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Journal articles on the topic 'Higher degree by research'

Author: Grafiati

Published: 11 December 2022

Last updated: 25 January 2023

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1

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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Abigail, Wendy, and Pauline Hill. "Choosing a research higher degree supervisor: a framework for nurses." Quality in Higher Education 21, no. 1 (2015): 7–25. http://dx.doi.org/10.1080/13538322.2015.1049437.

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Milos, Dani. "Embedding transferrable skills into the higher degree by research candidature." Studies in Graduate and Postdoctoral Education 10, no. 3 (2019): 173–79. http://dx.doi.org/10.1108/sgpe-04-2019-0046.

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Purpose Higher degree by research (HDR) graduates are often perceived to be overly specialised and are unable to adapt to non-academic settings (Jaeger and Rudra, 2013). Universities are under increasing pressure to embed research and transferrable skills into the candidature in a flexible and meaningful way to equip graduates with the skills to succeed in a range of careers. The paper aims to study how Flinders University has embedded the Research and Employability Skills Training (REST) Program into the HDR. Design/methodology/approach REST was established to replace the workshop-based professional development program, with a structured, compulsory, comprehensive program for HDR students, based on the Vitae Researcher Development Framework (RDF). The Program aims to provide students with the research skills they need to complete their studies and the transferrable skills employers seek, through an online, supported program that helps them identify their needs, plan and control their skills development. Such a comprehensive online candidature management system has enabled Flinders to implement the RDF and successfully and comprehensively embed REST into the HDR candidature, assisting students to articulate and demonstrate their skills with documented evidence. Findings The Program has been running for one year, and so far, has been successful. Students are increasingly completing the initial online Skills Needs Analysis assessment component, which helps to identify their skills gaps and recommend workshops to meet their needs. Supervisors and students are engaging with the Program through structured discussion and refection of skills at each annual milestone, thanks to the help of the Inspire online candidature management system. Originality/value REST is a valuable resource for HDR students, providing them with a range of skills to progress with their research, writing and professional development training that complements, but is separate from, their degree. Providing a structured training program which follows and supports students’ candidature, and is based around the training needs and career trajectories of the student assists the students be more equipped and supported to complete on time and are well prepared for a range of career outcomes.

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Young, Louise, and Laurel Jackson. "Looking up to Layton: The case of higher degree research." Australasian Marketing Journal (AMJ) 20, no. 3 (2012): 204–6. http://dx.doi.org/10.1016/j.ausmj.2012.05.008.

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Marchant, Alicia, Anna Milne-Tavendale, Jane-Héloïse Nancarrow, et al. "Life after Higher Degree Research in Medieval and Early Modern Studies." Parergon 38, no. 1 (2021): 163–78. http://dx.doi.org/10.1353/pgn.2021.0008.

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Halcomb, Elizabeth J., and Sharon Andrew. "Practical considerations for higher degree research students undertaking mixed methods projects." International Journal of Multiple Research Approaches 3, no. 2 (2009): 153–62. http://dx.doi.org/10.5172/mra.3.2.153.

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Grealy, Liam, and Timothy Laurie. "Higher degree research by numbers: beyond the critiques of neo-liberalism." Higher Education Research & Development 36, no. 3 (2017): 458–71. http://dx.doi.org/10.1080/07294360.2017.1288710.

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Sarker, Ruhul, and Saber Elsayed. "Evolutionary algorithm for analyzing higher degree research student recruitment and completion." Cogent Engineering 2, no. 1 (2015): 1063760. http://dx.doi.org/10.1080/23311916.2015.1063760.

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Eshtiaghi, Nicky, Shanthi Robertson, and Georgia Warren-Myers. "Good practice groundwork: Managing initial meetings with higher degree research students." Education for Chemical Engineers 7, no. 4 (2012): e196-e202. http://dx.doi.org/10.1016/j.ece.2012.08.003.

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Zhang, Xue Min, Xiao Wen Chen, and Zhen Dong Mu. "Research on Alert Degree Based on ERP." Advanced Materials Research 694-697 (May 2013): 2761–64. http://dx.doi.org/10.4028/www.scientific.net/amr.694-697.2761.

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In daily life, lots of work need people maintain higher attention or vigilance. In the early study of vigilance, blink frequency, the impedance of skin, body temperature and blood pressure and other physiological signals was used to estimate the vigilance. EEG signal can more directly reflect the brain's activity than other physiological signals, and EEG signal have a higher time resolution. In this paper, ERP component was used to analyze the alert state, according to this study, the use of ERP component analysis can reflect the subjects’ alertness.

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Ansell, J., AJ Beamish, N. Warren, P. Donnelly, and J. Torkington. "A Guide to Pursuing a Higher Degree in Surgery." Bulletin of the Royal College of Surgeons of England 94, no. 8 (2012): 280–82. http://dx.doi.org/10.1308/147363512x13311314198094.

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In 2011 the royal College of Surgeons produced a document entitled FromTheory toTheatre: Overcoming Barriers to Innovation in Surgery that states:'Delivering high quality research is the responsibility of anyone involved in any aspect of surgery.' It highlights that in 2008–2009 surgical research received just 1.5% of the £1.53 billion total governmental spend on medical research. From this came a call for a review of public funding of translational research in surgery and academic departments of surgery in delivering this research. The overall outcome was the creation of 15 recommendations.

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Irons, Alastair. "Reflection on higher degree apprenticeship development." Higher Education, Skills and Work-Based Learning 7, no. 1 (2017): 112–22. http://dx.doi.org/10.1108/heswbl-05-2016-0033.

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Purpose The purpose of this paper is to share the experiences of designing, developing and implementing a higher degree apprenticeship programme. Design/methodology/approach The methodology used in this paper is a case study. Data have been gathered from students, employers and academic colleagues. Findings The findings from the case study are that the implementation of a higher degree apprenticeship programme for the first time is a complex and time-consuming process, but there are significant benefits and positive outcomes. The process of development and implementation requires commitment from all partners in the programme. Research limitations/implications This is only one case study and is based on the experiential findings from one institution with one employer. Whilst the findings cannot be generalised, it is hoped that others will gain insight from the shared experiences. Practical implications The practical implications from the case study are that there are a range of activities that need to be undertaken and completed before a degree apprenticeship programme can be implemented. Some of these activities can happen in parallel but others are dependent on each other. There are various stakeholders in the operation of the programme which adds to the complexity. Originality/value This case study is an original case study evaluating the experience of developing and operating a degree apprenticeship programme for the first time. It provides a description of the challenges and opportunities in developing and implementing the programme and as such hopefully will provide value to others as they go through similar processes of development and implementation.

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Petelin, George. "Visual Art Doctorates: Practice-Led Research or Research Per Se?" Media International Australia 118, no. 1 (2006): 25–33. http://dx.doi.org/10.1177/1329878x0611800105.

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As part of a benchmarking project commissioned in 2002 by ACUADS, the Australian Council of University Art and Design Schools, I conducted a series of focus groups with candidates for higher degrees in Visual Art in Australia in order to gain some insight into how the terminology of research was understood and used by visual art higher degree students. The present paper makes use of that data and examines to what extent practice-led research can engage in a general research debate.

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Campbell, Narelle, and Koshila Kumar. "Importance of research higher degree training availability in rural and remote regions." Australian Journal of Rural Health 29, no. 2 (2021): 306–10. http://dx.doi.org/10.1111/ajr.12710.

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Bosman, Lisa, Abrar Hammoud, and Sandhya Arumugam. "Applying empathy-driven participatory research methods to higher education new degree development." Information Discovery and Delivery 47, no. 1 (2019): 17–24. http://dx.doi.org/10.1108/idd-09-2018-0051.

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Purpose Innovation and entrepreneurship are economic drivers promoting competition and growth among organizations throughout the world, many of which would not exist without well-established new product development processes coupled with intentional and strategic focus on research and development. New product development processes, such as the lean start-up methodology and design thinking, are well-known and thriving as a result of empirically grounded research efforts. Unfortunately, educational institutions and educational researchers, alike, are lagging when it comes to new program/degree development processes. Although the quantity of new degree offerings has increased substantially over the past several decades (in particular for multidisciplinary, interdisciplinary and transdisciplinary programs), limited research has been conducted to document key procedures associated with the creation of new degree programs. The purpose of this study is to show one approach to how students can be involved within the new program development process. Design/methodology/approach This approach uses participatory research, wherein students act as researchers and actively participate in the data collection and analysis process. Under the umbrella of participatory research, the study uses photovoice, photoelicitation and focus groups for collecting qualitative data. Findings Results suggest that students in one transdisciplinary studies in technology program value the following key attributes: learning style (agency and choice, active hands-on learning and real-world applications) and learning context (technology and design-focused assignments, integration of humanities and self-selected disciplines of interest). Originality/value Recommendations are provided for various higher education benefactors of the user-generated data, including administration, faculty, marketing, recruitment, advisors and the students themselves.

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Zeegers, Margaret, and Deirdre Barron. "Discourses of Deficit in Higher Degree Research Supervisory Pedagogies for International Students." Pedagogies: An International Journal 3, no. 2 (2008): 69–84. http://dx.doi.org/10.1080/15544800801929393.

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Kentish, S. E., A. G. Sharkey, J. L. Gravina, and D. C. Shallcross. "The Development of Appropriate Generic Skills in Research Intensive Higher Degree Students." Education for Chemical Engineers 1, no. 1 (2006): 60–65. http://dx.doi.org/10.1205/ece.05006.

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Su, Xuemei, Ming Chen, Jasmine Yur-Austin, and Ying Liu. "Restructuring degree roadmaps to improve timely graduation in higher education." International Journal of Educational Management 34, no. 2 (2019): 432–49. http://dx.doi.org/10.1108/ijem-07-2019-0257.

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Purpose Faced with declining government funding support and rising student loan debt, recently timely graduation in higher education has become a focal point of discussion at many institutions, particularly public universities. Timely graduation requires a student to successfully enroll in and complete a set of required and elective courses, the relationship of which is bound by the courses’ prerequisite requirements. However, due to the fact that class capacity is oftentimes limited and wrongly timed, many students find it challenging to stay on track. A well-structured degree roadmap that takes all factors into consideration and specifies the right courses to take by semester will better guide students’ course selection and thus increase their chance of earning their degrees within the four-year time window. Additionally, it will also allow administrators to do better capacity planning, and hence increase course accessibility to students. The paper aims to discuss these issues. Design/methodology/approach In this research, some operational techniques such as line balancing and simulation are applied to restructure and improve degree roadmaps, and assess the resulting outcomes. Some innovative methods are proposed to improve the processes on which students proceed to degree. Findings The results based on historical data that contains millions of student records spanning over eight-year time window demonstrate that the improved degree roadmaps can substantially increase students’ chance of completing the degree in a four-year time window. The research findings provide university administrators with cost-effective solutions. Originality/value This research breaks a new ground in literature due to its unique approach and focus. To the best of the authors’ knowledge, this research is one of the first attempts to systematically study the impact of degree roadmap on timely graduation. This research focuses on finding solutions that are within the institution’s control, hence the proposed solutions are implementable and will provide university administrators with new tools and perspectives to enhance student success.

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Holliday, Lloyd. "Thesis and Research Writing In English By Indonesian Higher Degree Students Studying Overseas." TEFLIN Journal - A publication on the teaching and learning of English 12, no. 1 (2015): 132. http://dx.doi.org/10.15639/teflinjournal.v12i1/132-141.

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Indonesian Research Degree Students studying overseas in Australian Universities, ie. those undertaking a PhD, EdD, or Master Degree by Coursework and Minor Thesis, have exactly the same problems in thesis writing as local Australian students. They may have minor problems of language in writing in English as a result of transfer from Bahasa Indonesia. But the major problems of all first time research degree students is learning how to become researchers and how to present their research in a discourse format as a thesis or dissertation that has become the assepted norm internationally. This paper firstly examines some of the common surface written language problems of Indonesian Higher Degree Students. This data is drawn from an analysis of actual drafts of these written over the last ten years by a range of Indonesian students. Secondly, the paper discusses the nature of developing as a researcher and the associated problems of how this influences the presentation of research. And thirdly, the paper reflects on ways in which the process of learning to think and write as a researcher can be facilitated.

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L Conrey, Meredith, Gene Roberts, Jr., Melissa R Fadler, Matias M Garza, Clifford V Johnson, Jr., and Misty Rasmussen. "Perceptions After Completing the Degree: A Qualitative Case Study of Select Higher Education Doctoral Graduates." International Journal of Doctoral Studies 15 (2020): 305–27. http://dx.doi.org/10.28945/4572.

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Aim/Purpose: Limited research exists on the perceived value that a doctoral degree has on higher education administrators’ goals; therefore, this collective case study had two purposes. The first was to assess qualitatively the perceptions of four doctorate-holding higher education administrators to explore the potential value associated with their degrees, and the second was to determine whether they perceived that their degree attainments influenced the achievement of their professional goals, if at all. Background: Understanding goal attainment and the value associated with obtaining a doctoral degree is important to recognize the needs of doctoral students and to inform how to support degree-seeking professionals in achieving their professional goals. Building upon the conceptual model of doctoral value, as defined by Bryan and Guccione (2018), the researchers also utilized Becker’s (1964) human capital theory as the framework for understanding the perceptions of select administrative professionals who have completed their doctoral degrees in higher education. Methodology: Because this was a collective case study, four doctorate-holding higher education administrators were selected, through convenience sampling, to engage in a formal semi-structured face-to-face interview. Interview responses were evaluated using ethnographic analysis (i.e., domain analysis, taxonomic analysis, and componential analysis). Contribution: Findings from this research can be used to better understand the perceptions of graduates who earned a doctoral degree in education, particularly with an increase in the number of doctoral degrees in that field. The results from this study align with findings from previous studies. Findings: The ethnographic analysis of the data indicated that the administrators perceived their doctoral degree as a way to advance professionally (e.g., career opportunities and research publication) and as a way to improve personally (e.g., increased confidence and becoming a role model). Two domains emerged: attainment of goals and perceptions of doctoral degree value. The taxonomic analysis revealed that the attainment of goals included personal and professional goals. Lastly, the componential analysis led to the discovery of nine attributes associated with obtaining a doctoral degree. Recommendations for Practitioners: Administrators in higher education degree programs should understand the needs of their students while they are participating in doctoral studies. By knowing what doctoral students expect to gain after obtaining a doctoral degree, doctoral-program administrators might consider tailoring courses and support programs to meet doctoral student needs. Recommendation for Researchers: Additional longitudinal studies should be undertaken to understand better how doctoral graduates view the value of their degree many years later. Do their perceptions change over time, or are they solidified? Impact on Society: With an increasing number of individuals obtaining doctoral degrees in higher education, departments, colleges, and universities need to understand whether graduates find that their degree has been useful. Because there is a demand for agencies to emphasize skills and work-related training, the perceived value of the degree can inform policymakers on changes in curriculum and programming to increase the perceived value of the doctoral degree. Future Research: Future research should expand upon the number of students who are interviewed, and students in other academic programs may be interviewed to understand similarities and differences. Longitudinal studies should be conducted to understand if the perception of degree value changes over time.

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Phuong, Nguyen Vu, Nguyen Anh Tuan, Hoang Ngoc Hieu, Hoang Thi Que Huong, and Tran Thi Kim Dao. "The relation between academics’ research motivation and research productivity." Science & Technology Development Journal - Economics - Law and Management 4, no. 3 (2020): First. http://dx.doi.org/10.32508/stdjelm.v4i3.652.

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In recent years, higher education institutions in Vietnam expect their academics to have more publications in prestigious journals to improve their ranking. Research motivation, both in the forms of intrinsic and extrinsic rewards, is viewed as an important factor driving academics to strive to do research. Examining the relation between academics’ research motivation and research productivity which is measured by the number of publications on international and local journals can offer an understanding of the impact of research motivation on research productivity. This relation is examined by a quantitative analysis of data obtained from a survey of 96 academics at the University of Economics and Law. The results show that intrinsic motivation exerts a stronger influence on the academics’ research productivity than extrinsic motivation. Another finding is that the academics with a doctoral degree are more productive in research than those with a master’s degree. Therefore, it is necessary to enhance both intrinsic motivation and sustain extrinsic motivation to promote the academics’ research productivity. As qualifications play an important role in enhancing the number of publications, providing academics with favorable conditions and encouraging them to achieve higher degrees is expected to boost their research productivity.

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Usher, Kim. "Indigenous higher degree research students making a difference to the Indigenous health agenda." Contemporary Nurse 37, no. 1 (2010): 102–6. http://dx.doi.org/10.5172/conu.2010.37.1.102.

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Usher, Kim. "Indigenous higher degree research students making a difference to the Indigenous health agenda." Contemporary Nurse 37, no. 1 (2011): 102–6. http://dx.doi.org/10.5172/conu.2011.37.1.102.

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Han, Jinghe, and James Schuurmans-Stekhoven. "Enhancement of Higher Degree Candidates’ Research Literacy: A Pilot Study of International Students." Asia-Pacific Education Researcher 26, no. 1-2 (2016): 31–41. http://dx.doi.org/10.1007/s40299-016-0324-z.

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Silva, Pujitha, Karen Woodman, Acram Taji, et al. "Support services for higher degree research students: a survey of three Australian universities." European Journal of Engineering Education 41, no. 5 (2015): 469–81. http://dx.doi.org/10.1080/03043797.2015.1095160.

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Hellstén, Meeri, and Matt Bower. "Borderless Supervision in Higher Degree Research: Consolidating International Pedagogies and Web-Conferencing Technologies." International Journal of Learning: Annual Review 16, no. 8 (2009): 81–88. http://dx.doi.org/10.18848/1447-9494/cgp/v16i08/46514.

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Baglin, James, Claire Hart, and Sarah Stow. "The statistical knowledge gap in Higher Degree by Research students: the supervisors’ perspective." Higher Education Research & Development 36, no. 5 (2016): 875–89. http://dx.doi.org/10.1080/07294360.2016.1264373.

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Brown, Chris, Tarig Abdelrahman, Charlotte Thomas, John Pollitt, and Wyn G. Lewis. "Surgical academic reach: the higher degree effect quantified." Postgraduate Medical Journal 94, no. 1109 (2017): 151–54. http://dx.doi.org/10.1136/postgradmedj-2017-135350.

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IntroductionProof of professional specific academic attainment is embedded within the Joint Committee on Surgical Training 2013 general surgery curriculum, mandating that all higher general surgical trainees (HST) obtain three peer-reviewed publications to qualify for Certification of Completion of Training. Yet, Modernising Medical Careers (MMC) has been associated with a trend away from the gold standard postgraduate credentials of higher degrees by research. This study aimed to evaluate the academic achievements of a post-MMC UK Deanery HST cohort to determine what additional benefits higher degree study might confer.MethodThe Scopus bibliographic database (Elsevier, RELX Group) was used to characterise the academic profiles of 101 consecutive HSTs and supplemented with Intercollegiate Surgical Programme Curriculum data. Primary outcome measures were numbers of publications, citations and Hirsch indices (HI).ResultsThirty-seven HSTs (36.6%) had been awarded higher degrees (29 Doctor of Medicine, 8 Doctor of Philosophy). Academic profiles of HSTs with higher degrees were stronger than those of HSTs without, specifically: median (range) publication numbers 16 (2–57) vs 2 (0–11, P<0.001), citations 93 (0–1600) vs 6 (0–132, P<0.001), first author publications 6 (0–33) vs 3 (0–106, P<0.001), communications to learnt societies 30 (5–79) vs 8 (2–35, P<0.001) and HI 6 (1–26) vs 1 (0–6, P<0.001).ConclusionProof of academic reach by higher degree was associated with important enhanced professional credentials, strengthening HIs sixfold. Trainers and trainees alike should be aware of the relative magnitude of such benefits when planning educational programmes.

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Filmer, Leighton. "University of Adelaide Higher Degree by Research Program Supported by an Australian Government Research Training Program Scholarship." Prehospital and Disaster Medicine 34, s1 (2019): s27. http://dx.doi.org/10.1017/s1049023x19000748.

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Introduction:Collaboration between Foreign Medical Teams (FMT) and Host Health Personnel (HHP) is a core standard for healthcare in a medical response to disaster,1 but descriptions of its application from recipient nation HHP are rare. This paper details the findings from a qualitative study on the experience of collaboration between International Foreign Teams (IMT) and HHP in Gorkha, Nepal since the 2015 earthquake.Aim:To present findings from a study that explored the experience of collaboration by Nepal health workers working with IMT since the 2015 earthquake.Methods:A qualitative study design using semi-structured interviews regarding the experiences and perspectives on collaboration of 12 Nepali health workers was used. The interviews were transcribed, translated, and collated using Nvivo software by QSR international, and themes regarding collaboration were identified.Results:Data collection is not yet complete. However, preliminary results from early analysis indicate that collaborative practice is not uniformly applied by IMT. HHP Satisfaction with IMT appears highly dependent on collaboration. Emerging themes are that rigid organizational procedures, language and cultural barriers, and intimidating leadership inhibit collaboration. Objectives were assumed to align immediately post-disaster, with evidence of objectives increasingly diverging over time. IMT leadership that was experienced, responsive to suggestions, and regularly involved HHP in planning, implementing, and reviewing activities were highly appreciated.Discussion:Emerging themes indicate the time-critical nature of many disasters, along with cultural/institutional/administrative barriers, make the building of collaborative relationships difficult despite being foundational for successful missions. Participants in IMT must proactively involve HHP in the objectives setting, planning, implementation, and reviewing of activities. Successful IMT participation is not only clinically competent but actively seeks collaborative relationships with HHP throughout the mission.

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Denniston, Charlotte, and Joanna Tai. "Paradigm shifts during higher degrees by research." Clinical Teacher 17, no. 1 (2019): 98–99. http://dx.doi.org/10.1111/tct.13002.

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Anderson, M. "Higher research degrees: making the right choice." BMJ 322, no. 7277 (2001): 2a—2. http://dx.doi.org/10.1136/bmj.322.7277.s2a-7277.

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Sirak, Seroney K., Epari Ejakait, and Geoffrey Musera. "Endogeneity and Human Capital in Higher Education." Jumuga Journal of Education, Oral Studies, and Human Sciences (JJEOSHS) 5, no. 1 (2022): 1–9. http://dx.doi.org/10.35544/jjeoshs.v5i1.48.

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The concept of human capital presupposes that formal schooling and experience enhances the productive capacity of individual workers through acquisition of knowledge and skills. Empirical studies on private rate of return to investment in education, around the world, indicate that an extra year in formal education has a positive benefit to the individual. This is in terms of increased lifetime earnings. Employing the Mincerian wage equation, this research article seeksto establish and empirically compare the private rate of return to investment in higher education for teachers in public secondary schools in Uasin Gishu County of Kenya. The research article employed a comparative research design. The target population and data sampling was taken from all the public secondary school teachers from the above County. Primary data from a sample of 574 secondary school teachers was collected by use of a questionnaire. The multivariate regression results showed years of schooling that negatively affected the private rate of return to schooling for secondary school teachers; while experience and experience squared had positive effect on private rate of return. Teachers who hold Diploma certificates earn an average of Kshs31, 231.250, Bachelor’s degree holders earn Kshs54, 047.879. The mean earning difference from teachers having Diploma certificates to teachers having Bachelor’s degrees was Kshs 22,816.629 (73.06%). The rate of return for a Diploma teacher was calculated at 4.20% and Bachelor’s degree at 8.37%. This research article suggests the presence of varying monetary benefits accruing to investment in higher education. Policy implications are discussed.

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Souza-Daw, Tony de. "Revisiting Higher Education Business Models and Academic Performance Metrics Times." International Journal of Business and Management 17, no. 9 (2022): 1. http://dx.doi.org/10.5539/ijbm.v17n9p1.

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Performance metrics for academics in higher education have been changing and becoming more refined; focusing on income generation such as grants, high impact publications or the completion of a higher degree by research that the government awards funding. Government funding is often restrictive and highly competitive. Definitions of research active started to dictate workload models and allocations of teaching duties. The updated Tertiary Education Quality and Standards Agency (TEQSA) threshold standard now requires at least one supervisor of a higher degree by research student to be research active.   However, the entry of private higher education providers into the education sector created many challenges. Private higher education providers in many cases do not receive government funding and focus on popular degrees. This allows for a highly profitable institution. Although, it represents a significant shift between a higher education that strives for research objectives to a sole focus on educating the massive for a profit.   Performance metrics, the employment modern awards, enterprise agreements currently do not reflect a teaching-only (intensive) institute. Restricting employers to classifications with inherent duties and pay scale that are simply not reflective of an employee&#39;s value or worth.  This paper examines the disparity between duties, expectations and limitations of employment, the education minimum standards and makes recommendations on how they can co-exist better. One subject model discussed, has full-time staff become business owners of a degree enabling them to share in the profit in a franchise-education model.

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Yu, Li, Yue Yan, and Mingjun Li. "Does Interdisciplinary Research Lead to Higher Faculty Performance? Evidence from an Accelerated Research University in China." Sustainability 14, no. 21 (2022): 13977. http://dx.doi.org/10.3390/su142113977.

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The current trend of building accelerated research universities in China that explore the pursuit of interdisciplinary research (IDR) approach to yield academic excellence and innovation through institutional reforms is aspiring to achieve the Sustainable Development Goals (SDGs). Employing data from faculty Curriculum Vitae and bibliometric records from a pilot accelerated research university in China, this study provides a case study to empirically quantify the impact of interdisciplinary research on 490 faculty’s performance, including research productivity, impact, and prestige. Results show that faculty involved in interdisciplinary research outperform their non-interdisciplinary counterparts in terms of research productivity, impact, and prestige. The degree of interdisciplinary as measured by subject categories is positively associated with faculty research performance. However, there are heterogeneous effects across faculty subgroups since faculty in applied-oriented disciplines reap more benefits while young faculty may suffer. Additionally, this study finds that faculty individual interdisciplinary research behavior can be affected by school-level concentration and dispersion of the degree of interdisciplinarity, which suggests the existence of peer effects.

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Casanova, Pascale. "European Literature: Simply a Higher Degree of Universality?" European Review 17, no. 1 (2009): 121–32. http://dx.doi.org/10.1017/s106279870900060x.

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One of the most difficult and uncertain areas of research offered the historian of literature today is the attempt to define ‘European literature’ as a corpus and an object of literary and/or historical analysis. The various efforts of the past few years – in the form of anthologies as well as histories of literature – usually remain torn between a unitary presupposition that seems to be the only acceptable political-historical way of justifying the body of European literature and an irreducibly composite – not to say heterogeneous – reality that is not amenable to the representations of Europe as reduced to this superficial unity. If we are to reflect on the modalities and specificities of such a historical undertaking – which has so few equivalents in the world that it is all the harder to model – and shake off political models and representations, it seems to me that we need to work from another hypothesis. One of the few trans-historical features that constitutes Europe, in effect, one of the only forms of both political and cultural unity – one that is paradoxical but genuine – that makes of Europe a coherent whole, is none other than the conflicts3 and competitions that pitted Europe’s national literary spaces against one another in relentless and ongoing rivalry. Starting from this hypothesis, we would then have to postulate that, contrary to commonly accepted political representations, the only possible literary history of Europe would be the story of the rivalries, struggles and power relations between these national literatures. As a consequence, rather than a unity that remains if not problematic at least far from being achieved, it would no doubt be better to speak of an ongoing literary unification of Europe, in other words a process that occurs, occurred and is still occurring – paradoxically – through these struggles. This upside-down history would trace the models and counter-models, the powers and dependences, the impositions and the resistances, the linguistic rivalries, the literary devices and genres regarded as weapons in these specific, perpetual and merciless struggles. It would be the history of literary antagonisms, battles and revolts.

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Rumbley, Laura E. "The Skewed Global Landscape of Higher Education Training and Research." International Higher Education, no. 79 (January 1, 2015): 8–9. http://dx.doi.org/10.6017/ihe.2015.79.5838.

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Around the world, the number of both research centers/institutes focused on matters of higher education and degree-granting programs in the field of higher education, is growing. However, the expanding quantitative picture masks many unanswered questions about the content and quality of these activities. Furthermore, the concentration of centers and programs in a small number of wealthy countries presents a stark geographic divide between those with access to research and training relevant to the increasingly important field of higher education, and those without.

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Ansell, J., J. Mason, AJ Beamish, N. Warren, and J. Torkington. "How do Surgical Trainees Without a Higher Degree Compare with their Postdoctoral Peers?" Bulletin of the Royal College of Surgeons of England 95, no. 8 (2013): 1–5. http://dx.doi.org/10.1308/147363513x13690603820469.

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In 2011 the royal college of surgeons published From Theory to Theatre. This document states that delivering high quality research is the responsibility of anyone involved in any aspect of surgery. In 2012 the college outlined plans to develop a nationwide research infrastructure to allow the expansion of clinical trials in surgery. This incorporates trainee research groups, which are growing in popularity and productivity. The aim is to give surgical trainees the opportunity to facilitate large scale, multicentre clinical trials. Current activity is therefore placing increasing emphasis on conducting good quality research at all stages of surgical training.

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Gilbert *, Rob, Jo Balatti, Phil Turner, and Hilary Whitehouse. "The generic skills debate in research higher degrees." Higher Education Research & Development 23, no. 3 (2004): 375–88. http://dx.doi.org/10.1080/0729436042000235454.

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Lee, Sung-Ju Suya, Anne-Marie Lomdahl, Louise Sawtell, Stephen Sculley, and Stayci Taylor. "Screenwriting and the higher degree by research: writing a screenplay for a creative practice PhD." New Writing 13, no. 1 (2016): 85–97. http://dx.doi.org/10.1080/14790726.2015.1135964.

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Jepsen, Denise M., Melinda M. Varhegyi, and Daniel Edwards. "Academics' attitudes towards PhD students' teaching: preparing research higher degree students for an academic career." Journal of Higher Education Policy and Management 34, no. 6 (2012): 629–45. http://dx.doi.org/10.1080/1360080x.2012.727706.

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Stewart, Rodney A., and Le Chen. "Developing a framework for work integrated research higher degree studies in an Australian engineering context." European Journal of Engineering Education 34, no. 2 (2009): 155–69. http://dx.doi.org/10.1080/03043790902833325.

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