of this paper is to provide an overview of FORCE to the international marine energy community during OMAE 2011 taking place in Rotterdam, Netherlands.
APA, Harvard, Vancouver, ISO, and other styles
10

D’Sena, Peter. "Decolonising the curriculum. Contemplating academic culture(s), practice and strategies for change." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.13.

Full text
Abstract:
In 2015, students at the University of Cape Town called for the statue of Cecil Rhodes, the 19th century British coloniser, to be removed from their campus. Their clarion call, in this increasingly widespread #RhodesMustFall movement, was that for diversity, inclusion and social justice to become a lived reality in higher education (HE), the curriculum has to be ‘decolonised’. (Chantiluke, et al, 2018; Le Grange, 2016) This was to be done by challenging the longstanding, hegemonic Eurocentric production of knowledge and dominant values by accommodating alternative perspectives, epistemologies and content. Moreover, they also called for broader institutional changes: fees must fall, and the recruitment and retention of both students and staff should take better account of cultural diversity rather than working to socially reproduce ‘white privilege’ (Bhambra, et al, 2015) Concerns had long been voiced by both academics and students about curricula dominated by white, capitalist, heterosexual, western worldviews at the expense of the experiences and discourses of those not perceiving themselves as fitting into those mainstream categories (for an Afrocentric perspective, see inter alia, Asante, 1995; Hicks &amp; Holden, 2007) The massification of HE across race and class lines in the past four decades has fuelled these debates; consequentially, the ‘fitness’ of curricula across disciplines are increasingly being questioned. Student representative bodies have also voiced the deeper concern that many pedagogic practices and assessment techniques in university systems serve to reproduce society’s broader inequalities. Certainly, in the UK, recent in-depth research has indicated that the outcomes of inequity are both multifaceted and tangible, with, for example, graduating students from Black, Asian and Minority Ethnic (BAME) backgrounds only receiving half as many ‘good’ (first class and upper second) degree classifications as their white counterparts (RHS, 2018). As a consequence of such findings and reports, the momentum for discussing the issues around diversifying and decolonising the university has gathered pace. Importantly, however, as the case and arguments have been expressed not only through peer reviewed articles and reports published by learned societies, but also in the popular press, the core issues have become more accessible than most academic debates and more readily discussed by both teachers and learners (Arday and Mirza, 2018; RHS, 2018). Hence, more recently, findings about the attainment/awarding gap have been taken seriously and given prominence by both Universities UK and the National Union of Students, though their shared conclusion is that radical (though yet to be determined) steps are needed if any movements or campaigns, such as #closingthegap are to find any success. (Universities UK, 2019; NUS, 2016; Shay, 2016)
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Academics' perspective"

1

Rieger, Oya. Academic Health Sciences Libraries: Structural Models and Perspectives. Ithaka S+R, 2020. http://dx.doi.org/10.18665/sr.314248.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Conrad, Lettie, and Elizabeth Leonard. Improving the Discoverability of Scholarly Content: Academic Library Priorities and Perspectives. SAGE Publications Inc., 2015. http://dx.doi.org/10.4135/wp150122.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Matthews, Russell A. Barriers to Organizational Work-Family Support in Academia: An HR perspective. Purdue University, 2018. http://dx.doi.org/10.5703/1288284317222.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cimentada, Jorge. A new perspective on the international achievement gap: is academic autonomy good for everyone? Max Planck Institute for Demographic Research, 2020. http://dx.doi.org/10.4054/mpidr-wp-2020-005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Engel, Charles. Macroprudential Policy in a World of High Capital Mobility: Policy Implications from an Academic Perspective. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w20951.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Garz, Seth, Xavier Giné, Dean Karlan, Rafe Mazer, Caitlin Sanford, and Jonathan Zinman. Consumer Protection for Financial Inclusion in Low and Middle Income Countries: Bridging Regulator and Academic Perspectives. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w28262.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Brule, Heather. Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2111.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lee, Jaeil, Eunjoo Cho, and Eunjung Kim. Assessment of Textile and Apparel Curriculum in Mongolia from the Academia and Industry Perspectives. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-80.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Blankstein, Melissa, and Christine Wolff-Eisenberg. Library Strategy and Collaboration Across the College Ecosystem: Results from a National Survey of Community College Library Directors. Ithaka S+R, 2021. http://dx.doi.org/10.18665/sr.315922.

Full text
Abstract:
How can the library be best positioned to continue enabling student and institutional success? The Community College Academic and Student Support Ecosystem research initiative seeks to examine how student-facing service departments—including academic libraries—are organized, funded, and staffed at community and technical colleges across the country. In February 2021, we surveyed 321 community college library directors to provide the community with a snapshot of current service provision, leadership perspectives on the impact of COVID-19, and challenges faced in making decisions and navigating change.
APA, Harvard, Vancouver, ISO, and other styles
10

Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

Full text
Abstract:
This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Academics' perspective' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography