Academic literature on the topic 'Non-academics'
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Journal articles on the topic "Non-academics"
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Collinson, Jacquelyn Allen. "Just ‘non-academics’?" Work, Employment and Society 20, no. 2 (2006): 267–88. http://dx.doi.org/10.1177/0950017006064114.
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Surprisingly perhaps, knowledge about occupational groups within academia is relatively scant, with an almost exclusive concentration upon teaching staff. The research upon which this article is based aims to fill this gap by focusing upon one specific group, which, to date, has been under-researched: research administrators. Utilizing primarily symbolic interactionist analyses, and based upon qualitative interviews, the project sought to investigate the occupational life-worlds of research administrators.The wide range of roles and divergent responsibilities covered by the title of ‘research administrator’ emerged as salient features, together with the boundary-crossing, ambiguous nature of much research administrative work.The article examines in particular the ‘identity work’ (Prus, 1996) undertaken by research administrators as they seek to resist categorization as ‘mere nonacademics’, and to counteract social invisibility. Administrative–academic relations were also found to constitute a core element within administrators' occupational life-worlds, and the article considers how the putative administrative/academic boundary is often problematized by research administrators.
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Colbran, Ann. "Non-academics needed in nursing..." Nursing Standard 12, no. 18 (1998): 10. http://dx.doi.org/10.7748/ns.12.18.10.s23.
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Pinikahana, Jaya. "Non-nursing academics in nursing education?" Collegian 10, no. 4 (2003): i—ii. http://dx.doi.org/10.1016/s1322-7696(08)60076-1.
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Tarquinio, Lara, and Stefanía Carolina Posadas. "Exploring the term “non-financial information”: an academics’ view." Meditari Accountancy Research 28, no. 5 (2020): 727–49. http://dx.doi.org/10.1108/medar-11-2019-0602.
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Purpose With the European Union (EU) Directive 2014/95/UE, there is a growing interest in the corporate disclosure of “non-financial information” (NFI). However, no generally accepted definition of this term exists. This paper aims to reflect on the meaning and importance of the NFI definition by investigating how this term is defined in the literature and by exploring scholars’ cognitive perceptions of its meaning. Design/methodology/approach Two different research methods were used. A systematic literature review of NFI definitions was integrated with a survey to a sample of Italian scholars working on the NFI research topic. Findings This study demonstrates that the meaning of NFI is still ambiguous and multifaceted as neither a common understanding nor a single and generally accepted definition of the term exists. As the advent of the EU directive, this term has often referred to information about society and the environment, though most academics define and understand NFI differently, as corporate social responsibility (CSR) issues, intellectual capital information and information that are external to financial statements. These definitions pave the way for conceptualising NFI as a genus and its different understandings (i.e. CSR, ESG information, etc.) as species. Therefore, what constitutes NFI is open to interpretations. Research limitations/implications This paper contributes to enriching the literature on the meaning of NFI and providing further insights into explaining the heterogeneity of the NFI definition. Practical implications This paper provides researchers, practitioners and regulators with some novel insights into the meaning and understanding of NFI. It provides regulators and standard setters with knowledge for building a commonly accepted definition of NFI. Meanwhile, policymakers, regulators, practitioners and academics can contribute to establishing a definition by following three approaches: regulative, open and adaptive. This can help to avoid the risk of an information gap among stakeholder expectations, regulator requests and NFI reporting in practice. Originality/value The literature focussing on the meaning of NFI is still scarce. This study contributes to extending the knowledge of how the term NFI is defined and understood by academics.
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Smith, Sheldon R. "Accounting for Non-Accounting Majors: Questions for Accounting Academics." Critical Perspectives on Accounting 9, no. 5 (1998): 524–25. http://dx.doi.org/10.1006/cpac.1996.0292.
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Olson, Anthony W., Brian Isetts, Anne Marie Kondic, and Jon Schommer. "Comparing the Research Contributions of Community Pharmacy Foundation Funding on Practice Innovation Between Non-Academics and Academics." INNOVATIONS in pharmacy 8, no. 3 (2017): 3. http://dx.doi.org/10.24926/iip.v8i3.528.
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Objective: Evaluate and compare the research contributions of Community Pharmacy Foundation (CPF) funding on community pharmacy practice innovation between non-academic and academic principal investigators (PIs) with respect to the following measurements: 1) “Pharmacy Practice Activity Classifications” (PPAC); 2) CPF “Coordinated Use of Medications”; and 3) CPF Investigator Impact.
 Methods: Quantitative data for all 124 CPF-funded grants awarded from 2002-2016 were obtained from the CPF website and personnel, while ethnographic qualitative data was generated from queries of PIs. Grant categorization was conducted by researchers serving as judges trained on the rules and procedures for coding. A threshold level of 90% agreement in scores of independent judging was established a priori. Findings were summarized and groups were compared using descriptive statistics for quantitative data and a thematic analysis of PI ethnographic reflections for qualitative data.
 Results: There were no differences between non-academic and academic PI groups for Coordinated Use of Medications and PPAC domains, but non-academics contributed more to two dispensing-related PPAC subclasses: ‘Preparing the Product’ (10% vs. 2%) and ‘Delivering the Medication or Device’ (13% vs. 2%). Analysis of investigator reflections revealed similarities between groups regarding impact on practice innovations, expanded collaborations, new practice tools, and patient-care financing models.
 Conclusions: CPF funding contributed new knowledge and resources for expanding and enhancing practice innovations as shown by quantitative (PPAC & Coordinated Use of Medications) and qualitative (PI impact) measures. Similarities between PI groups suggest that the CPF has established a funding niche with unique diversity of practice innovation opportunities. This investigation’s findings may be useful to the CPF’s continuous quality improvement efforts, as well as future grant applicants to assess research gaps in the medication use process and develop sustainable, transferable, and replicable patient-care innovations in community pharmacy practice.
 Conflict of Interest
 This program evaluation analysis was funded by the Community Pharmacy Foundation (CPF). Co-author Anne Marie Kondic is Executive Director and Grants Administrator for the Community Pharmacy Foundation. The ideas articulated in the manuscript are those of the authors to characterize historical CPF grant funding and do not necessarily indicate or impact future funding priorities.
 
 Type: Original Research
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Bin Ahmad, Kamarul Zaman, and Majid Wahid Shaikh. "Factors affecting Happiness of Expatriate Academicians and Expatriate Non-Academicians in Dubai." International Review of Advances in Business, Management and Law 1, no. 1 (2018): 1–12. http://dx.doi.org/10.30585/irabml.v1i1.49.
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Purpose: To determine the antecedents of happiness and compare academicians and non-academicians in selected Dubai Universities. Design/methodological/approach: Qualitative research using in-depth interviews followed by cross-sectional surveys of teaching staff and non-teaching staff from different universities in Dubai.?Findings: There is no significant relationship between knowledge sharing and happiness of academics and well as non-academics. Happiness is significantly related to the other factors.Research implications and limitations: The small sample size of the academic group and the study was targeted at the university staff in Dubai only. Practical implications: The findings of this research gives useful recommendations to Universities to improve happiness among their academic as well as non-academic staff. It will also provide recommendations for developmental purposes for the University of Dubai and the UAE’s “Happiness and Positivity program.”Originality/value: No known research studies the determinants of happiness for academics and non-academics in Dubai Universities.Paper type: Research paper
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Abdul-Rahman, Rohana, Nurli Yaacob, and Asmah Laili Yeon. "Employment Benefits of Academics in Malaysian Universities." Journal of Social Sciences Research, SPI6 (December 25, 2018): 709–17. http://dx.doi.org/10.32861/jssr.spi6.709.717.
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Academics employed in either public or private university in Malaysia may be subject to different contract of service and scheme of employment. Due to this variance, academics receive different employment benefits. Such variation can also create differences and imbalance between universities in the context of workloads assigned to academics in both types of universities. Thus, objective of this article is to analyze employment benefits (pecuniary and non-pecuniary) of academics in Malaysian universities and their satisfaction with the employment benefits that they receive. This article employs a mixed method approach i.e. qualitative and quantitative. For quantitative approach, a survey was conducted among academic staffs in Malaysian public and private universities. Qualitative approach by way of interviews were conducted among management of selected universities. The results show that all academic staff in public and private universities in Malaysia received pecuniary and non-pecuniary benefits. For public universities these benefits are mostly standardized. However, pecuniary and non-pecuniary benefits for academics in private universities are different from public universities and between themselves. The job specification which involves teaching, supervision, research, consultation and administrative works as found in the KPIs of all academics are not similar. It is recommended that to strike a balance between benefits (pecuniary and non-pecuniary) and workloads received by academics, the workloads of academics should be designed to have a particular focus on specification of work such as research and supervision, teaching and administration tracks. Therefore, this article suggests that the relevant authorities consider a new remuneration scheme and benefits based on tracks and yearly staff performance achievement for academics in Malaysia.
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Shaikh, Majid Wahid, and Kamarul Zaman Ahmad. "Factors affecting Happiness of Expatriate Academicians and Expatriate Non-Academicians in Dubai." International Conference on Advances in Business, Management and Law (ICABML) 2017 1, no. 1 (2017): 201–14. http://dx.doi.org/10.30585/icabml-cp.v1i1.21.
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The research measures the levels of happiness of expatriate academicians in selected Dubai universities and compares them with happiness levels of non-academic people.
 A face to face interview followed by a cross-sectional survey was used as a method to collect data from teaching staff from different universities in Dubai and also from the random public working in different business sectors in Dubai.?
 Happiness is significanlty related to the other factors. There is no significant relationship between knowledge sharing and happiness of academics and well as non-academics.
 The sample size of the academic group and the study targeted at the population of Dubai city only.
 The discoveries of the research give helpful recommendations to the administration of Universities to provide better knowledge sharing opportunities among their teaching faculty to improve their happiness levels. It will also provide recommendations for a developmental purpose to University of Dubai and UAE’s “Happiness and Positivity program”.
 There is no known research that studies the determinants of happiness for academics with non-academics in the UAE.
 Keywords: Happiness, Expatriate Academics, Job Satisfaction, Life Satisfaction
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Dickson‐Swift, Virginia, Erica L. James, Sandra Kippen, Lyn Talbot, Glenda Verrinder, and Bernadette Ward. "A non‐residential alternative to off campus writers’ retreats for academics." Journal of Further and Higher Education 33, no. 3 (2009): 229–39. http://dx.doi.org/10.1080/03098770903026156.
Full textDissertations / Theses on the topic "Non-academics"
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Dodd, Derek. "Lost in translation? : non-STEM academics in the 'entrepreneurial' university." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11831.
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This study set out to explore the ways in which non-STEM academics, working within UK universities that had positioned themselves publicly as ‘entrepreneurial’ institutions, interpret and negotiate the related concepts of the entrepreneurial academic and university. The entrepreneurial university concept has become a ubiquitous theme in higher education and policy literatures in recent decades, having been described variously as an ‘idea for its time’ (Shattock, 2010) and the ‘end-point of the evolution of the idea of the university’ (Barnett, 2010, p.i). This research set out to interrogate some of the key ways in which this institutional form, and the corresponding concept of the entrepreneurial academic, have been discursively constructed by advocates in the UK and beyond. Further to this, the study aimed to collect narratives of experience from non-STEM academics employed by self-described ‘entrepreneurial’ universities, both to enquire into how they interpreted the ‘entrepreneurial paradigm’, and to invite them to report on how they felt that their university’s assumption of an enterprise mission had, or had not, influenced its organisational ‘culture’ and their subjectively experienced academic work-lives. The researcher’s interest in the relationship between enterprise discourse and the organisational ‘culture’ of universities stemmed from the apparent consensus within the scholarly and policy literature about the need for universities to develop an integrated ‘entrepreneurial culture’ (Clark, 1998, p.7)(Gibb, 2006b, p.2)(Rae, Gee and Moon, 2009) by pursuing a policy of ‘organisational culture change’, with culture here denoting ‘the realm of ideas, beliefs, and asserted values’ (Kwiek, 2008, p.115) which inhere within institutions. To this end, a series of semi-structured, interpretive interviews were carried out with participants from a range of non-STEM disciplines, working in a variety of university types in the UK. The researcher then employed a discourse-analytic method to delineate some of the ‘discursive repertoires’ that participants used to account for their professional practices, and report on their experiences in - and understandings of - the entrepreneurial university. What emerged from this analysis was a complex picture of ‘enterprise discourse’ within the contemporary university setting, as well as a general tendency amongst participants to adopt a position of ontological scepticism where the issue of ‘university culture’ was concerned. Further to this, it was determined that the ‘inclusive’ interpretation of entrepreneurialism typically employed by advocates for the paradigm had not generally been taken up by participants, for whom it was, for the most part, a phenomenon associated variously with ‘managerialism’, ‘market values’, ‘the business agenda’, ‘income generation’, ‘money making’, and the figure of the ‘individual, lone, romantic, heroic capitalist’. Additionally, where subjects were conversant in broader, more ‘social’ conceptions of academic entrepreneurialism, they typically reported that it was rarely articulated in the internal communications of their respective universities.
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Ramadan, Ibtihal. "Experiences of Muslim academics in UK Higher Education Institutions." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/31350.
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The intertwining of political, economic, societal and global changes has resulted in accentuating even more so the 'Muslim question', both domestically and globally. Research has shown that the negative focus Muslims and Islam receive in the West is becoming increasingly mainstreamed, not only through the media, but principally through mainstream political discourse. This mainstreaming is within a global and local narrative of a 'war on terror'. The former followed 9/11 at the outset of this millennium and the latter is represented in the myriad of 'anti-terrorism' initiatives recently augmented in the UK by the Prevent duty. This intensely hostile backdrop has nurtured 'normative truths' about Muslims/Islam. Although Islamophobia did exist long before 9/11, it has now become commonplace and, even, legitimised within the context of tackling terrorism, affecting the experiences of the majority of Muslims in the West and elsewhere in diverse ways. British academia has opened its doors to non-traditional academics, including those from racial and/or ethnic minority backgrounds. Equality policies have been developed, particularly subsequent to the Race Relation Amendment (2000), which has sought to fulfil the recommendations of the Macpherson report (1999). Nevertheless, inequalities do permeate British academia and the experiences of non-traditional academics have been tainted by institutional racism, in both quantity and quality. Statistics attest the former, highlighting the underrepresentation of non-traditional academics in British academia, more particularly in senior leadership and professorial positions. Empirical research findings attest the latter through citing several factors, including career trajectory barriers and the double standards racial bias that operates in a subtle way within higher education institutions (HEIs). These broader and institutional dimensions set the scene for this thesis, the aim of which is to examine the experiences of Muslim academics. The particular experiences of this group of academics have been ignored in previous research, as faith/belief matters have largely been overlooked in studies that explored the experiences of minority academics. This thesis adopts a qualitative approach utilising theoretical bricolage that principally draws on Critical Race Theory (CRT). The notion of race in CRT is, however, expanded to include faith/belief. The thesis also draws on Post-colonial and De-colonial theories, Bourdieu's concept of 'habitus' and Fraser's model of 'status recognition'. It explores the perceptions of Muslim academic participants regarding their own personal/professional identities and how Muslim academics negotiate their Muslim-ness in academia and considers how wider narratives have influenced how they speak about their 'Muslim identity'. The views of the participants are particularly important to examine the extent to which, if any, the 'normative truths' have penetrated academia. This thesis also examines the perceptions of the participants regarding their career experiences and considers whether the experiences of this group of Muslim academics corresponds to, or differs from, the experiences of their fellow non-traditional academics. The Whiteness of the academy was an overarching theme, under which the participants' experiences of racism vis-a-vis job opportunities, career advancement and the multi-faced forms of epistemic racism were discussed. Exceptionalism seemed to be a pre-requisite of gaining a positive experience. Not only did exceptionalism temper perceptions of 'otherness', but being exceptional was an aspect that advanced the career trajectories of some of the participants. Silence was another major theme that recurred in various forms across the fieldwork. These silences appear to have been a consequence of the wider stigmatisation of the Muslim identity, which became evident in the ways some of the participants chose to go about interpreting, or declaring, their Muslim-ness in their workplace. While being Muslim created challenges and required some of the participants to exert substantive negotiations and efforts to fit in, it was advantageous for others, in terms of their career trajectories. Religious micro-aggressions were habitual to the participants with regards to their interactions with staff, and this was particularly acute for females wearing the hijab, where the religious micro-aggressions in HEIs took on a gendered aspect of the 'Muslim problem'. Silence also penetrated the narratives in relation to issues of institutional racism. Networking with other non-white academics was another main theme that featured in the accounts. Muslim academic participants, like other non-traditional academics seek support and mentorship from other minoritised academics to be able to survive in academia. The current study concludes by suggesting that there is a need for more consideration to be given to the aspects of faith/belief in HE policy and practice. This needs to be conducted within a framework that acknowledges the existence of religious microaggressions and the overwhelming normativism of Whiteness in academia.
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Sharifian-Sani, Maryam. "Involving non-academic users in social science research : collaboration between management academics and practitioners." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/22626.
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The motif of a '<I>closer relationship' </I>between academics and practitioners in doing research and the impetus for <I>'user engagement' </I>in different stages of social science research has become a subject of considerable interest to policy-makers over recent years and has featured in policy statements of government. Following the UK Government's 1993 White Paper, <I>Realising our Potential: A Strategy for Science, Engineering and Technology</I>, the Economic and Social Research Council (ESRC) emphasised meeting the needs of the non-academic users of social science research and introduced a policy which enhanced funding opportunities to academics proposing to engage with an explicit agenda of collaboration. But is this initiative sufficient to realise the benefit of its proposed outcomes? Are policy-makers aware of the possibilities and limitations of <I>research collaboration</I> between academics and practitioners in practice? The aim of this qualitative study is to explore the perceptions of academics and practitioners of the process of research collaboration and to provide a better understanding of this process. Projects for study were identified from those which were on ESRC's list of funded research projects in the management discipline and which appeared to be responding to the ESRC's encouragement of collaboration between academics and non-academic users of their research. Findings from this study are presented through three cases of research collaboration between academics and practitioners, who were interviewed in their workplaces. The findings are combined with the results of supplementary interviews with academics in other management departments in British universities and policy-makers in the ESRC. Bringing the results together demonstrates how <I>research collaboration </I>works out in practice, and what the academics' and practitioners' views of research collaboration are. The findings also reveal some limitations of collaboration on both sides which need to be considered by those promoting or entering into research collaboration. In addition, this study develops a theoretical discussion of research collaboration based on existing literature of collaboration in other contexts (especially science and technology Research and Development and inter-organisational collaboration) and suggests directions for future research.
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Rus, Katerina. "Where do they go? : A study of university academics who choose not to be on Facebook." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12943.
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This study will look at a group of people not often researched and neglected by organisations; those who actively choose to stay off the social networking site Facebook. The aim is to find out the reasoning behind why a particular group, that is information science university academics, choose to stay off Facebook. This group represents an intellectual part of society who possesses specific knowledge of what it entails to be a member of Facebook as far as security and personal integrity is concerned.The aim is to find out what reasoning is behind their active choice, whether it is a security issue or merely a choice to do other things with one´s private time. Theories examined deal with how a person's background, values, trust issues and education can influence the choices he or she makes regarding Facebook.The study subjects were asked the same questions during a research interview, with the main question being “why are you not on Facebook”. The results of the interviews were analysed and each person was sorted under one or several categories: Idealists, pragmatists, sceptics and technocrats.Pragmatists were the most represented, typically people who consider Facebook a waste of time and prefer to meet people in real life rather than online.The study showed that all inactives use Internet for emailing and research; some use it to indulge their personal interests. Being part of a professional group that works with media related topics gives this group both an insight on security issues but also underlines an urge to stay offline in their private lives.
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Humphreys, Jo Ann. "Academic and non-academic predictors of future success on the NCLEX-RN licensure examination for nurses." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.
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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.<br>A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.
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Ehrlich, Jeff. "The emotional impact on native and non-native employees who stay after an internal appointment of a leader in a higher education institution." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.
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Tiozzo, Chloe Ophelie Justine, and 克蘿. "An investigation of culture shock and cultural adjustment in Britain, a case study of non-UK academics at Nottingham Trent University." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/yhmweg.
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碩士<br>國立中山大學<br>人力資源管理全英語碩士學位學程<br>106<br>Conceptualisations of sojourners cultural adjustment remain mostly focused on students studying at a foreign Higher Education institution. However, limited amounts of studies have researched the cultural adjustment journey of academics in a foreign country. As they can be potential permanent resident, it is important to understand their cultural adjustment journey on a personal and professional level. Lysgaard’s U-curve theory illustrates a model of cultural adjustment for immigrants as they are exposed to a foreign culture. This theory comprises dynamic self-transformation growth which involves excitement, stress, shock and adaptation. This study aims to understand non-UK academics cultural adjustment journey in Britain and in this specific case with the help of participants who are current non-British academics at Nottingham Trent University. Additionally, the secondary purpose of the study is also to check the validation of Lysgaard’s U-curve theory by pursuing semi-structured interviews with participants. Finally, organisational support within the university, in this case support provided to non-UK academics, will be investigated to understand how to facilitate cultural adaptation of foreign staff to optimise their professional performance and improve interactions between native and foreign colleagues. From the analysis it was found that the first stage of Lysgaard’s U-curve theory (Euphoria) was not always apparent in the study. By considering multiple models in the literature, in conjunction with Lysgaard’s U-curve theory, the first stage can be partitioned into three separate cases: Euphoria, Stress, Euphoria and Stress. Additionally, Berry’s multidimensional acculturation model appeared to be useful in understanding the final stage of Lysgaard’s theory, the Independent stage. As a result, Berry’s theory was also used in the model in order to breakout the Independent stage and understand what kind of acculturation the participants have developed at the end of their cultural adjustment journey.
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Mbundu, Irene Ntombentsha. "A critical evaluation of job satisfaction levels during the transitional period of a merger : the case of Walter Sisulu University." Diss., 2011. http://hdl.handle.net/10500/5301.
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The restructuring of the South African higher education system ranges widely across
mergers and incorporations, the creation of new institutional forms, regional-level
programme collaboration and rationalisation. The Council on Higher Education (CHE)
calls for greater productivity and more cost-effective deployment of resources. Such
changes need to be managed effectively in order for staff and managers to adapt and
find new ways to operate effectively within the changing environment and to maintain
job satisfaction. The aim of this study was to critically evaluate job satisfaction levels
during the transitional period of merger in the case of Walter Sisulu University (WSU),
as organisational excellence can be achieved when employees experience job
satisfaction. The research method employed to gather data was that of quantitative
design. The sample consisted of academics and non-academics of WSU employees
from the former Border Technikon, Eastern Cape Technikon and University of
Transkei. The instrument used to collect data was a modified version of the 1977
Minnesota Satisfaction Questionnaire (MSQ). Of the 130 respondents 69 were
academics and 61 non-academics. Key findings of the study indicated that there are
more factors that contribute to job dissatisfaction compared to those factors that
contribute to job satisfaction dimension. The results also indicated that the majority of
respondents were dissatisfied with most of the job satisfaction factors. The paper
recommends that, during a transitional period, human capital issues should be accorded
the proper attention and should be addressed early in order to maintain high staff
morale (job satisfaction). This will create a smooth transition during which employees
will feel valued and experience job satisfaction.<br>Business Management<br>M. Tech. (Business Administration)
Books on the topic "Non-academics"
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Guarnieri, Patrizia. Intellettuali in fuga dall’Italia fascista. Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-6453-872-3.
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Il progetto richiama l’attenzione sull’emigrazione intellettuale dal fascismo. L’Italia è di solito considerata terra di migranti poveri e senza istruzione. Ma durante il ventennio, specie dopo le leggi antiebraiche, professionisti, studenti e studiosi anche stranieri espatriarono soli o con le famiglie nelle Americhe, in Inghilterra, in Palestina, in Svizzera. È un fenomeno limitato ma importante di brain drain, per l’Italia non ancora indagato. Chi erano e cosa fecero quanti forzatamente partirono in cerca di libertà, lavoro, e poi salvezza? I loro nomi, le loro storie vennero cancellate. Qui si cerca di ricostruirle grazie ad archivi esteri, a lettere e memorie disperse. Quali difficoltà incontrarono nei paesi di accoglienza? Quanti tornarono? Le storie parlano di perdite irreparabili a danno del paese, di responsabilità e ingiustizie, ma anche di risorse e talenti della cultura italiana, di impegno e determinazione. Il progetto promosso dall’Università di Firenze è finanziato dalla Regione Toscana e patrocinato da New York Public Library, Council for At-Risk Academics, e J. Calandra Italian American Institute.
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Kim, T'ae-jun. Konggun p'yŏngsaeng haksŭp ch'eje kuch'uk ŭl wihan sanhak yŏn'gwan'gun hyŏmnyŏk pangan yŏn'gu =: A policy study on the strategic plan for Korean Air Force lifelong learning in the cooperations with industries, academics, research institutions, local governments, and air force. Han'guk Kyoyuk Kaebarwŏn, 2008.
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Kim, T'ae-jun. Konggun p'yŏngsaeng haksŭp ch'eje kuch'uk ŭl wihan sanhak yŏn'gwan'gun hyŏmnyŏk pangan yŏn'gu =: A policy study on the strategic plan for Korean Air Force lifelong learning in the cooperations with industries, academics, research institutions, local governments, and air force. Han'guk Kyoyuk Kaebarwŏn, 2008.
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Arifin, Zainal. The university library of Tanjungpura: A study in use and non-use by academics and college management staff. 1994.
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Morahan, Patricia Nancy. Assessing the effectiveness of CAI for teaching functional academics to adolescents who are non-speaking, physically handicapped, and mentally retarded. 1987.
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Roberts, Anthea. Comparing International Law Academics. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190696412.003.0003.
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This chapter identifies and explores some of the nationalizing, denationalizing, and westernizing influences that reflect and reinforce the divisible college of international lawyers. Part I focuses on transnational flows of student and materials, which provide a template for understanding some of the asymmetries that characterize the field. Students are more likely to move from peripheral and semiperipheral states toward core states, and from non-Western states to Western ones, than the reverse. Legal concepts and materials, like textbooks and case law, are more likely to move from core states to peripheral and semiperipheral ones, and from Western states to non-Western ones, than vice versa. Parts II, III, and IV then look at how the educational profiles of international law academics in different states, their publication placements, and their connections to practice reflect and reinforce certain forms of difference and dominance that help to structure international law as a transnational legal field.
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Applied plant science experimental design and statistical analysis using the SAS® OnDemand for Academics. CABI, 2021. http://dx.doi.org/10.1079/9781789249927.0000.
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Abstract The correct design, analysis and interpretation of plant science experiments is imperative for continued improvements in agricultural production worldwide. The enormous number of design and analysis options available for correctly implementing, analyzing and interpreting research can be overwhelming. Statistical Analysis System (SAS®) is the most widely used statistical software in the world and SAS® OnDemand for Academics is now freely available for academic insttutions. This is a user-friendly guide to statistics using SAS® OnDemand for Academics, ideal for facilitating the design and analysis of plant science experiments. It presents the most frequently used statistical methods in an easy-to-follow and non-intimidating fashion, and teaches the appropriate use of SAS® within the context of plant science research. This book contains 21 chapters that covers experimental designs and data analysis protocols; is presented as a how-to guide with many examples; includes freely downloadable data sets; and examines key topics such as ANOVA, mean separation, non-parametric analysis and linear regression.
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National Implementation of International Humanitarian Law. Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://dx.doi.org/10.5771/9783748921103.
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This report aims to compile information about relevant measures employed in the implementation of IHL in Germany, without being exhaustive. It therefore addresses the status of IHL in the German legal system, the status and control of the German armed forces as well as measures concerning, inter alia, the protection of civilians and civilian property, and the dissemination and enforcement of IHL. The report will appeal to anyone with an interest in IHL, including government officials, parliamentarians, the staff of non-governmental organisations, academics, journalists and the general public both in and outside Germany.
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Lees, Emma, and Jorge E. Viñuales, eds. The Oxford Handbook of Comparative Environmental Law. Oxford University Press, 2019. http://dx.doi.org/10.1093/law/9780198790952.001.0001.
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The study of environmental law has been relatively limited to date, with researchers either adopting a country-by-country approach or comparing a limited number of jurisdictions on some specific points, or, still, addressing a specific area or problem in detail without seeking to encompass environmental law as a whole. This book fills a gap in the disciplines of comparative law and environmental law by providing the first comprehensive analysis of comparative environmental law from an integrated perspective. In addition to the common approaches to the subject, the book also addresses the fundamental systems underpinning the diversity observed across countries as well as the interactions of environmental laws and instruments with their broader legal context. The former have received limited attention to date, while the latter are important not only because such interactions may heavily influence the effectiveness and resilience of environmental law but also because some non-environmental instruments may operate as extremely powerful vehicles of environmental protection. Combining commentaries by leading academics from around the world as well as observations by a new generation of scholars who have different perspectives on the questions being addressed, this book is a valuable resource for both academics and practitioners in the field.
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Ponti, Cesare, Paola Schwizer, Floricel Rugiero, et al. Governance e strategia per la gestione dei rischi nelle imprese non finanziarie. AIFIRM, 2020. http://dx.doi.org/10.47473/2016ppa00024.
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The “Corporate Risk Governance & Control” Commission, composed of risk managers, working for the top leading companies and financial institutions, many of which are publicly listed, as well as academics and board members, worked together to produce a position paper that aspires to provide principles and best practices regarding strategic risk management and risk governance. In particular, the document provides a framework, applicable to non financial companies based on their specific profiles, that integrates the general requirements established by the standard setters (i.e. the Code of Corporate Governance for publicly listed companies, the COSO Framework 2017, ISO 31000:2018 and banking and financial sector regulations) while taking into consideration elements of differentiation, uniqueness and different organizational and managerial approaches to affront risk The document is composed of two main sections: "Risk Governance” and “Risk & Strategy". In the first section, roles and responsibilities regarding risk management are addressed, starting from the importance to diffuse a risk culture consistent with mission, vision and company values to outlining the benefits of adequate organizational principals and governance. Once clarifying the difference between the first, second and third level of defense, the section concludes with a detailed analysis dedicated to the role of the Chief Risk Officer, in which the requirements of professionalism and independence are underlined as well as the key role played in the consolidation of a holistic view of the risk profile within the organization. In the second section of the position paper, ample space is dedicated to the Risk Appetite Framework, a fundamental tool to connect the business strategy and punctual risk quantification. The objective is to offer guidelines to define the risk appetite within a company. The final section of the paper proposes some suggestions for risk classification considering a portfolio view, as well as ulterior reflections regarding risk quantification, highlighting also some of the principle approaches to targeted evaluations and the drafting of a strategic plan pondered around risk.
Book chapters on the topic "Non-academics"
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Sughrua, William. "Perceptions of Alternative Research Writing: Conjuring up ‘Nostalgic Modernism’ to Combat the ‘Native English Speaker’ and ‘Non-native English Speaker’ Differentiation amongst TESOL Academics." In (En)Countering Native-speakerism. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137463500_13.
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Grant, Barbara M. "“Not all Academics Can Do it”." In Of Other Thoughts: Non-Traditional Ways to the Doctorate. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-317-1_23.
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Köhler, Thomas, Thomas Weith, Sabrina Herbst, and Nadin Gaasch. "Designing External Knowledge Communication in a Research Network The Case of Sustainable Land Management." In Progress in IS. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66262-2_9.
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AbstractDesigning knowledge communication with external partners is a core activity of research networks. In science, such communication has been addressed only recently and is still considered as non-academic activity. Successful communication with practitioners, that is knowledge transfer, is a crucial factor for effective research. In the age of online communication, this requires special attention and skills, for example related to social media communication. Based on our own empirical results derived from interviews, the authors identify what factors affect the communication process and how the design of communication content may be influenced.To do so, successful examples of communication with external stakeholders are presented. For the theoretical basis, science communication, knowledge communication, knowledge management, and knowledge transfer were selected and consolidated. Although the findings stem from a research network specializing in sustainable land management, they can be transferred to other academic collaborations. Our results indicate that external communication is effective when knowledge has been transferred between academics and practitioners.
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Danisi, Carmelo, Moira Dustin, Nuno Ferreira, and Nina Held. "Believing in Something Better: Our Recommendations." In IMISCOE Research Series. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69441-8_11.
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AbstractThe previous chapters have offered an in-depth, empirically and theoretically informed analysis of a broad range of issues affecting SOGI asylum claimants and refugees in Europe, with a focus on Germany, Italy and the UK. This analysis has applied new insights to findings unearthed by previous research and shone light on issues that have so far been relatively neglected. But the question often posed to us as academics is ‘so what?’ To address this question, this chapter offers a range of recommendations addressed to decision-makers, policy-makers, governments, NGOs and service providers, aimed at improving the socio-legal framework that applies to SOGI asylum. These apply mainly at a domestic level, but also refer to the European level, where relevant, to offer proposals that recognise the intersections of national, European and international frameworks. As in the previous analysis, we are strongly guided by our participants’ voices, complemented by broader scholarly debates and our analysis and views of these. Our data and analysis thereof also shed light on broader issues in the asylum system, and many of the recommendations set out here would benefit non-SOGI asylum claimants and refugees as well. We hope they will be of wider value in this way.
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Durner, Edward F. "Procedures for non-normal data." In Applied plant science experimental design and statistical analysis using the SAS® OnDemand for Academics. CABI, 2021. http://dx.doi.org/10.1079/9781789249927.0018.
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Abstract This chapter will serve as an introduction to nonparametric statistics with an emphasis on several methods supported by SAS® (Statistical Analysis System). The yield (dozens of ears per hectare) from a new sweetcorn cultivar was used as an example.
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Sutha, Jayaranjani. "Non-Mandatory Training." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2124-3.ch009.
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Non-mandatory training is seen as an important facilitator in developing individual employees' competencies and the organization's performance. However, previous studies of non-mandatory training in the context of the work environment show a lack of conceptual clarity. A universal definition in work environment settings is missing from published literature. Therefore, this chapter analyzes the concept called non-mandatory training in the work environment setting. To attain this objective, the researcher applied the concept analysis proposed by Walker and Avant. Based on the analysis, a definition of non-mandatory training was established. That definition was used in this study to reconcile the discrepancies between the understanding of the concept by academics and practitioners, and by allied HR professionals, who tended to view it from different perspectives. Proper understanding of basic assumptions can facilitate communication between different educational and work environment settings and enhance the concept clarity and validity for future research.
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Torrisi-Steele, Geraldine. "Academics' Perceptions of Using Technology with Face-to-Face Teaching." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch085.
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Many academics are using technology in their teaching, and universities are strongly involved in the provision of support to help academics make the most effective use of the technology. How academics perceive technology for teaching partly filters their response to the provided support. It is therefore useful to explore academics' perceptions of the use of technology in teaching. The study (N=53) reported on in this chapter provides insights into academic perceptions of teaching with technology by addressing the questions: (1) Which teaching tools (both face-to-face teaching and digital) are most popular? (2) For what purpose are the tools being used? (3) Do academics intend to extend their current use of technology with face-to-face teaching for the purposes of implementing learning strategies? and (4) Which feasibility conditions do academics perceive to be important to the realization of their intended use of technology ? The results of the study show that, for the academics in the study, face-to-face teaching is perceived as the preferred tool, especially for learning purposes such as helping students to understand concepts. The use of technology by the academics was limited to the simpler digital tools, and these were used mostly for non-learning-related purposes such as communication. However, the academics expressed the intent to increase their use of technology for improving learning in the future, and perceived feasibility conditions such as professional and technical support, teaching facilities, and especially time to be important to the realization of their intentions.
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Durst, Susanne, and Simon Katzenschlager. "Strategic Aspects of Non-Family SMEs Succession." In Advances in Logistics, Operations, and Management Science. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5962-9.ch014.
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While reviewing SME succession literature, an empirical dearth in internal non-family SMEs succession research was detected. This situation is somewhat surprising considering the demographic developments and the fact that in many countries (e.g. Belgium and the Netherlands) the majority of business transfers are actually non-family. In this chapter, internal non-family succession is explored in a smaller Austrian company to shed light on how the firm is preparing for this type of succession. With regard to succession preparation, insights into the aspects of successor selection, successor training, employee involvement in the succession process, and performance measurement systems are provided. The findings this chapter reports may be useful for both academics and practitioners.
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Bisschoff, Thomas Charles, and Michael Lewis Nieto. "Leadership and Followership in Post-1992 University Business Schools in England." In Handbook of Research on Administration, Policy, and Leadership in Higher Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0672-0.ch018.
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The research reflects on how academics interact as leaders and followers in Post-1992 University Business Schools. The study was cognisant of the tensions experienced by knowledge workers, such as academics, whereby a person may have leadership responsibilities, whilst working within as a collegiate environment. The research explores leadership through qualitative methodology and constructivist discourse within three cases studies. The selection of case studies included two business schools which had experienced numerous restructures and one where the management team was more stable. The key outcomes of the research indicate that the respondents are dissatisfied by their leaders and reported an absence of consultation as well as almost yearly disruptive restructuring. Consequently, the research reported minimal followership or distributed leadership. Instead, disengagement was reported by academics in both management and non-management posts. In two of the business schools, successive sets of new externally hired management teams had imposed reorganisations and redundancies. Consequently, academics expressed disengagement and reported systemic failures to develop and promote internal candidates to senior management and departmental leadership posts.
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Daneshgar, Majid. "The Sectarian Study of Islam." In Studying the Qur'an in the Muslim Academy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190067540.003.0004.
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This chapter deals with the persistence of sectarian treatment of the Qurʾān and Qurʾanic studies. It shows how Muslim academics are, or are obliged to be, inattentive to the cultural and literary connections both between the Shiʿi and Sunni traditions and the different Muslim academies. These all combine to create a systemic ignorance of, and systematic disregard for, non-Middle Eastern sources and resources. It shows that Muslim academics too often do not appreciate the views of co-religionists of a different sect, especially in respect to the Sunni or Shiʿi traditions. This neglect of Islamic sources extends to other countries and cultures, even when these are of the same sect.
Conference papers on the topic "Non-academics"
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Suryaprasad, Deepa, Suryaprasad Jayadevappa, and Bharathi Shah. "Learnability Index – a Composite Measure for Non-Cognitive Skills Relevant in Academics." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368476.
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Davey, Bill, and Arthur Tatnall. "The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3088.
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This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sought to uncover those aspects of information systems academics’ lifelong learning that might lead policy setters to understand the sources of learning valued by these academics. It could be argued that in the past the university sector was a leader in promoting the lifelong learning of its academic staff, but recent changes in the university environment around the world have moved away from this ideal and academics interviewed from many countries all report rapidly decreasing resources available for academic support. In this environment it is important to determine which learning sources are valued by information systems academic so that informed decisions can be made on support priorities.
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Guimarães Dutra, Bruna, Sandra Lúcia Euzébio Ribeiro, Clóvis Castro Coelho, et al. "THE MENTAL HEALTH PARADIGM OF MEDICINE ACADEMICS PARTICIPATING IN THE MÁRIO PINOTTI II PROJECT COMPARED TO NON-PARTICIPANTS IN MANAUS, AMAZONAS." In Congresso Brasileiro de Reumatologia 2020. Sociedade Brasileira de Reumatologia, 2021. http://dx.doi.org/10.47660/cbr.2020.17436.
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Moura, Ana S., and M. Natália D. S. Cordeiro. "Grading versus Reliability: how Academia perspectives evaluation on MOOCs." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8121.
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Massive Open Online Courses (MOOCs) have experienced in recent years a significant growth in courses'offer and the number of enrolled students. Nevertheless, the controversy regarding if its quality is reliable, namely in student evaluation and assessment, has not found closure. In this study, we aim at establishing an initial prospection of the academic teaching professionals' perspective regarding the quality of the most common/usual evaluation methods and tools used in MOOCs. After the elaboration of a questionnaire and its implementation to an international sample of academic professors, the analysis of the answers allows perceiving which MOOC grading methods are acceptable in presential Higher Education courses and its eventual acceptable weight in the final grade. Further, within certain constraints, a large percentage of the inquired academics presented no problem with the inclusion of MOOC grading methods on their non-online courses. Overall, within those constraints, the academics felt the quality of the academic orthodox courses was maintained, a perspective that can contribute to change eventual suspicious attitudes regarding MOOCs evaluation methodologies and their student assessment.
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C MacKrell, Dale. "Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3467.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.
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Tan, Grace, and Anne Therese Venables. "Impact of a cross-institutional assessment designed to shape future IT professionals." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2169.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Xxxx University and Yyyy University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again. This paper reports on the surveys’ results noting changes in student perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives.
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Oppenheimer, Nat, and Luis C. deBaca. "Ending the Market for Human Slavery Through Design." In IABSE Congress, New York, New York 2019: The Evolving Metropolis. International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/newyork.2019.1797.
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<p>The design and construction of structures throughout history has too often been realized through the labor of enslaved people, both in the direct construction of these structures and in the procurement and fabrication of building materials. This is as true today as it was at the time of the pyramids.</p><p>Despite the challenges, the design and construction industries have a moral and ethical obligation to eradicate modern human trafficking practices. If done right, this shift will also lead to commercial advances.</p><p>Led by the Grace Farms Foundation, a Connecticut-based non-profit organization, a working group composed of design professionals, builders, owners, and academics has set out to eliminate the use of modern slaves within the built environment through awareness, agency, and tangible tools. Although inspired by the success of the green building movement, this initiative does not use the past as a template. Rather, we are committed to work with the most advanced tracking and aggregation technology to give owners, builders, and designers the tools they need to allow for clear and concise integration of real-time data into design and construction documents.</p><p>This paper summarizes the history of the issue, the moral, ethical, and commercial call to action, and the tangible solutions – both existing and emergent – in the fight against modern-day slavery in the design and construction industries.</p><p>Our intent is to present this material via a panel discussion. The panel will include an owner, an international owner’s representative, a builder, a big data specialist, an architect, an engineer, and a writer/academic who will act as moderator.</p>
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Keefe, Douglas J., and Joseph Kozak. "Tidal Energy in Nova Scotia, Canada: The Fundy Ocean Research Center for Energy (FORCE) Perspective." In ASME 2011 30th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2011. http://dx.doi.org/10.1115/omae2011-49246.
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Ocean energy developments are appearing around the world including Scotland, Ireland, Wales, England, Australia, New Zealand, Japan, Korea, Norway, France Portugal, Spain, India, the United States, Canada and others. North America’s first tidal energy demonstration facility is in the Minas Passage of the Bay of Fundy, near Parrsboro, Nova Scotia, Canada. The Fundy Ocean Research Center for Energy (FORCE) is a non-profit institute that owns and operates the facility that offers developers, regulators, scientists and academics the opportunity to study the performance and interaction of instream tidal energy converters (usually referred to as TISECs but called “turbines” in this paper.) with one of the world’s most aggressive tidal regimes. FORCE provides a shared observation facility, submarine cables, grid connection, and environmental monitoring at its pre-approved test site. The site is well suited to testing, with water depths up to 45 meters at low tide, a sediment -free bedrock sea floor, straight flowing currents, and water speeds up to 5 meters per second (approximately 10 knots). FORCE will install 10.896km of double armored, 34.5kV submarine cable — one for each of its four berths. Electricity from the berths will be conditioned at FORCE’s own substation and delivered to the Provincial power grid by a 10 km overhead transmission line. There are four berth holders at present: Alstom Hydro Canada using Clean Current Power Systems Technology (Canada); Minas Basin Pulp and Power Co. Ltd. with technology partner Marine Current Turbines (UK); Nova Scotia Power Inc. with technology partner OpenHydro (Ireland) and Atlantis Resources Corporation, in partnership with Lockheed Martin and Irving Shipbuilding. In November 2009, NSPI with technology partner OpenHydro deployed the first commercial scale turbine at the FORCE site. The 1MW rated turbine was secured by a 400-tonne subsea gravity base fabricated in Nova Scotia. The intent of this paper is to provide an overview of FORCE to the international marine energy community during OMAE 2011 taking place in Rotterdam, Netherlands.
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Fosu, Agyei. "Readiness of Universities for the 21st Century Digital Economies: A Look at Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province, South Africa [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4593.
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[The full paper was previously published in the International Journal of Community Development & Management Studies, 3, 65-77.] Aim/Purpose: The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background: The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research has been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology: Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution: This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings: The results indicated that the participating lecturers need to be trained and supported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners: Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous support and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendations for Researchers: There is the need to explore in depth the other two components suggested by Mishra and Koehler that can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society: The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research: Checking technological skills of students are critical in this context.
Reports on the topic "Non-academics"
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Nelson, Sarah. Partnerships, Planning and Policy Windows: How to Engage Non-academics with International Development Research. The Impact Initiative / Institute of Development Studies, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii298.
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S. Abdellatif, Omar, Ali Behbehani, and Mauricio Landin. Luxembourg COVID-19 Governmental Response. UN Compliance Research Group, 2021. http://dx.doi.org/10.52008/lux0501.
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The UN Compliance Research Group is a global organization which specializes in monitoring the work of the United Nations (UN). Through our professional team of academics, scholars, researchers and students we aim to serve as the world's leading independent source of information on members' compliance to UN resolutions and guidelines. Our scope of activity is broad, including assessing the compliance of member states to UN resolutions and plan of actions, adherence to judgments of the International Court of Justice (ICJ), World Health Organization (WHO) guidelines and commitments made at UN pledging conferences. We’re proud to present the international community and global governments with our native research findings on states’ annual compliance with the commitments of the UN and its affiliated agencies. Our goal as world citizens is to foster a global change towards a sustainable future; one which starts with ensuring that the words of delegates are transformed into action and that UN initiatives don’t remain ink on paper. Hence, we offer policy analysis and provide advice on fostering accountability and transparency in UN governance as well as tracing the connection between the UN policy-makers and Non-governmental organizations (NGOs). Yet, we aim to adopt a neutral path and do not engage in advocacy for issues or actions taken by the UN or member states. Acting as such, for the sake of transparency. The UN Compliance Research Group dedicates all its effort to inform the public and scholars about the issues and agenda of the UN and its affiliated agencies.