Relevant bibliographies by topics / Higher degree by research

Contents

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

Academic literature on the topic 'Higher degree by research'

Author: Grafiati
Published: 11 December 2022
Last updated: 25 January 2023

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Journal articles on the topic "Higher degree by research"

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Gasson, Susan C., and Christine Bruce. "Supporting higher degree research collaboration." Studies in Graduate and Postdoctoral Education 10, no. 3 (2019): 189–99. http://dx.doi.org/10.1108/sgpe-04-2019-0040.

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Purpose This paper aims to demonstrate the value of a collaborative research culture framework (Gasson and Bruce, 2018a), featuring trust and respect as core elements of healthy collaborations, to support the research success of higher degree research (HDR) students. HDR is a term used in Australia to reference Doctoral and Master by research programmes. Design/methodology/approach The authors propose that by positioning collaboration as part of a research culture built on trust and respect, discussion about and the development of healthy collaborative research culture will be facilitated. A healthy culture is defined as one that supports sustainable and productive collaborative research. Findings The applications of the framework demonstrate the role the framework can play in supporting researchers to understand, engage in and manage collaborations. Research limitations/implications Reflection on discussions to date has led to the authors’ view that collaborative success requires a unique set of skills (i.e. skills in the development of a collaborative research culture) and that the framework provides a deliberate and overt way of supporting development of those skills. Originality/value The framework helps HDRs develop the capacity to build healthy collaborative research cultures vital for their research productivity and longer-term success as researchers.
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Murphy, Noela, John D. Bain, and Linda Conrad. "Orientations to research higher degree supervision." Higher Education 53, no. 2 (2007): 209–34. http://dx.doi.org/10.1007/s10734-005-5608-9.

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Kiley, Margaret. "Government policy and research higher degree education." Journal of Higher Education Policy and Management 33, no. 6 (2011): 629–40. http://dx.doi.org/10.1080/1360080x.2011.621189.

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Bruce, Christine, and Ian Stoodley. "Experiencing higher degree research supervision as teaching." Studies in Higher Education 38, no. 2 (2013): 226–41. http://dx.doi.org/10.1080/03075079.2011.576338.

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Cleary, Michelle, Garry Walter, Maureen Deacon, and Violeta Lopez. "Creating Original Research Between Faculty and Higher Degree Research Students." Nurse Author & Editor 25, no. 2 (2015): 1–9. http://dx.doi.org/10.1111/j.1750-4910.2015.tb00201.x.

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Sinclair, Michelle, and Clive Phillips. "Recruiting Research Higher Degree Students into Veterinary Science." Journal of Veterinary Medical Education 45, no. 4 (2018): 480–88. http://dx.doi.org/10.3138/jvme.0317-036r.

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Maxwell, T. W., and Robyn Smyth. "Higher degree research supervision: from practice toward theory." Higher Education Research & Development 30, no. 2 (2011): 219–31. http://dx.doi.org/10.1080/07294360.2010.509762.

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Cleary, Michelle, Brenda Happell, Garry Walter, and Glenn Hunt. "Obtaining higher research degree qualifications: Key strategies to consider." Contemporary Nurse 44, no. 2 (2013): 196–203. http://dx.doi.org/10.5172/conu.2013.44.2.196.

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Foex, B. A. "Research for higher degrees." Emergency Medicine Journal 20, no. 6 (2003): 543–46. http://dx.doi.org/10.1136/emj.20.6.543.

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Hulse, E. J. "10 tips for success when undertaking a higher research degree." Journal of The Royal Naval Medical Service 102, no. 1 (2016): 58–59. http://dx.doi.org/10.1136/jrnms-102-58.

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Dissertations / Theses on the topic "Higher degree by research"

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McGregor, Rowena. "Education higher degree research students writing for publication." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63275/1/Rowena_McGregor_Thesis.pdf.

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Higher Degree Research (HDR) student publications are increasingly valued by students, by professional communities and by research institutions. Peer-reviewed publications form the HDR student writer's publication track record and increase competitiveness in employment and research funding opportunities. These publications also make the results of HDR student research available to the community in accessible formats. HDR student publications are also valued by universities because they provide evidence of institutional research activity within a field and attract a return on research performance. However, although publications are important to multiple stakeholders, many Education HDR students do not publish the results of their research. Hence, an investigation of Education HDR graduates who submitted work for publication during their candidacy was undertaken. This multiple, explanatory case study investigated six recent Education HDR graduates who had submitted work to peer-reviewed outlets during their candidacy. The conceptual framework supported an analysis of the development of Education HDR student writing using Alexander's (2003, 2004) Model of Domain Learning which focuses on expertise, and Lave and Wenger's (1991) situated learning within a community of practice. Within this framework, the study investigated how these graduates were able to submit or publish their research despite their relative lack of writing expertise. Case data were gathered through interviews and from graduate publication records. Contextual data were collected through graduate interviews, from Faculty and university documents, and through interviews with two Education HDR supervisors. Directed content analysis was applied to all data to ascertain the support available in the research training environment. Thematic analysis of graduate and supervisor interviews was then undertaken to reveal further information on training opportunities accessed by the HDR graduates. Pattern matching of all interview transcripts provided information on how the HDR graduates developed writing expertise. Finally, explanation building was used to determine causal links between the training accessed by the graduates and their writing expertise. The results demonstrated that Education HDR graduates developed publications and some level of expertise simultaneously within communities of practice. Students were largely supported by supervisors who played a critical role. They facilitated communities of practice and largely mediated HDR engagement in other training opportunities. However, supervisor support alone did not ensure that the HDR graduates developed writing expertise. Graduates who appeared to develop the most expertise, and produce a number of publications reported experiencing both a sustained period of engagement within one community of practice, and participation in multiple communities of practice. The implications for the MDL theory, as applied to academic writing, suggests that communities of practice can assist learners to progress from initial contact with a new domain of interest through to competence. The implications for research training include the suggestion that supervisors as potentially crucial supporters of HDR student writing for publication should themselves be active publishers. Also, Faculty or university sponsorship of communities of practice focussed on HDR student writing for publication could provide effective support for the development of HDR student writing expertise and potentially increase the number of their peer-reviewed publications.
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Marsden, Brian S. "Higher degree research as professional learning for teachers: A cohort perspective." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108055/2/Brian_Marsden_Thesis.pdf.

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This thesis explored how a cohort of six full-time teachers negotiated and explained their teaching practice as a result of their higher degree learning in a Master of Education. Reflections across multiple time phases of a research degree were analysed to understand how teachers negotiated the interdependent connections of knowledge production and reconstruction that occurred across their various ecologies of practices. The teachers reported an increasing confidence in critically evaluating and reflecting on their teaching practice, although the collisions between the circular time patterns of research learning and linear patterns of teaching practice were experienced as significant challenges.
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Murphy, Noela Winifred, and n/a. "Orientations to Research Higher Degree Supervision: The Interrelatedness of Beliefs about Supervision, Research, Teaching and Learning." Griffith University. Griffith Institute of Higher Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051130.172036.

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This thesis aims to contribute to the understanding of research higher degree supervision and thereby its enhancement. My study departs from the current emphasis on issues of practice to offer a set of scholarly understandings embedded in the beliefs that supervisors and candidates hold about supervision and closely related academic mailers. It is aligned with the movement over the past two decades towards concentrating on understanding why teachers and students behave in particular ways, rather than describing what they do and how they do it. I draw on the literature of research higher degree (RI-ID) supervision, the conceptual framework of beliefs research and Gadamer's concept of the hermeneutic circle to argue that supervision is best understood as a plexus of closely related educational beliefs about research, teaching, learning and supervision. Research from this perspective acknowledges supervisions plural, multifunctional character and its holistic nature. The beliefs construct recognises the powerful effect that individualsibeliefs and attitudes have on the way they define educational tasks, make related decisions and prefer to act. Thirty-four participants from one engineering faculty were interviewed about their beliefs about the four components of the supervision plexus. Entire transcripts were coded, using a three-phase, inductive method of analysis incorporating constant-comparative techniques and conceptual field principles, to reveal individuals integrated thinking about the whole process of supervision. This method ensures that the findings remain embedded in the data and retain the richness of individual experience. I identified four different core tendencies to the plexus, based on two bipolar frames - controlling/guiding and task-focussed/person-focussed kinds of beliefs. The result is four global orientations to supervision: controlling/task-focussed, controlling/person-focussed, guiding/task-focussed and guiding/person-focussed. Subcategories accommodate individuals whose beliefs differ in specific aspects but whose focal beliefs fit the global group. Each orientation is elaborated by an orientation belief profile - an integrated system of beliefs about the aspects of the plexus that are common to the individuals in that category iso the profiles describe the orientations as much as they describe the individuals in each category. The beliefs in each profile are organised into six belief clusters and different dimensions of the beliefs describe each orientation. To show the location, density and type of inter-linkages among beliefs and belief clusters orientation webs were drawn. The four webs exhibit a high degree of interconnectedness among beliefs, confirming my contention of a supervision plexus of co-dependent and logically interrelated components. Research findings indicate that practitioners beliefs about teaching are central and powerful in determining their supervisory goals and their predisposition towards particular pedagogical approaches to achieving them. With this advanced understanding of the pedagogy of supervision, a case is built for viewing research higher degree supervision as a teaching activity within the university, and positing its management as a 'joint portfolio' between the teaching and learning centre and the research centre of the university. Other findings are that controlling/task-focussed beliefs are generally favoured by RI-ID candidates and that guiding/person-focussed beliefs more commonly describe the way supervisors think about supervision. Although their strategic enactment may differ according to circumstance, beliefs were found to be consistent across contexts. The supervisors role in shaping candidates' beliefs is seen to be diminished by the influence of candidates' preexisting beliefs about teaching. The study establishes a variety of understandings about supervision within this one engineering faculty, suggesting that pedagogical understandings may be more powerful than disciplinary expectations and attitudes as determinants of supervisory behaviour. The view of RI-ID supervision discussed in this thesis builds on the earlier research in meaningful ways that enhance our understanding of the process as a whole. The thesis provides possibilities for linking that research with more fruitful and rewarding doctoral experiences for supervisors and candidates.
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McGhie-Anderson, Rose. "Advanced nursing education| Critical factors that influence diploma and associate degree nurses to advance." Thesis, Barry University School of Nursing, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10115703.

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<p> <b>Background:</b> Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of the nurse as educator, manager, nurse leader, and researcher who will effect policy changes and assume leadership roles as revolutionary thinkers in addition to implementing paradigmatic shifts. </p><p> <b>Purpose:</b> This grounded theory study sought to unearth the critical factors that motivate nurses to advance academically. The study aimed to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance their nursing education. </p><p> <b>Philosophical Underpinnings:</b> A qualitative methodology in the tradition of grounded theory using the constructivist and interpretivist approach was used to conduct the study. </p><p> <b>Method:</b> Data were collected from two groups of participants using a face-to-face semistructured interview. The first group was diploma and associate degree nurses, and the second group was a focus group comprising of baccalaureate, masters, or doctoral degree nurses who have progressed academically from diploma or associate degree level. </p><p> <b>Results:</b> Emerging from the thick rich data that were collected from the research participants were the following core categories that ground the theory: rewarding, motivating, and supporting for diploma and associate degree nurses to advance academically. </p><p> <b>Conclusions:</b> The study concluded by elucidating that professional advancement was the social process that grounds. Hence, the emergent theory was; <i>The Theory of Professional Advancement.</i></p>
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Hill, Geof. "Promoting congruence between the inquiry paradigm and the associated practices of higher degree research." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36661/1/36661_Digitised%20Thesis.pdf.

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In this study I examine a number of educational practices in higher education from the insider perspective of a research student. By using my own stories of undertaking two research higher degrees, both with post-positivist research paradigms, I analyse the interrelationships between a student and their supervisors and examiners, and explore ways in which those relationships can be influenced by the student's nominated research paradigm. The research paradigm underpins the way in which a student undertakes their research and documents that research. Literature suggests that the research paradigm has potential to influence the supervision and examination of that research. In this study I have explored that potential with a particular focus on a research paradigm consisting of a constructivist ontology and a practice epistemology. While the use of my own story is not presented as being generalisable, the analysis generates a number of issues related to my own student practices and my expectations about supervision and examination of a higher degree. I believe these issues are relevant to other higher degree students and their supervisors and examiners.
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Cooper, ShaRonda M. "From There to Here: The Experiences of Historically Black College and University Graduates in Pursuit of an Advanced Degree from a Predominately White Research University." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490632000441306.

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Morgan, Verity. "Policy enactment and complexity: A case study of a master of philosophy." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/214320/1/Verity_Morgan_Thesis.pdf.

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This study contributes to understanding the master by research as a policy object, and provides insight into how policy work is done at universities. It utilises Stephen Ball’s theorisation of policy enactment with theories of complexity to explore the tensions that frame aspirations for a new master by research at a large modern university. Findings identified that experiences in, and of, the MPhil are complex and, at times, contradictory and point to a need to better understand policy intentions, decisions, and experiences when creating courses and educational experiences in the future.
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Charity, Ian. "PhD and professional doctorate : higher degrees of separation?" Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/837/.

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This thesis presents an exploration of the "purpose and process" of doctoral education and has twin, equally valuable, purposes: to make an original theoretical contribution and to improve professional practice in this area. This work addresses the lack of pedagogical research into doctoral education at a time when changing perspectives are reshaping the doctoral education landscape. A number of alternatives to the traditional research PhD now exist and this has generated debate as to the specific differences between the various programmes. This research explores the purpose and process of doctoral education from the perspective of the traditional PhD and the professional doctorate and uses Northumbria University as the case study institution. This research is timely since at Northumbria new doctoral programmes are being established and existing professional doctorate programmes are undergoing significant revisions to try and provide distinctive alternatives to the PhD. The current debates regarding the strengths and weaknesses of the PhD and professional doctorates are presented and three key processes of doctoral study are critically reviewed; knowledge generation, supervision and assessment. A distinguishing feature of this research is my own position within the research setting: I am both a DBA student and a member of staff involved with the delivery of doctoral programmes. Furthermore, the product of the research itself is enmeshed with the research topic and I introduce the concept of "compounded insiderness" to describe this situation. Methodologically, this has lead to the adoption of a constructivist ontological stance coupled with an interpretivist theoretical perspective for analysis. The subjectivity of this research and my influence on the research process has been acknowledged as a central feature, demonstrated through reflexive behaviour. The research strategy is inductive in nature with data generated through twenty-two ethically conducted interviews with purposively selected participants in the doctoral research community at Northumbria University. Software has been used to store, organise and manipulate the data that were then analysed using a combination of concept driven and data driven coding structured using Nigel King's template analysis method. Student perceptions were analysed separately within PhD and professional doctorate subgroups and then compared across the two programmes whereas the staff interview data were analysed as a whole. I argue that this research is highly transparent and has the potential to be transferable to other higher education intuitions. This research makes an original theoretical contribution by concluding that, at a broad level of comparison, the taught stage of the professional doctorate separates the routes initially but once the research phase is underway, the PhD and professional doctorate at Northumbria University overlap considerably. Where differences exist, these are subtle and more likely to be related to the purpose of the programmes rather than any tangible differences that would be experienced by students in terms of process. Staff may see the programmes as "notionally different", but the interpretation of the purpose of a professional doctorate is subject to debate, particularly with regard to "making an original contribution to knowledge" and the role of theory. As a consequence, this raises serious questions regarding assessment. Professional doctorates are caught in a difficult position, since they desire to be different to a PhD and to attract different candidates, but must maintain a level of academic parity in order to be attractive. This research aims to improve professional practice at Northumbria University by raising awareness of similarities and differences between the programmes and it has already made an impact in this respect.
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Johnston, Rita Audy. "Experiential Journey of Females Who Enter or Re-enter College Later in Life to Degree Completion." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510225525657587.

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Stevenson, Kylie J. "Creative River Journeys: Using reflective practice to investigate creative practice-led research." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2025.

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This ‘Creative River Journey’ doctoral study explored the processes of art practice and knowledge-making by six artist–researchers engaged in creative higher degrees by research (HDR) at Edith Cowan University (ECU) in three arts disciplines—performing arts, visual arts, and creative writing. The study applied the Creative River Journey (CRJ) reflective practice strategy, originally applied as the River Journey tool in music education (Burnard, 2000; Kerchner, 2006), but further developed by the researcher into a three-phase reflective practice strategy for its application in complex practice-led research projects over the extended period of the participants’ HDR studies. Six rich cases studies of HDR artist– researchers, and their reflective practice and practice-led research, resulted. The researcher took an a/r/tographical approach (Irwin & de Cossen, 2004) and specifically focused on inquiring into the intersection between arts practice, practice-led research, and HDR creative arts training and pedagogy. The study addresses three questions in relation to these three concepts about what the application of the CRJ strategy to the creative process elucidated for, and about, the HDR artist–researcher. A fourth question addresses the experiences and evaluations by participants of the CRJ strategy. The ‘Creative River Journey’ study aimed to examine the way that reflective practice and the CRJ reflective strategy might add to emerging practice-led research methodologies for individual artist–researchers and the field of practice-led in general. In the past decade, there has been a significant continued discussion about the nature of research in the creative arts (for example, Nelson, 2013; Barrett & Bolt, 2007; Smith and Dean, 2009). This study adds the perspective of the HDR artist–researcher engaged in a creative arts doctorate to this discussion. The study’s HDR perspective joins existing Australian contextual reviews of practice-led research, for example, effective supervision of creative practice higher degrees (Hamilton & Carson, 2013a), and examining doctorates in the creative arts (Webb, Brien & Burr, 2012). This study advances this discussion by providing rich case studies of HDR practice-led research from the outsider perspective of the researcher whilst, at the same time, providing a unique insider perspective as the researcher acts as a co-constructor of the participants’ reflective practice, and as the participants independently document their creative practice and reflective practice strategies. This thesis will demonstrate that the CRJ reflective strategy is an innovative way of exploring the relationship between the creative and critical components in creative arts higher education degrees. The strategy generated knowledge about how each artist–researcher engaged in a meld of practice and research in the art-making process within practice-led research, and brought to light key critical moments in the practice-research nexus. Of consequence to the knowledge outcomes for the HDR artist–researchers in the study is how these captured the phenomena of their praxis, and thus was a useful documentation approach to their practice-led research. This thesis will make evident the ‘Creative River Journey’ study’s contribution to the rich established field of practice-led research in general, made possible through the deliberate pedagogical interventions of the CRJ reflective strategy.
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Books on the topic "Higher degree by research"

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Anderson, Peter, Levon Blue, Thu Pham, and Melanie Saward. Higher Degree by Research. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5178-7.

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Orrell, Janice, and David D. Curtis, eds. Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9.

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Professionalizing graduate education: The master's degree in the marketplace. Jossey-Bass, 2005.

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Research success in nursing and health care: A guide to doing your higher degree. Blackhall Publishing, 2008.

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University of London. Institute of Historical Research. Historical research for higher degrees in the United Kingdom: Theses completed. University of London, Institute of Historical Research, 1985.

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University of London. Institute of Historical Research. Historical research for higher degrees in the United Kingdom: Theses in progress. University of London, Institute of Historical Research, 1986.

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The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations. 2nd ed. Palgrave Macmillan, 2012.

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compiler, Holman Zoe, McTaggart Maureen compiler, Winters Jane compiler, and University of London. Institute of Historical Research, eds. Historical research for higher degrees in the United Kingdom and the Republic of Ireland: Theses in progrss 2014. University of London School of Advanced Study Institute of Historical Research, 2014.

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David, Layton. Research in science and mathematics education: A list of theses for higher degrees in British universities completed during the period 1982-1984. Centre for Studies in Science and Mathematics Education, University of Leeds, 1987.

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Alladi, Krishnaswami, Manjul Bhargava, David Savitt, and Pham Huu Tiep, eds. Quadratic and Higher Degree Forms. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7488-3.

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Book chapters on the topic "Higher degree by research"

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Higgs, Joy. "Research Training and Publishing." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_1.

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Nielsen, Peter, and Bernard Mageean. "Communicating Real-Life Classroom Innovations as Research." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_6.

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Alfian, Mirella Wyra, and Marietta Rossetto. "Language Learning Strategy use by Prospective English Language Teachers in Indonesia." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_10.

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Jeffries, David, and Carol R. Aldous. "Recognising Intimation." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_11.

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Page, Shaileigh, and Trudy–Ann Sweeney. "Promoting Powerful Positive Affect." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_12.

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Mirizon, Soni, Ben Wadham, and David D. Curtis. "Teaching Mathematics and Science in English at a University in Indonesia." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_13.

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Amin, Anwar, and Michael Bell. "Enabling Innovation in Acehnese Schools." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_14.

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Habiburrahim, Janice Orrell, and Robert Conway. "Integrating Graduate Attributes Into Islamic Higher Education Curricula in Aceh, Indonesia." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_15.

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Ngendahayo, Ernest, and Helen Askell–Williams. "Rwanda’s New Competence-Based School Curriculum." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_16.

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Orrell, Janice, and David D. Curtis. "Transforming Identities." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_2.

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Conference papers on the topic "Higher degree by research"

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Nolan, Huw, Adele Nye, Nikki Rumpca, and Ariella Van Luyn. "Learning to research in distance mode: Technologies for building higher degree research community online." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0125.

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Higher Degree Researchers (HDRs) in Australia tertiary education programs must achieve mastery of complex skills, theories, and concepts. Non-traditional HDRs, especially those enrolled part time and remotely, face barriers to achieving these outcomes. This concise paper uses the case study of a regional university in Australia to investigate the theoretical underpinnings of technology use to promote HDR communities of learning, especially for part time and remote researchers.
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Pascual-Fuster, Bartolomé. "Recruitment policies in Spanish universities, a case study: Teaching and research quality." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9450.

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This article analyzes research and teaching quality of the faculty members of the Department of Business Economics of “Universitat de les Illes Balears” (UIB) depending on the origin of their Doctor degree (local or external). This department changed the recruitment policy, from the traditional policy of hiring the own doctorate students to the policy of hiring doctorate students from other universities. Faculty members with an external Doctor degree were recruited mainly in the Spanish Job Market, most of them obtained the Doctor degree in a high-quality doctorate program, and were focused on research. Taking into account several control variables, such as age and specialization area, we obtain that faculty members with external Doctor degree show statistically significant better research quality indicators, and present no significant differences in teaching quality indicators than faculty members with a UIB Doctor degree. Therefore, we conclude that the recruitment policy of the department increased research quality without hurting teaching quality. This represents an indirect analysis of the relationship between research and teaching quality, showing a strategy to improve one without hurting the other. However, when we analyze the direct relationship between research and teaching quality we obtain some weak evidence of a negative relationship.
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Hall, Sarah. "Practise makes perfect: developing critical thinking and writing skills in undergraduate science students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5512.

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Successful undergraduate students are required to demonstrate critical thinking and writing skills in their final year dissertation, but the early years of some science degrees may not fully prepare them for this challenge. This study investigated the value of earlier engagement with scientific literacy skills by assessing the impact of rehersing critical thinking and extended writing skills earlier in the degree programme. This paper reports a small-scale study of a single cohort of students on BSc (Hons.) Biomedical Sciences degree schemes at a research-intensive university and describes quantitative analysis of students' performance in two research-driven writing tasks at different stages of the degree: a literature review in Year 2 and a research dissertation in the final year. The results of this study support the comcept that earlier exposure to extended writing tasks requiring scientific literacy skills is beneficial to students whose final year project has similar literature-based format; the experience of completing the literature review appears particularly valuable in improving the academic performance of weaker students.
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Staab, Laurel. "Creating a project-based degree at a new university in Africa." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11180.

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African Leadership University (ALU), a network of higher education institutions, opened its second campus in Rwanda in September of 2017. In order to achieve the institutional vision to educate three million young African Leaders before 2050, the University has made efforts to embrace ‘innovative pedagogy,’ designing curricula and training its teaching staff in active learning and student-centered pedagogy. This paper provides an account of the design and inital delivery of a new degree that ALU offers to its students in Rwanda, called “Global Challenges,” a project-based degree that requires students to structure their learning around a project that they self-design that addresses a challenge facing the continent of Africa. The paper is authored by a member of the faculty of the new degree and uses qualitative practitioner-based research to describe the degree and analyse its alignment with the innovative practice of Project-Based Learning (PBL). Analysis of the degree design shows strong adherence to the principles of PBL; however, more research is needed to evaluate the effectiveness and broader impact of this new educational program.
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Serrano Segarra, María. "NEW TEACHING METHODS IN THE PRODUCTION PROCESS OF THE DEGREE FINAL PROJECT IN HIGHER EDUCATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2402.

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Anderson, Peter. "Capacity-Building Indigenous Higher Degree by Research Students: Undoing the Racism of Low Expectations." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1434237.

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Leiva-Brondo, Miguel, Natalia Lajara-Camilleri, and Cristina Lull. "SUSTAINABLE DEVELOPMENT GOALS AWARENESS IS IMPROVED AFTER INTRODUCTION OF RELATED ACTIVITIES IN HIGHER EDUCATION DEGREE SUBJECTS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1843.

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Jiang, Fengli, Tongyu Xu, Lisi Fu, and Chunling Chen. "Research and Exploration on Innovative Practice Ability Training Mode of Professional Degree Graduate Students Majoring in Electrical Engineering." In 2017 3rd International Conference on Social Science and Higher Education. Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.152.

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Wu, Ya-hui. "Research on Optimization of Training Program for Master's Degree in Pedagogy with Social Need Orientation." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.99.

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Rivera, Diana Rose T., Ivan Henderson V. Gue, Jaychris Georgette Y. Onia, and Leif Oliver B. Coronado. "Women’s decision for choosing mechanical engineering degree in far Eastern University, Philippines: A case study." In REGIONAL CONFERENCE IN ENGINEERING EDUCATION (RCEE) & RESEARCH IN HIGHER EDUCATION (RHEd) 2020: RCEE 2020. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0072449.

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Reports on the topic "Higher degree by research"

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez. Research Insights: Can Low-Cost Communication Technologies Bridge Information Gaps between Schools and Parents? Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003737.

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We document large gaps between parents knowledge and school reports of students attendance and grades. Sending frequent text messages with information on attendance, grades and school behavior shrinks those gaps. Parents of at-risk students adjust their understanding of their children's performance to the greatest degree. High-frequency text messages had positive impacts on grades and attendance. Math GPA increased 0.08 of a standard deviation; the probability of earning a passing grade in math increased by 2.7 percentage points (relative to a mean of 90 percent). The intervention also reduced school absenteeism by 1 percentage point and increased the share of students who met attendance requirements for grade promotion by 4.5 percentage points.
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Mincher, Bruce J., Jack D. Law, George S. Goff, et al. Higher Americium Oxidation State Research Roadmap. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1245530.

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Borghans, Lex, and Frank Cörvers. The Americanization of European Higher Education and Research. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w15217.

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Olmos Peñuela, Julia, Paul Stephen Benneworth, and Elena Castro-Martínez. Does usable research face higher obstacles within the academy? Center for Higher Education Policy Studies, 2018. http://dx.doi.org/10.3990/4.2589-9716.2018.05.

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Balza, Lenin, Camilo De Los Rios, and Nathaly M. Rivera. Digging Deep: Resource Exploitation and Higher Education. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004495.

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Do resource-extraction booms crowd out postsecondary education? We explore this question by examining the higher education-related decisions of Chilean high school graduates during the 2000s commodities boom. We find mineral extraction increases a person's likelihood of enrolling in postsecondary technical education while reducing the likelihood of completing a four-year professional degree program. Importantly, effects are heterogeneous across economic backgrounds. The impact on college dropouts is primarily present among students that graduated from public high schools, which generally cater to low-income groups. Our findings show that natural resources may affect human capital accumulation differently across income groups in resource-rich economies.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Remler, Dahlia, and Elda Pema. Why do Institutions of Higher Education Reward Research While Selling Education? National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w14974.

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Radecki, Jane, and Rebecca Springer. Research Data Services in US Higher Education: A Web-Based Inventory. Ithaka S+R, 2020. http://dx.doi.org/10.18665/sr.314397.

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Niles, John, and J. M. Pogodzinski. TOD and Park-and-Ride: Which is Appropriate Where? Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1820.

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Despite the sharp drop in transit ridership throughout the USA that began in March 2020, two different uses of land near transit stations continue to be implemented in the United States to promote ridership. Since 2010, transit agencies have given priority to multi-family residential construction referred to as transit oriented development (TOD), with an emphasis on housing affordability. In second place for urban planners but popular with suburban commuters is free or inexpensive parking near rail or bus transit centers, known as park-and-ride (PnR). Sometimes, TOD and PnR are combined in the same development. Public policy seeks to gain high community value from both of these land uses, and there is public interest in understanding the circumstances and locations where one of these two uses should be emphasized over the other. Multiple justifications for each are offered in the professional literature and reviewed in this report. Fundamental to the strategic decision making necessary to allocate public resources toward one use or the other is a determination of the degree to which each approach generates transit ridership. In the research reported here, econometric analysis of GIS data for transit stops, PnR locations, and residential density was employed to measure their influence on transit boardings for samples of transit stops at the main transit agencies in Seattle, Los Angeles, and San José. Results from all three cities indicate that adding 100 parking spaces close to a transit stop has a larger marginal impact than adding 100 housing units. Previous academic research estimating the higher ridership generation per floor area of PnR compared to multi-family TOD housing makes this show of strength for parking an expected finding. At the same time, this report reviews several common public policy justifications for TOD as a preferred land development emphasis near transit stations, such as revenue generation for the transit agency and providing a location for below-market affordable housing where occupants do not need to have a car. If increasing ridership is important for a transit agency, then parking for customers who want to drive to a station is an important option. There may also be additional benefits for park-and-ride in responding to the ongoing pandemic.
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