Academic literature on the topic 'Creativity Research Journal'
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Journal articles on the topic "Creativity Research Journal"
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Shubina, Ivanna, and Atik Kulakli. "The Research Patterns of Creativity and Innovation: The Period of 2010-2019." International Journal of Emerging Technologies in Learning (iJET) 15, no. 21 (November 16, 2020): 89. http://dx.doi.org/10.3991/ijet.v15i21.16101.
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The emerging interest in creativity and innovation subjects have increased attention to the exploration of their relationship with organization culture, entrepreneurship, leadership, education, etc. The current bibliometric study was employed to identify and synthesize the results from studies exploring domains of creativity and innovation. Authors analyzed the papers published in highly ranked and cited by the journals which indexed and ranked in Web of Science Core Collection, in the period of 2010 to 2019. Major findings in this study include: (a) the number for journals published in 2010 significantly increase by 2019; (b) there are three leading countries publishing research in the creativity and innovation field, including the USA, PR China and England; (c) there three prominent fields by subject category, including the management and business are the leading field with 58.92% articles, a psychological area with 15.14% articles, and engineering and environmental studies 8.65% articles; (d) among Journal the leading in publishing studies on creativity and innovations is Creativity and Innovation Management Journal with 11 records (6% of published studies). Although findings were dispersed widely in sub-contexts, the review suggests that there are strong relationships between creativity and innovations, along with concepts and environment, culture, organizational characteristics, individual features, entrepreneurship, leadership, etc.
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Hidayat, Heri, Nanda Aulia, Nita Tania, and Tasya Salsabila G. "Heri Hidayat, Nanda, Nita, Tasya PENGEMBANGAN KREATIVITAS ANAK USIA DINI MELALUI MEDIA PEMBELAJARAN TEKNIK INFORMASI DAN KOMUNIKASI (TIK)." Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini 6, no. 1 (March 30, 2021): 27–34. http://dx.doi.org/10.24903/jw.v6i1.620.
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Writing this journal aims to collect data on the results of research that has been done on Early Childhood Creativity Development through Information and Communication Technique (ICT) Learning Media. This journal is written in the background to find out whether through ICT learning media can help develop early childhood creativity. The data collected through the library method by collecting journals from the internet. The results showed that the development of early childhood creativity can be influenced by Information and Communication Engineering (ICT) learning media. This can be proven from the results of research from several journals that we take as data and sources.
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Nor Paizin, Muhsin, Siti Maziah Ab Rahman, Khalid Abdul Wahid, Mohd Noor Azam Nafi, Suryani Awang, and Mariam Setapa. "Bibliometric Analysis of Zakat Research in Scopus Database." International Journal of Zakat 6, no. 1 (January 22, 2021): 13–24. http://dx.doi.org/10.37706/ijaz.v6i1.253.
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Scopus research paper on the zakat was systematically analyzed using the VOSviewer bibliometric measurement. A total of 492 citation data was exported from Scopus on the query of Zakat, and from the initial result, twelve journals were selected in the expanded query process. The journals are Journal of Islamic Accounting and Business Research, International Journal of Islamic and Middle Eastern Finance and Management, International Journal of Innovation Creativity and Change, Advanced Science Letters, and Iop Conference Series Earth and Environmental Science were selected in the query expansion and exported for data visualization in VOSviewer. Results from the journal query returned 492 documents specializing in research of zakat payment. Co-word or co-occurrence analysis was used to identify key themes, and potential future research direction was highlighted.
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G. Wang, Greg, David Lamond, and Yichi Zhang. "Innovation and Chinese HRM research and practice." Journal of Chinese Human Resource Management 4, no. 2 (October 21, 2013): 105–16. http://dx.doi.org/10.1108/jchrm-06-2013-0025.
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Purpose – This article aims to highlight the importance of creativity and innovation in Chinese HRM research and practice. The authors first seek to bring some conceptual clarity to the term “innovation”, especially in relation to the notion of creativity. The authors then discuss Chinese HRM research and policies and practices associated with innovation. The authors conclude the article by introducing the forum articles that constitute this issue of the journal. Design/methodology/approach – Literature review and analysis. Findings – The authors discuss the conceptual difference and similarity between innovation and creativity. The literature analysis shows that Chinese HRM research is in a transitioning stage from local private novelty to global novelty, and innovation at individual and organizational level is determined by a sound national innovation system (NIS) that either fosters or hinders the overall ability of innovation in a sub-system. Originality/value – The article differentiates creativity and innovation conceptually and specifies the critical role of NIS in fostering innovation ability at individual and organizational levels.
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Huo, Dongxia, and Saranan Photchanachan. "Bibliometric Analysis of Knowledge Networks and Creativity." International Journal of Business and Management 16, no. 5 (April 2, 2021): 35. http://dx.doi.org/10.5539/ijbm.v16n5p35.
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Despite the sharp increase in awareness of workplace knowledge networks and creativity research, no attention has been paid to objectively visualizing the evolution of this fast-growing area to complement prior qualitative reviews. This bibliometric analysis involves an examination of 341 global knowledge networks and creativity articles in management-related research in the Web of Science database. Using CiteSpace V visualization literature measurement software, the knowledge map of the knowledge networks and creativity research was drawn using the scientific metrology knowledge graph research method. We conduct Publication time analysis, country/region analysis, journal co-citation analysis, author co-citation, document co-citation, the time-zone visualization analysis on research literature in the field of knowledge networks and creativity, the major researchers and topics in the field of knowledge network, and creativity are clearly presented. Moreover, we summarize the developing trends of knowledge networks and creativity research. On this basis, our review demonstrates the systematic development of literature and identifies trends to advance knowledge networks and creativity research.
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Stambaugh, Laura A., and Brian E. Dyson. "A Comparative Content Analysis of Music Educators Journal and Philosophy of Music Education Review (1993–2012)." Journal of Research in Music Education 64, no. 2 (May 12, 2016): 238–54. http://dx.doi.org/10.1177/0022429416646997.
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Two journals reflecting the interests and concerns of music educators are Music Educators Journal ( MEJ) and Philosophy of Music Education Review ( PMER). The purpose of this study was to explore the interests of P–12 music teachers and university faculty as represented by the topics of articles in MEJ and PMER from 1993 to 2012. After identifying the primary topic of articles at least two pages in length ( N = 889), we determined the number of articles and pages published in each topic area within each journal. A chi-square analysis indicated topics within journals did not occur with equal probability ( p < .001). The most frequently occurring topics in MEJ were curriculum (21.15%), performance (15.86%), and fieldwork (9.02%). The most frequently occurring topics in PMER were interview (15.45%), philosophy to school (11.79%), and performance (10.57%). Performance was the only topic common to both journals for their five most frequently occurring topics. Topics also were examined in 5-year increments, showing topic frequency was more consistent across time for MEJ than for PMER. In MEJ, the topics creativity and technology appeared less frequently over time, while performance and social justice increased. In PMER, marginalization articles decreased, while creativity, research/critical inquiry, and performance increased.
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Clavijo-Olarte, Amparo. "Belonging to a Community of Research Practice." Colombian Applied Linguistics Journal 17, no. 2 (October 23, 2015): 175. http://dx.doi.org/10.14483/http://dx.doi.org/10.14483/udistrital.jour.calj.2015.2.a00.
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<p>Belonging to a community of research practice as applied linguists or as<br />academics in any field is part of our professional life. Being an academic implies,<br />inter alia, creativity in advancing knowledge in the disciplines, which reflects in<br />writing journal articles, presenting papers in conferences, doing research, teaching,<br />tutoring students and publishing. Globally, every higher education institution<br />requires that academics publish in prominent journals to make their work and<br />their institution visible and influence their professional field. However, the questions<br />that arise concerning academic production are how do communities of research<br />support academic production?, How do higher education institutions help novice<br />researchers develop academic writing competences?, What is the place of writing<br />within research? How do institutions foster quality publication?</p>
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Park, Joseph Sung-Yul. "For an international journal in transnational times." International Journal of the Sociology of Language 2021, no. 267-268 (March 1, 2021): 213–18. http://dx.doi.org/10.1515/ijsl-2020-0065.
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Abstract Academic journals are a site of tension between the perspective of the transnational and international – between an emphasis on the agency and creativity of linguistic practice that transcends boundaries of nations and languages and a focus on the enduring relations of colonial capitalism that impose bounded and hierarchized order upon our social and linguistic life. Being an international journal in transnational times comes with the challenge of having to facilitate transnational flows of knowledge without reifying the oppressive structure of the political economy of knowledge production. The International Journal of the Sociology of Language’s response to this challenge may lie in its commitment to solidarity and collaboration, where it serves as a ground for resisting the pressures of academic capitalism and for collectively seeking an agenda for research which dismantle hierarchies and boundaries that sustain and rationalize inequalities.
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Danilewitz, Marlon, Andrea Zumrova, Lynn Bloom, and Farriss Blaskovits. "Murmurs: the journal of art and healing." Canadian Medical Education Journal 10, no. 1 (March 14, 2019): e140-141. http://dx.doi.org/10.36834/cmej.44141.
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In an era of unprecedented physician burnout and disconnection, there is growing recognition of the importance of integrating the study of humanities in medicine. Emerging research has underscored the importance of reflective writing and creativity in bolstering physician resilience. The publication “Murmurs Magazine,” therefore, should be of great interest to medical educators. This publication was developed and continues to be managed by medical students as a forum for creative expression and reflection.
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Chertov, V. F., and V. P. Zhuravlev. "Journal “Literature at School”: History, traditions, prospects." Literature at School, no. 1, 2020 (2020): 9–22. http://dx.doi.org/10.31862/0130-3414-2020-1-9-22.
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First published in 1914, the journal “Mother Tongue at School”, which examined the issues of studying the Russian language and literature, became the basis for creating two respected research and methodological journals: “Russian Language at School” and “Literature at School”. The article presents the analysis of the main periods in history of the journal “Literature at School”, notes special role of the chief editors in shaping the concept and periodical issues. Based on the comparative historical method, the authors of the article examine the continuity in the development of the journal, the most significant areas, topics, and relevant issues of teaching literature, which are reflected in publications of different years. In the final part of the article, the tasks of maintaining continuity in the development of the magazine (traditional rubrics “Our Spiritual Values”, “Search. Creativity. Mastery”, “Methodical Heritage”) and addressing the acute issues of reading and studying literature in the modern information society (rubrics “Point of View”, “Commonwealth of Arts”, “Literary Map of Russia”, “Media Education”).
Books on the topic "Creativity Research Journal"
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Runco, Mark A. Longitudinal Studies of Creativity: A Special Issue of creativity Research Journal ("Creativity Research Journal"). Lawrence Erlbaum, 1999.
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Interdisciplinarity, the Psychology of Art, and Creativity: A Special Issue of creativity Research Journal (Creativity Research Journal). Lawrence Erlbaum, 1998.
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(Editor), Mark A. Runco, and Jonathan A. Plucker (Editor), eds. Commemorating Guilford's 1950 Presidential Address: A Special Double Issue of creativity Research Journal (Creativity Research Journal). Lawrence Erlbaum, 2001.
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Runco, Mark A. Creativity and Deviance: A Special Issue of creativity Research Journal. Lawrence Erlbaum, 1999.
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(Editor), Louis A. Sass, and David Schuldberg (Editor), eds. Creativity in the Schizophrenia Spectrum: A Special Issue of the creativity Research Journal (Creativity Research Journal Volume 13, Number 1). Lawrence Erlbaum, 2001.
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RUNCO. Divergent Thinking: A Special Issue of the Creativity Research Journal (Special Issue of the "Creativity Research Journal"). Lawrence Erlbaum Associates, 2006.
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Creativity, Art, and Artists: A Special Issue of creativity Research Journal. Lawrence Erlbaum, 1997.
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Attributional Approach To Creativity: A Special Issue of creativity Research Journal. Lawrence Erlbaum, 1995.
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Miller, Arthur I. Can We Unravel Scientific Creativity?: A Special Issue of creativity Research Journal. Lawrence Erlbaum, 1996.
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Donaldson, Judith Elaine. Organizing and disseminating knowledge about creativity--themes in the 1998 issues of the Creativity Research Journal: A project in Creative Studies. 1999.
Find full textBook chapters on the topic "Creativity Research Journal"
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Gilmore, Sarah, and Nancy Harding. "There Is No Such Thing as a Journal Paper." In Cultivating Creativity in Methodology and Research, 103–16. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60216-5_9.
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"Creativity Research Journal." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 663. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_300347.
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Vollgraaff, Helene. "Revitalising the South African Museum Sector." In Handbook of Research on Heritage Management and Preservation, 372–95. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3137-1.ch018.
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The chapter discusses the South African museum sector in terms of changing museum functions as well as museum management. The research findings confirm the perception of a sector in crisis. Museum professional associations do not have the capacity to promote a professional museum service. Though there are museum professionals that keep up to date with museological trends and technology, a picture is painted of museums not supported by government departments, debilitating bureaucratic structures that hamper creativity and responsiveness to public demands, institutional performance structures that direct museums away from museum functions, problematic recruitment practices, and problematic models assessing the value of museums. Research is based on literature study, a review of the South African Museums Association Bulletin (SAMAB), a peer-reviewed journal dealing with museum matters, an analysis of policy recommendations of museum professional associations and interviews with the museum association leadership.
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Wu, Chia Pei. "An Experiential Study on WebQuest and Higher Order Thinking Skills in an EFL Writing Class." In Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment, 191–205. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5598-9.ch011.
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This study was conducted with 60 students in an EFL writing course for one semester. WebQuest authoring was utilized for students to improve their English reading and writing skills during the process. This study discussed the use of internet technology to facilitate classroom activities and investigated their implementation of higher-order thinking skills in their reflections. Research data was collected from students' reflective journal, in-depth interview, and the final presentation of student-created WebQuests. Findings indicated that with this experimental design, WebQuests facilitated and mediated classroom discussion along with cooperative learning. WebQuests authoring enhanced students' writing skills by reading materials in English on the internet. Higher-order thinking skills were also represented in the student's WebQuest creativity.
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Williamon, Aaron, Jane Ginsborg, Rosie Perkins, and George Waddell. "Communication and dissemination." In Performing Music Research, 393–420. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198714545.003.0014.
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Chapter 14 of Performing Music Research presents the key features of the final written research report. It considers how to get started, the use of appropriate structure and headings, the importance of identifying limitations and further research, and referencing sources. Acknowledging that music researchers need to communicate in many ways, the chapter also introduces four further means of disseminating research: informal and formal feedback to participants; conference proceedings, which form the basis for spoken, poster, and speed presentations at conferences; peer-reviewed published journal articles; and communication with those outside the academic world such as practitioners and policy-makers. It discusses the use of broadcast, print, and social media, emphasizing the need to engage different target audiences creatively.
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Lingo, Elizabeth Long, and Hille C. Bruns. "Auto-tuned and R-Squared: Reflecting Audience Quality Evaluations in the Creative Process in Music Production and Cancer Research." In Organizing Creativity in the Innovation Journey, 91–113. Emerald Publishing Limited, 2021. http://dx.doi.org/10.1108/s0733-558x20210000075008.
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Schork, Sabrina. "Innovation Leadership in the Digital Enterprise." In Handbook of Research on Management and Strategies for Digital Enterprise Transformation, 86–109. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5015-1.ch005.
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In this chapter, the EIL (Effective Innovation Leadership) framework is tested empirically. First, peer-reviewed journals in the innovation management, leadership, and transformation discipline are analyzed. Second, a pre-test with 58 executives takes place. The response behavior of the participants varies depending on the company's degree of digital maturity. Third, 20 innovation leaders employed in mature digital companies answer the survey. The participants perceive their company as innovative and state that up to 89% of created innovations are digital. Values relevant to digital innovation leaders are innovation, responsibility, positivity, and transparency. Relevant strengths are creativity and learning. Both strongly correlate with a few efficacy items. Decisiveness correlates with innovation strategy. Entrepreneurship, self-regulation, and culture correlate with each other. Creativity connects the value of innovation and the practice of communication. The insights from this chapter contribute to building a reliable and valid factor-based effective digital innovation leadership questionnaire in the future.
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Worwood, Matthew. "Four Steps to Promote Teacher Creativity When Making the Transition to Virtual Learning Experiences." In Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning, 126–47. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7222-1.ch007.
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This chapter presents four steps for teacher creativity as part of a design-based approach to problem-solving pedagogical challenges using virtual learning environments. Building on existing practices found in creative problem-solving and design thinking methodology, these steps explore change as a journey that begins with an intent to produce an outcome that improves a specific aspect of the learning experience. Glaveanu's five-A framework provides a sociocultural perspective to support the concept of teacher creativity in the classroom, while Kaufman and Beghetto's 4-C model serves as a developmental approach to evaluating outcomes based on the impact they have in the environment. Future opportunities for study, including integrating learning analytics and situating the different stages of creative problem-solving in education, are also discussed.
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Rebelo, Teresa, and A. Duarte Gomes. "The OLC Questionnaire." In Advances in Human and Social Aspects of Technology, 216–36. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-519-3.ch011.
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This chapter is centered on the psychometric qualities of the OLC questionnaire, which has the objective of measuring the orientation of organizational culture towards learning – a kind of culture that promotes creativity and innovation in organizations. Hence, it includes description and discussion of its conception, assessment of content validity and the main construct validity studies already carried out. Its bi-dimensionality in terms of internal integration and external adaptation processes and its potentialities for research and intervention are also discussed, as well as future research directions to continue its journey of validation.
Conference papers on the topic "Creativity Research Journal"
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Sitorus, Hisardo, and Andar Gunawan Pasaribu. "Development Ethics Of Sunday School Children Through The Teaching Creativity Of Teacher." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.232.
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There are 4 main points to be addressed clearly in abstract section: (1) background of research title, (2) research purpose, (3) research methodology, and (4) research result/contribution. Background section should be the shortest part of the abstract and should very briefly outline the following information: What is already known about the subject, related to the paper in question? What is not known about the subject and hence what the study intended to examine (or what the paper seeks to present - purpose). In most cases, the background can be framed in just 2–3 sentences, with each sentence describing a different aspect of the information referred to above. The purpose of the research, as the word itself indicates, is to provide the reader with a background to the study, and hence to smoothly lead into a description of the methods employed in the investigation. The methodology section is usually the second-longest section in the abstract. It should contain enough information to enable the reader to understand what was done, and important questions to which the methods section should provide brief answers. The results section is the most important part of the abstract and nothing should compromise its range and quality. The results section should therefore be the longest part of the abstract and should contain as much detail about the findings as the journal word count permits.
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A. McLaughlin, Laura, and James McLaughlin. "Framing the Innovation Mindset." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4771.
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Aim/Purpose: To build the skills of innovation, we must first establish a framework for the belief system that surrounds effective innovation practice. In building any belief system, sometimes outdated beliefs need to be replaced with better, more carefully researched ideas. One such belief, discovered in our research and elsewhere, is that creativity is innate and that great ideas arise through chance or happenstance. Background: One belief regarding innovation and creativity, discovered in our research and elsewhere, is the belief that creativity is innate. History has repeatedly shown this to be untrue, yet people still believe it. We have found within our research another belief is that innovation happens through random, unstructured processes -- that great ideas arise through chance or happenstance. However, participants also believed that innovation is a skill. If someone believes innovation is a skill but also believes innovation is innate, random, and unstructured, this disconnect presents obstacles for the training and development of innovation skills. Methodology: This research is based on a combination of background research and direct survey of innovators, educators, scientists, and engineers, in addition to the general public. The survey is used to illuminate the nature of significant beliefs related to creativity and innovation practice. Contribution: We examine the myths and truths behind creativity as well as the false beliefs behind innovation as we present a closed model for innovation and the key framing elements needed to build a successful, trainable, developable system that is the innovation mindset. And like any skill, creativity and innovation can be taught and learned using tools and processes that can be followed, tracked, and documented. If innovation is a skill, creativity should not re-quire magic or the production of ideas out of thin air. Findings: This paper identifies the historic nature of creativity as well as the general strategies used by innovators in implementing innovation practices and pro-poses a framework that supports the effective development of the innovation mindset. Recommendations for Practitioners: Apply the framework and encourage ideation and innovation participants to appreciate that they can learn to be creative and innovative. Start as early as possible in the education process, as all of these skills can be instructed at early ages. Recommendations for Researchers: Continue to gather survey data to support a refined understanding of the motivations behind the disconnect between innovation as a methodical skill and the beliefs in the use of random ideation techniques. Impact on Society: Transforming the understanding of creativity and innovation from one of mythical belief to one of methodical skill application will dramatically alter the lifelong impact of knowledge gained in support of global economic and environmental challenges. Future Research: A continuation of the recommended research paths and collaboration with other creativity researchers leading to improved methods for dissuading mythical beliefs toward formalized, systematic ideation and innovation practices. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 83-102. Click DOWNLOAD PDF to download the published paper. ***
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Schmitt, Ulrich. "Design Science Research Championing Personal Knowledge Management System Development." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3410.
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Knowledge Management (KM) is governed by an ill-structured mishmash of complementing as well as conflicting interdisciplinary methodologies and based on physical and social technologies, which too often struggle to achieve their stakeholders’ objectives due to diverse scholarly contributions, repetitive polemic discourses, and misguided organizational KM system generations. A novel Personal Knowledge Management (PKM) Concept and Prototype System currently under development take a fresh look and aim to support individuals’ academic and professional growth as well as their roles as contributors and beneficiaries of institutional and societal performance. A PKM System (PKMS), hence, is meant to aid life-long-learning, resourcefulness, creativity, and teamwork of knowledge workers. Such a scope offers appealing and viable opportunities for stakeholders in the educational, professional, and developmental context. A recent article employed the systems thinking techniques of the transdiscipline of Informing Science (IS) to align and validate the more specific models and methodologies central to the PKMS concept. In line with the interdisciplinary nature of the concept, further conference papers and journal articles have been disseminated and received feedback from a wide range of disciplines. This follow-up article turns to the creative process at the heart of the concept and application introduced in the prior publications. Similar to the IS-benchmarking approach, the design thinking is validated against accepted general design science research guidelines. These guidelines are meant to supplement the reactive behavioral (natural) science paradigm with the proactive design science paradigm in order to support information technology (IT) researchers in creating innovative IT artefacts that extend human and social capabilities and meet desired outcomes. Rather than to justify the research paradigm of the PKMS project in an ad hoc and fragmented manner with each new paper, the objective is a dedicated article which presents the design science research perspectives comprehensively as evidence of their relevance, utility, rigor, and publishability in Information Systems research outlets. The URL links to all prior publications facilitate a kind of ‘Long Discussion Case’ to potentially assist IT researchers and entrepreneurs engaged in similar projects.
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Grozdanov Christozov, Dimitar. "Business Analytics as a Tool to Transforming Information into an Informing System: The Case of the On-Line Course Registration System." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3681.
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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: Sharing ideas generated in a Business Intelligence (BI) Applications class to upgrade an Information System in to an Informing System. Background: Course Registration is the essential university’s business process in a university that follows a liberal-arts education model. Almost all categories of users are involved, including students, individual faculties and departments, and administration. A typical Information System, designed to support this process, allows departments to schedule selected courses for a particular time slot and location, and allows students to choose courses to study for the semester. Methodology: The course project is to design a BI application. Domain knowledge is essential for such projects and course registration was the natural choice for this class. The assignment includes (1) identifying the categories of stakeholders; (2) identifying the information needs of different categories; (3) identifying available information sources; (4) identifying how is possible to acquire the additional data; and (5) designing the Extract-Transform-Load (ETL) process and interface scenarios in a way to inform clients. Contribution: Contributions are in two directions: (1) pedagogy - involving students in such a project motivates creativity, also enforcing students to think in cost-benefit framework may lead to creation of really effective and efficient solutions; (2) practice - implementation of some of the ideas could be with low cost, but with high impact. Findings: Exploring BI techniques may increase the informing value of existing Information Systems. Recommendations for Practitioners: Careful analysis of information needs and the way information is used, combined with deep domain knowledge and understanding the value provided by Data Mining techniques, is the way to initiate a process of transforming an Retrieval Information System to better inform clients. Recommendation for Researchers: Combining pedagogy with practice allows one to overcome routine thinking and may lead to effective solutions. This needs further structuring and research on outcomes. Impact on Society: Transforming Information towards Informing Systems has a significant impact by allowing users to make rational data driven decisions in an efficient way. Future Research: The future of this project is implementation of developed ideas and assessment of the results.
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A. McLaughlin, Laura, and Joanne Ricevuto. "Virtual Instruction Support for Faculty." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4765.
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Aim/Purpose: This research study explores the challenges, successes, and supports de-sired in implementing virtual learning following a survey of faculty for their experiences and interests. Faculty in higher education need quick, practical tools and strategies to enhance teaching and learning in a virtual classroom. Background: The sudden and ongoing COVID-19 pandemic had created an urgency to transition to a virtual learning environment, yet expectations for faculty to teach virtually may not have matched best practice and current research. Methodology: This qualitative research begins with an anonymous, emailed survey of higher education faculty designed to explore participant thoughts and experiences related to their virtual teaching in Fall 2020. The survey included a series of demographic questions related to what type of faculty they were (full-time or adjunct), which discipline they taught, which format they were teaching in, as well as 5 open-ended questions to elicit feedback to teaching in this format of their challenges, some positives, strategies used, how they assessed learning, and which workshops they would like offered to better support them. A full year after the pandemic began, we sent out a follow-up survey to check in with faculty and find out specifically new skills/mindsets they developed, new tools they may have tried, their level of stress as well as how they perceived their students’ stress and their stu-dents’ level of learning. We decided to broaden our population by sharing the follow-up survey via social media to capture a diverse audience, which included international participants. Contribution: Despite the different stress levels for most faculty and students during the pandemic of 2020-2021, our research highlights that it was also a time of growth and learning. Learning from past experiences can help us be pre-pared for future challenges related to virtual learning. Findings: We found that the emergency remote teaching caused faculty to explore new ways of teaching and learning and helped them to develop a mindset that embraced a variety of skills such as flexibility, creativity, and innovation. We also learned that being aware of the stress levels of both faculty and students is of great value to institutions and with a good infrastructure and support, virtual learning can be successful. Recommendations for Practitioners: Through our research, we have found faculty are lacking the tools necessary to engage their learners in a virtual setting. As such, best practices need to be shared and then embedded into the instructional approach. However, given the pandemic, faculty were forced to transition face to face classes to a virtual format without having been provided these best practices. Recommendations for Researchers: We recommend researchers explore the habits of minds of faculty and how they have developed and continue to develop due to challenges they experienced related to virtual learning and continue to experience. Impact on Society: Many of the skills that faculty developed due to this emergency shift to virtual teaching during 2020 and beyond are skills faculty will have for life. With support and ideas faculty can implement quickly, faculty will be better prepared to provide instruction and create settings that enhance teaching and learning in a virtual setting. Future Research: Future research could include providing a voice for students by distributing a survey to the student body for their views and perceptions on virtual learning during the pandemic and moving forward. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 1-30. At the bottom of this page, click DOWNLOAD PDF to download the published paper. ***
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M. W. Ng, Eugenia, and Ada W. W. Ma. "An Innovative Model to Foster Web-based Collaborative Learning." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2547.
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Learning to learn is the theme of the current educational reform in the Hong Kong Special Administrative Region. Learners should be well equipped with collaborative skills, communication skills, creativity, critical thinking skills, and skills in using information technology to be responsive to the changing requirements of the workplace and the society. We have drawn the elements of collaborative learning from research findings and come up with a new model to be implemented for our learners in the coming semester using the Web as an avenue for on-line discussions and peer assessments. The group projects, bi-weekly reflective journals, peer assessments should be able to cultivate learners’ positive attitude towards sharing. The evidence will be gathered through quantitative and qualitative means to examine if there is any relationship between collaborative learning and peer assessment with the final assessment grades received.
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Kumpaty, S. "A Successful Model of Undergraduate Research at Milwaukee School of Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43573.
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Undergraduate research performed at Milwaukee School of Engineering (MSOE) has contributed significantly to the development of independent, well-rounded engineers by providing opportunities for students’ professional growth, knowledge, experience, creativity and confidence. Through a decade-long and continuing, summer Research Experience for Undergraduates (REU) program sponsored by the National Science Foundation, we have demonstrated extraordinary success at the MSOE interdisciplinary Rapid Prototyping Center and the closely associated Center for BioMolecular Modeling—hubs of activity with faculty, staff, students and industry working together in a variety of programs. Specifically, we have provided integrated research opportunities for technically diverse groups of undergraduate students to experience the growing technological trends and opportunities in rapid prototyping (RP) leading to newly created, complex and miniature structures and models. We have continued the principle of diversity in successful recruiting of minorities, women and students with disabilities, enabling them to become professional graduates with extraordinary capabilities. We developed interdisciplinary approaches, enabled by research and development in rapid prototyping, in the fields of biomedical, biomolecular, manufacturing, mechanical, electrical, architectural and aerospace engineering. We continue to publish the findings from the research projects in national conferences and journals. Our success at fostering undergraduate research is showcased through the nature of student activities and specific projects, the research/mentoring environment and facilities, student recruitment history including diversity, evaluation results, samples of program impact and highlights of summer REU program at MSOE.
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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Wai Wing MA, Ada. "A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3297.
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To survive and thrive in the challenging context of the 21st century, education must keep abreast of global trends, including the priority of developing in learners the capability of lifelong learning for enhanced cooperation, care, reflective abilities, critical capacities and creativity. As a potential approach to achieve this goal, Computer Supported Collaborative Learning (CSCL) is receiving increasing attention, as it revolutionizes the way of learning. The ultimate success of CSCL, however, often depends upon resolving the question of how it can be assessed in ways that are credible and reliable and how the technology-driven environment can enhance learning. Little guidance is found in the literature on the assessment of CSCL prompts the researcher to re-examine the role of assessment in learning and attempt to devise a peer assessment design in a technology-enhanced environment as part of the learning activities for full-time teacher-educators. In the three studies of this project, the creation of assessment rubrics, the submission of intra-group reflective journals, which formed the basis of the group’s growth (learning process), and the intergroup review, which gained from peers’ feedback to their project presentation and report (learning product) were incorporated as the assessment measures. It was encouraging to witness that learners of the same cohort had improved their lifelong learning skills progressively over the period of three years by engaging in peer assessment tasks. The findings of these studies indicated that skills fostered through peer assessment were highly relevant to their workplace as teachers when teamwork, interpersonal skills and the ability of self-reflection were emphasised. This study has demonstrated some good practice that supports student-centered learning, prepares students to be lifelong learners and which is suitable for adaption to suit other contexts.