Relevant bibliographies by topics / Novice academics

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

Academic literature on the topic 'Novice academics'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Novice academics"

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Wilson, Sue, and Jennifer Cutri. "Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks." International Journal of Doctoral Studies 16 (2021): 149–70. http://dx.doi.org/10.28945/4700.

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Aim/Purpose: This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background: Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology: A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semi-structured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution: Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings: This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners: This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for collegiate, attendee-driven writing events within doctoral settings is encouraged. Recommendation for Researchers: Further research into the benefits of collegiate, attendee-driven writing events and supporting the process of academic writing and dissemination can focus on transdisciplinary writing groups, as this particular study was centred within a specific faculty. Impact on Society: Within the neoliberal context of higher education, novice academics can benefit from attendee-driven writing events intended to empower them and provide growth opportunities. Through participation in collegiate, attendee driven writing networks, which are social and peer-based, we show that novice academics can learn how to combat unsettling feelings of perfectionism, isolation, fear of inadequacy, and failure. The social element is central to understanding how writers can increase their productivity and dissemination by writing alongside peers. Future Research: Novice researchers also represent early career researchers; thus, exploring collegiate, attendee-driven writing events for practicing academics is also encouraged. As noted above, exploring the potential of transdisciplinary writing networks would also be of value.
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Franklin, Ashley E., Kim Leighton, Mary Ann Cantrell, and Tonya Rutherford-Hemming. "Simulation Research for Academics: Novice Level." Clinical Simulation in Nursing 11, no. 4 (2015): 214–21. http://dx.doi.org/10.1016/j.ecns.2015.01.007.

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McDermid, Fiona, Kath Peters, John Daly, and Debra Jackson. "Developing resilience: Stories from novice nurse academics." Nurse Education Today 38 (March 2016): 29–35. http://dx.doi.org/10.1016/j.nedt.2016.01.002.

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Kuoppakangas, Päivikki, Kati Suomi, Elias Pekkola, Jussi Kivistö, Tomi Kallio, and Jari Stenvall. "Theoretical, practical and hybrid ex-academics: Career transfer stories." European Educational Research Journal 20, no. 1 (2020): 14–41. http://dx.doi.org/10.1177/1474904120915026.

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The academic career stories and trajectories of PhD holders have been widely studied in the context of economic austerity and an oversupply of doctors. However, few studies have investigated career building among ex-academics and how a doctoral degree and university work might affect their career possibilities outside academia. This paper explores the trajectories of ex-academics: PhDs with university work experience who have left academia to pursue non-academic careers. Based on 40 qualitative interviews with ex-academics, their employers and senior university leaders, the study employs a narrative approach to construct five career stories: the Theoretical Endangered Nerd, the Practical Geek, the Chic Hybrid, the Pristine Novice and the Odd Elite. This varied picture of career sensemaking provides new insights into career building among ex-academics.
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Beatty, Shelley, Kim Clark, Jo Lines, and Sally-Anne Doherty. "TLABs: A Teaching and Learning Community of Practice – What is it, Does It Work and Tips for Doing One of Your Own." Journal of University Teaching and Learning Practice 17, no. 5 (2020): 136–47. http://dx.doi.org/10.53761/1.17.5.9.

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Communities of Practice are an increasingly common tool used to support novice academics in higher education settings. Initiated in 2015 at a Western Australian University, TLABs is an acronym for ‘Teaching and Learning for Level A and B’ academic staff and was designed to build a community of practice to mentor junior academics; help them develop their teaching skills; and enhance academic careers. The paper describes the nature of TLABs; how it is experienced from the perspective of participants and provides recommendations for implementing a successful teaching and learning community of practice in a higher education setting.
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Meyer, Michael J., and Dave McMahon. "An Examination of Ethical Research Conduct by Experienced and Novice Accounting Academics." Issues in Accounting Education 19, no. 4 (2004): 413–42. http://dx.doi.org/10.2308/iace.2004.19.4.413.

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We conducted a survey of experienced researchers (members of certain AAA journal editorial boards) and novice researchers (participants of three recent AAA New Faculty Consortia) regarding their evaluations of 30 research behaviors. The behaviors covered co-authorship issues, submission/streaming issues, data issues, reporting/reference/citation issues, and conduct with peer issues. Participants were asked to evaluate these behaviors as to their appropriateness, perceived occurrence, and firsthand knowledge. Seventy experienced researchers and 106 novice researchers participated by completing the questionnaire. We found a great deal of consistency between experienced and novice researchers in the evaluations of the behaviors. However, we found that many of the behaviors considered inappropriate were believed to occur in accounting research. Further, there was a surprising degree of firsthand knowledge that these behaviors occur. We found that the appropriateness rating was related to firsthand knowledge.
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Supramaniam, Kaarthiyainy, Mohamad Idham Md Razak, and Nalini Arumugam. "Changing Identities in Community of Practice: Expert Teachers to Novice Researchers." Asian Journal of University Education 16, no. 2 (2020): 59. http://dx.doi.org/10.24191/ajue.v16i2.10297.

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Teachers and researchers are said to belong to two distinct communities of education. At the university, academics are required to engage in research work which could be a relatively new experience for teachers who had solely focused on teaching after joining the universities. Hence the purpose of this qualitative research is to shed some light on the tensions that are created and experienced by novice researchers at the university whose previous careers were as teachers in schools. Two lecturers, Gina and René, were purposely selected to investigate the phenomenon of changing identities from expert teachers to novice researchers, and to observe how the experienced teachers became newcomers adapting to the new target practices of research as required by the university. Findings from interviews and observations revealed the tensions and negotiations that occurred as the teacher naivetes engaged in the target research practices from teacher trajectories, but prolonged engagement in the target practices revealed emergence of researcher identities. The findings of this study suggest that novices who are expected to adopt new practices need to be supported with instructions and learning opportunities for effective transitions.
 Keywords: Changing identity, Expert teachers, Learning Organisation, Novice, Researcher
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Rambe, Patient, and Mpho Agnes Mbeo. "Technology-Enhanced Knowledge Management Framework for Retaining Research Knowledge among University Academics." Journal of Economics and Behavioral Studies 9, no. 1(J) (2017): 189–206. http://dx.doi.org/10.22610/jebs.v9i1(j).1572.

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Given the challenge of retaining the research knowledge of an aging, experienced professoriate at South African Universities of Technology, institutions with a nascent tradition of scholarly research, this paper explores the feasibility of a technology-enhanced knowledge management framework for generating, sharing and retaining tacit research knowledge to leverage research outputs at the Central University of Technology (CUT), Free State, South Africa. Since digital trails of established-novice researcher interactions are left behind whenever they interact in online platforms, an examination of such interactions can provide insights into the sharing and transferring of tacit research knowledge from senior researchers to novices. This theoretical study draws on Nonaka and Takeuchi’s Theory of Organisational Knowledge Creation, an emerging technology platform, SharePoint, mainstream literature and the authors’ reflective experiences to develop a technology-enhanced knowledge management model. The paper argues that tacit knowledge can be assimilated from a comprehensive examination of the knowledge production interactions between senior academics and novices enabled by low threshold technology and collaborative sharing of content. This study’s insights are relevant to Higher Educational Institutions (HEIs) struggling to create a sustainable culture of scholarly research and grow a new generation of competent researchers amid the attrition of senior academics and the prevalence of systemic blockages in knowledge transfer processes.
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Rambe, Patient, and Mpho Agnes Mbeo. "Technology-Enhanced Knowledge Management Framework for Retaining Research Knowledge among University Academics." Journal of Economics and Behavioral Studies 9, no. 1 (2017): 189. http://dx.doi.org/10.22610/jebs.v9i1.1572.

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Given the challenge of retaining the research knowledge of an aging, experienced professoriate at South African Universities of Technology, institutions with a nascent tradition of scholarly research, this paper explores the feasibility of a technology-enhanced knowledge management framework for generating, sharing and retaining tacit research knowledge to leverage research outputs at the Central University of Technology (CUT), Free State, South Africa. Since digital trails of established-novice researcher interactions are left behind whenever they interact in online platforms, an examination of such interactions can provide insights into the sharing and transferring of tacit research knowledge from senior researchers to novices. This theoretical study draws on Nonaka and Takeuchi’s Theory of Organisational Knowledge Creation, an emerging technology platform, SharePoint, mainstream literature and the authors’ reflective experiences to develop a technology-enhanced knowledge management model. The paper argues that tacit knowledge can be assimilated from a comprehensive examination of the knowledge production interactions between senior academics and novices enabled by low threshold technology and collaborative sharing of content. This study’s insights are relevant to Higher Educational Institutions (HEIs) struggling to create a sustainable culture of scholarly research and grow a new generation of competent researchers amid the attrition of senior academics and the prevalence of systemic blockages in knowledge transfer processes.
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Plush, Sally E., and Benjamin A. Kehrwald. "Supporting New Academics’ Use of Student Centred Strategies in Traditional University Teaching." Journal of University Teaching and Learning Practice 11, no. 1 (2014): 46–60. http://dx.doi.org/10.53761/1.11.1.5.

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Despite the perceived advantages of student centred learning (SCL) in higher education, novice teaching academics’ attempts to implement such approaches may be thwarted by a lack of experience with teaching in general and with SCL in particular, difficulties locating suitable practical advice on SCL, and the demands of early career academic workloads. This article seeks to provide practical assistance to teaching academics seeking to implement SCL into traditional teaching environments. It synthesizes current literature to provide an overview of 3 broad SCL strategies: inquiry learning, concept checks and just-in-time teaching. Key considerations for implementing each of these strategies are identified and the authors discuss four observations about the implementation of SCL, in context.
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Dissertations / Theses on the topic "Novice academics"

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Davis, Kierrynn, of Western Sydney Hawkesbury University, and of Agriculture Horticulture and Social Ecology Faculty. "Finding voice, being heard and living in the tension : novice nurse academics critical engagement with a problem orientated curriculum in the academic and practice setting." THESIS_FAHSE_XXX_Davis_J.xml, 1993. http://handle.uws.edu.au:8081/1959.7/213.

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This thesis is an account of the lived experience of doing research in the critical paradigm in the context of the discipline of social ecology. It is a story with actors, a plot, and actions over time. The Worldview of social ecology has embedded within its epistemology the scope for the creative act of narrative, therefore this thesis is a critical conversation told in four voices. The research was embedded in critical social science methodology and method, and attempted to understand and transform the problematics concerning the social relations, practice, language and discourse which were uncovered when five novice nurse academics engaged in teaching a problem-orientated curriculum in the practice setting. It was a critical action research project based predominantly on the Kemmis and McTaggart Model (1988). The research also debated the nature of participative, collaborative action research undertaken in the context of gaining an educational qualification. Relevant to this point, two other contexts of the research were uncovered. The lived experience of ?doing? critical action research with colleagues and friends, in the context of gaining an educational qualification revealed both the praxis nature of ethical research and the reclaiming of an authoritative women?s voice in the academy. The ethical nature of research in critical social science, and the nature and role of human identity was explored in an effort to conceptualise both a methodology and a self identity which was embedded in a context of mutual growth. This growth was similar to Bookchin?s (1990) transitory states of ?becoming? what we wished to become in the academy. It was what is known in organisations as professional development. The author named this becoming, ?Finding a Women?s Voice and Being Heard?. Although ?finding voice? is situated in the personal, ?being heard? involves the ?not I? together with structural features of institutions. As a collaborative group, the participants actioned strategies in an attempt to deal with the structural limitations to our ?becoming?. These strategies, together with the consciousness raising nature of this particular action research project, enabled participants to speak of their own empowerment within an academic context in which they were often rendered powerless.<br>Master of Science (Hons) (Social Ecology)
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Davis, Kierrynn Miriam Davis. "Finding voice, being heard and living in the tension : novice nurse academics critical engagement with a problem orientated curriculum in the academic and practice setting /." View thesis, 1993. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031204.100220/index.html.

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Meddings, Fiona S. "Investigating Assessment in Higher Education: Demystifying Marking and Grading to Reveal Expert Practices. A phenomenological analysis of marking and grading practices of novice and experienced health academics." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/14980.

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This thesis is focused on exploring marking and grading in higher education. Using a phenomenological approach 26 interviews were undertaken with a heterogeneous sample of health academics at four universities. The sample included novice lecturers with two years or less experience in the academy to those with academic careers spanning more than 20 years. Two interview methods were utilised, Protocol Analysis (PA) and Cognitive Interviewing (CI). Protocol Analysis enables close contact with the marking and grading, in the moment, whilst Cognitive Interviewing is a novel method for exploring lecturer practices in higher education. Analysis was completed by applying a modified framework analysis to both data sets, facilitating synthesis of the two series of research findings. A wealth of rich data was gathered which resulted in close exploration of marking and grading practices, with the production of corroboratory evidence for issues previously identified on these phenomena. Close connection as an insider practitioner researcher has enabled close exploration and the gaining of new insights into practice, resulting in the identification of previously unexplored areas. My original contributions to knowledge in this area are: identifying the messiness of marking and grading and troublesome knowledge, the ‘rubric paradox’, importance of communities of practice, dual identity of health academics, working environments, experience recast as expertise, and using current interview techniques (PA and CI) for supporting continuing professional development. This thesis develops these themes suggesting ways in which they could impact upon contemporary marking and grading practice.
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Kiffer, Sacha. "La construction des compétences d'enseignement des enseignants-chercheurs novices de l'université en France." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAG029/document.

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Le métier d’enseignant universitaire s’apprend le plus souvent sur le tas (Knight, Tait &amp; Yorke, 2006). Mais que recouvre cet apprentissage sur le tas ? L’objectif de cette thèse est de déterminer les pratiques d’apprentissage au travers desquelles, en France, les enseignants universitaires débutants construisent leurs compétences d’enseignement. La recherche, menée auprès d'universitaires novices, questionne l'usage de huit modèles d’apprentissage susceptibles d’être à l’œuvre dans le processus de construction des compétences. La thèse montre que les pratiques des novices sont éclectiques et tendanciellement non-structurées. Alors que les pouvoirs publics considèrent la mise place d’une formation initiale formelle et systématique, cette recherche de thèse engage à une réflexion sur une formation pédagogique des universitaires qui prendrait en compte la diversité des pratiques et l'aspiration des novices à l'autonomie<br>How to teach in academia is most often learnt on-the-job (Knight, Tait &amp; Yorke, 2006). But what does the phrase “on-the-job learning” genuinely mean in this case? This doctoral dissertation aims to identify which learning practices novice academics make use of to construct their teaching competences in France. A survey was carried out amongst novice academics asking them to describe how eight learning models may have contributed to the process of constructing their teaching competences. Results show that novices’ practices are eclectic and mainly informal. While public authorities have been developing for a while formal training structures targeted at all newly-hired academics, this research suggests that the variety of practices and the aspiration of novices to informality should also be taken into account
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Zou, Yanli. "First person pronouns in academic discourse by novice writers in China." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8522/.

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This thesis explores the phraseologies of the two first person pronouns, ‘I’ and ‘We’, and their verb collocates in Chinese novice writers’ academic discourse. Quantitatively, the study compares the use and the function of the FPPs in Chinese EFL learners’ academic texts across two disciplines, Business and Management and English Literature, and at two academic levels, undergraduate and postgraduate. It is found that the phrases serving these functions are highly formulaic. There is correspondence between the identified frequent phraseologies and the proposed textual functions in the novice writers’ academic texts. Specifically, a textual function is often realised by one or two phrasal frames including the two FPPs. When the two disciplines are compared, more similarities than differences in relation to the phrases and the textual functions of ‘I’ and ‘We’ are observed. When the undergraduates and the postgraduates are compared, the postgraduates use more impersonal expressions and more retrospective textual organisation expressions to organise and develop their academic texts. The qualitative case study illustrates the importance of quality of using ‘I’ and ‘We’ to interact with readership and claim authority. This study concludes by discussing the insights offered into the teaching and learning of academic writing in EFL contexts.
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Scholz, Lisa Marie. "A Phenomenological Inquiry of Transition from Clinical Expert to Academic Novice." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1619892432083884.

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{275572}竞 and Jing Cai. "An integrated genre-based approach to scaffolding novice academic writers : genre awareness, academic lexical phrases and student uptake." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198828.

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In EFL contexts like China where research and application of findings in the field of English for Academic Purposes (EAP) is still in its infancy, graduate students are in urgent need of support in developing their academic literacy, especially in terms of academic writing and research article writing skills under the forces of globalization of education. This study sets out to develop a contextualized EAP genre-based approach to scaffold novice academic writers and examine its impact through assessment tasks and analysis of students’ uptake. The theoretical traditions of ESP research article (RA) genre analysis (e.g. Swales, 1990, 2004; Swale & Feak, 2004) and lexical bundle studies (e.g. Biber & Barbieri, 2007; Hyland, 2008)are drawn upon and two dimensions of building blocks of academic discourse are conceptualized: the top-down dimension (i.e., genre schematic structuring) and the bottom-up dimension(i.e. general and move-specific academic lexical phrases). Then, the Sydney School genre-based Teaching and Learning Cycle and corpus-informed explicit bundle instruction were incorporated into the ESP genre-based framework to generate a new theoretical and pedagogical model taking into consideration the needs of the local context. In order to evaluate this innovative course thoroughly in a natural and intact classroom, careful triangulations of data were achieved. A mixed-methods programme evaluation framework was developed with two major components, namely an intervention study and individual case studies. In terms of the average gains of the whole class, there was significant improvement in the receptive test of knowledge of genre and bundles after the course. In addition, the instruction significantly narrowed the achievement gap among the high, mid and low starting level students. Most importantly, the increase in the appropriate use of lexical phrases in rewriting suggests the effectiveness of the course in enabling active production. Regression analysis further indicated a strong relationship between the development of bundle knowledge and that of genre and genre-specific features. The rich descriptions of the two student cases delineate the different learning trajectories of learners of distinct starting levels. Although the low starting level learner showed much slower in-class uptake, her active engagement and integration of knowledge in the rewriting task by drawing on various resources has increased her understanding of the RA genre. The high starting level learner with satisfactory in-class uptake, however, suffered from lots of textual borrowing in writing due to her high expectation of academic content but lack of corresponding genre and linguistic competences. The fact that both learners exhibited a strong lack of basic linguistic resources to verbalize their sophisticated thinking in the rewriting task pointed to the importance of developing the linguistic aspects in the initial stage of genre knowledge development in EFL contexts, which has been neglected in previous studies focusing on ESL contexts. The careful investigation of the instructional context has led to detailed discussions of a few prominent issues in the pedagogical design, in particular, the importance of focusing on the role of “task” in curriculum and pedagogical design in future research of genre-based pedagogy.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Whitehead, Paula Stallard. "Role Ambiguity, Role Strain, Job Dissatisfaction, and Difficulty Transitioning Into Academia Among Nursing Faculty." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1951.

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Registered nurses with experience in the clinical area entering academia go through a transition that may lead to difficulties such as role ambiguity and role strain when beginning a new job. The purpose of this study was to understand the experiences leading to role ambiguity, role strain, difficulty with role transition, and job dissatisfaction among the faculty at colleges of nursing in the mountain region of Western North Carolina. Guided by Kahn's organizational role theory and Schlossberg's transition theory, research questions investigated the nursing faculty experience of role ambiguity, role strain, difficulty transitioning into academia, and job dissatisfaction. A qualitative explanatory case study design using a convenience sample of 12 current full-time and adjunct nursing faculty was implemented for the study. Online anonymous written interviews were conducted for data collection. Data were analyzed and coded using open coding and thematic analysis to identify recurring themes. The results of the study revealed 6 themes: lack of preparation for academic role expectations, lack of awareness of new role requirements or new teaching assignments, difficulty transitioning into academia or a new teaching position, need for orientation and mentoring for nursing faculty, satisfaction related to the desire to stay or leave a position, and nursing faculty love what they do. The study findings informed the project, a professional development program for novice nursing faculty that supports the transition into a new role. Implications for positive social change include retention of nursing faulty, admission of increased numbers of nursing students, and more nurses working in communities with populations in need.
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Candarli, Duygu. "A longitudinal study of multi-word units in L1 and L2 novice academic writing." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/a-longitudinal-study-of-multiword-units-in-l1-and-l2-novice-academic-writing(c57f2773-6965-4a96-9cfa-79e2b11e9408).html.

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Evans, Paul, of Western Sydney Nepean University, and Faculty of Visual and Performing Arts. "A multimedia system to instruct novice users of online library catalogues." THESIS_FVPA_XXX_Evans_P.xml, 1996. http://handle.uws.edu.au:8081/1959.7/342.

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The research reported here focuses on the application of multimedia to the teaching of information skills in academic libraries. Specifically, the research project has involved the development and evaluation of a multimedia system to instruct novice users of online library catalogues. The research has included an investigation of the characteristics and needs of novice library users. The ways in which novices approach using library-based information technologies which may be applied to any instructional programme for teaching novices how to use library-based information technologies. The research project has involved the development of a comprehensive multimedia system based on the theoretical model. The multimedia system was designed using Macromedia Director v.4.04. The production techniques and operation of the multimedia system are described in some detail. The multimedia system was evaluated and tested using formative evaluation strategies. The evaluation involved the prototype system being reviewed by expert librarians, and multimedia producers, as well as novice users of online library catalogues. The information gathered during the evaluation was used to make suggestions about improvements to the design of the prototype. The results of the evaluation are reported and analysed.<br>Master of Arts (Hons)
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Books on the topic "Novice academics"

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It's not like that here: Teaching academic writing and reading to novice writers. Boynton/Cook Publishers, 1995.

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Seng, Tan Oon, Mary Ellis, and Anitha Devi Pillai. Project Work: Exploring Processes, Practices and Strategies. Pearson Prentice Hall South Asia Pte. Ltd., 2009.

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Hugo, Johann. Empowering Novice Academics for Student Success: Wearing different Workbookhats. African Sun Media, 2021. http://dx.doi.org/10.52779/9781928314882.

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Hugo, Johann. Empowering Novice Academics for Student Success: Wearing different hats Workbook. African Sun Media, 2021. http://dx.doi.org/10.52779/9781928314905.

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Kasim, Azilah, and Hisham Dzakiria, eds. Applying Qualitative Design in Research: Learning by Doing. UUM Press, 2006. http://dx.doi.org/10.32890/9833282539.

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Qualitative research has never been a popular research design within Malaysian academics and research environment. Understanding the convention and fundamentals of conducting a qualitative research is important as it offers a different approach and generates a range of information of different quality from the quantitative approach. The compilation of the five articles included in this book has been carefully selected so that this book of reading represents different issues and problems that may arise when conducting a qualitative research. This book provides a good description of the research processes and issues that may also be encountered by other researchers especially those that are novice in qualitative research. The readings of the different research compiled in this book will hopefully contribute to the growing field of qualitative research as a research design among educators, researchers and professionals in Malaysia.
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Deakin, Simon, Angus Johnston, and Basil Markesinis. 2. Some General Warnings for the Novice Tort Lawyer. Oxford University Press, 2013. http://dx.doi.org/10.1093/he/9780199591985.003.0002.

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This chapter discusses issues that readers must bear in mind when encountering criticism of individual rules, decisions, and academic opinions in the remainder of the book. These are: how judicial mentality and outlook affects decision-making; academic interests and practitioners’ concerns; ivory tower neatness v. the untidiness of the real world; tort’s struggle to solve modern problems with old tools; need to reform tort law; whether liability rules are restricted because the damages rules have been left unreformed or because the relationship between liability and damages has been neglected; that tort law is, in practice, often inaccessible to the ordinary victim; and that human rights law is set to influence tort law, but this influence is likely to be gradual and indirect.
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Project work: Exploring processes, practices, and strategies. Prentice Hall, 2009.

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Bejarano-Aguado, Gustavo Adolfo, Juan Camilo Carvajal-Builes, Carolina Gutiérrez de Piñeres, José Raúl Jiménez-Molina, and Luis Orlando Jiménez Ardila. Psicología jurídica aplicada-segunda edición. Edited by Luis Orlando Jiménez Ardila and Ever José López Cantero. Editorial Universidad Católica de Colombia, 2021. http://dx.doi.org/10.14718/9789585133716.2021.

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This academic text presents some specific implementations related to the field of legal psychology. This specialized knowledge has the aim of studying cognitive, emotional and affective processes which explain legal behaviors in people who are involved with the legal system. The intention of this work was to incorporate different topics regarding the theoretical and epistemological foundations of criminal psychology. Femicide behavior from a psycholegal approach; the sense of community theory previously observed in a prison; and, a review on the quality of the methodology applied to testimonial psychology by analyzing psychophysical aspects of deceiving. All of it to present the technical and conceptual elements applied to criminal contexts to a reader who could be either a psychologist, attorney, policeman, judge, prosecutor, researcher of human behavior, or an undergraduate or graduated student. For them to understand that the forensic field is not only useful to public servants in law. Thus, with this work it is expected to contribute to a better understanding of this discipline not only to experts but also to novice in the field.
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Kellum, John A. Rapid Response System. Edited by Raghavan Murugan and Joseph M. Darby. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190612474.001.0001.

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This handbook provides a practical approach to the evaluation, differential diagnosis, and management of common medical and surgical emergencies such as cardiac arrest, acute respiratory failure, seizures, and hemorrhagic shock occurring in hospitalized patients. Less common and special circumstances such as pediatric, obstetric, oncologic, neurologic, and behavioral emergencies as well as palliative care for terminally ill patients encountered in the context of rapid response team (RRT) events are also discussed. An overview of commonly performed bedside emergency procedures by rapid response team members complements the clinical resources that may need to be brought to bear during the course of the rapid response team event. Finally, an overview of organization, leadership, communication, quality, and patient safety surrounding rapid response team events is provided. This book is written with medical students, junior physicians, and nursing staff in mind working in both academic and community hospital settings. Both a novice and an experienced healthcare provider involved in a rapid response system (RRS) will find this handbook to be a valuable supplement to the clinical experiences gained through active engagement in the system. Hospital administrators and senior management staff will also find this book to be useful in the evaluation of quality and performance of the rapid response system, management of staff attitudes and behavior, performance of peer review, care for second victims, and implementation of countermeasures for patient safety problems discovered in the course of rapid response system reviews.
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IV Concurso de microrrelatos: relatos gañadores. Real Academia Galega, 2021. http://dx.doi.org/10.32766/rag.378.

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Estamos a saír do túnel. Facemos noso o título do microrrelato de Álex Gallego Couñago que tanto nos emocionou para comezar estas palabras de agradecemento a todas as persoas que participaron na última edición do concurso de contos que a Real Academia Galega e PuntoGal convocamos dende o ano 2018 para promover a presenza da lingua e da cultura de noso na Rede. As historias que aquí xuntamos son as nove gañadoras, tan só unha pequenísima parte das preto de 1.600 presentadas nesta ocasión. Son máis do dobre que na anterior, e son todas elas, seguramente, concibidas no medio dunha pandemia para a que comezamos a ver a fin. Saímos do túnel. Esa é a grande historia que este ano nos gustaría contar.
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Book chapters on the topic "Novice academics"

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Abdulatief, Soraya, and Xolisa Guzula. "16 Emerging Academics: Using WhatsApp to Share Novice and Expert Resources in a Postgraduate Writing Group." In Global Academic Publishing, edited by Mary Jane Curry and Theresa Lillis. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099245-022.

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Mthiyane, Ncamisile P., Zanele Heavy-Girl Dube-Xaba, Maserole Christina Kgari-Masondo, and Fumane P. Khanare. "(UN)trapped? Transformative Voices of Four Black Female “Novice” Academics in a South African Higher Education Institution." In Transformation of Higher Education Institutions in Post-Apartheid South Africa. Routledge, 2019. http://dx.doi.org/10.4324/9781351014236-4.

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Darvin, Ron, and Bonny Norton. "Collaborative Writing, Academic Socialization, and the Negotiation of Identity." In Novice Writers and Scholarly Publication. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95333-5_10.

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Tribble, Christopher. "Expert, Native or Lingua Franca? Paradigm Choices in Novice Academic Writer Support." In Novice Writers and Scholarly Publication. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95333-5_4.

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Wingate, Ursula. "Approaches to Acculturating Novice Writers into Academic Literacy." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02526-1_7.

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Vašků, Kateřina, Gabriela Brůhová, and Denisa Šebestová. "Phraseological Sequences Ending in of in L2 Novice Academic Writing." In Computational and Corpus-Based Phraseology. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30135-4_31.

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Razikin, Khasfariyati, and Dion Hoe-Lian Goh. "Influences of Social Tags for Academic Papers: Analyzing the Behavior of Novice Users over Time." In The Outreach of Digital Libraries: A Globalized Resource Network. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34752-8_44.

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Weller, Jacolyn. "From Professional Expert to Novice Academic." In Advancing Knowledge in Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6202-5.ch013.

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The move from a professional career into academia involves a transition from professional expertise to novice academic. New academics encounter a number of university expectations that can challenge their own sense of professional identity. In this chapter, the author overviews the complexity of the higher education environment and highlights the challenges that new academics face. The status of being both a recognized professional and a novice in academia can be a unique experience, as the author documents.
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Alramadan, May Mahdi. "The Use of Engagement Resources in English, Arabic, and EFL Applied Linguistics Research." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch002.

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This study investigates how academics from different cultural backgrounds and levels of expertise use engagement resources to align themselves and their readers towards text-external voices. Using the appraisal theory engagement model, the introduction sections of three sets of texts from Applied Linguistics were analyzed: (1) research articles published in English, (2) research articles published in Modern Standard Arabic, and (3) Master's theses of Saudi EFL students. Results revealed that English- and Arabic-speaking writers prefer different resources due to the impact of culture. Also, Arabic-based patterns appeared in EFL writing supporting the contrastive rhetoric hypothesis at the interpersonal dimension of discourse. The patterns identified had different effects on the type of authorial voice and the nature of reader power-status. The study makes implications for novice EFL academics and for tertiary academic institutions. Explicit instruction of engagement strategies can enculturate student writers into their discipline-specific rhetorical conventions.
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Bristol, Laurette S. M., and Merilyn Childs. "Arranging and Rearranging Practice in Digital Spaces." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch031.

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The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.
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Conference papers on the topic "Novice academics"

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De Raadt, Michael, Richard Watson, and Mark Toleman. "Language Trends in Introductory Programming Courses." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2464.

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Deciding what to teach novice programmers about programming and, in particular, which programming language to teach to novice programmers, and how to teach it, is a common topic for debate within universities. Should an industry relevant programming language be taught, or should a language designed for teaching novices be used? In order to design tools and methodologies for the teaching of novice programmers it is important to uncover what is being taught, and in turn, what will be taught in the future. A census of introductory programming courses administered within all Australian universities has been undertaken. The census aimed to reveal not only what computer programming languages are being taught, but also how they are being taught. From the results of this census two key factors emerged: perceived industry pressure for graduates with certain language skills versus academic training for generic programming skills.
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Poreh, Danielle, Euiyoung Kim, Varna Vasudevan, and Alice Agogino. "Using “Why and How” to Tap Into Novice Designers’ Method Selection Mindset." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85997.

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Despite the growing utilization of human-centered design, both in academia and industry, there is lack of pedagogical materials that support context-based design method selection. When used properly, design methods are linked to successful outcomes in the design process, but with hundreds of design methods to select from, knowing when and how to use a particular method is challenging. Selecting the appropriate design method requires a deep understanding of the project context. Cultivating a selection methodology that is more contextually aware, equips students with the tools to apply the most appropriate methods to their future academic and industry projects. Using theDesignExchange knowledge platform as a teaching material, we discuss a summer design course at the University of California at Berkeley that encourages students to choose design methods rather than the instructors giving a set list. The findings illustrate that when given the task to select a method, students exhibit contextually-aware method selection mindsets.
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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Clarke, Willem A., Andre L. Nel, and Norah Clarke. "Structured guidelines for novice researchers to produce their first peer reviewed academic paper." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201147.

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Dyosini, Thokozane Princess. "EXPLORING THE DYNAMICS AND ROLE THAT SCHOOL LEADERSHIP PLAYS IN THE PROVISION OF PROFESSIONAL SUPPORT FOR NOVICE TEACHERS IN THE FOUNDATION PHASE." In 50th International Academic Conference, Paris. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.050.011.

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MacDonald, Doon. "Designing Adaptive Audio for Autonomous Driving: An Industrial and Academic-Led Design Challenge." In ICAD 2019: The 25th International Conference on Auditory Display. Department of Computer and Information Sciences, Northumbria University, 2019. http://dx.doi.org/10.21785/icad2019.079.

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The paper discusses a design challenge around the use of adaptive audio to support experience and uptake of autonomous driving. The paper outlines a collaboration that is currently being established between researchers at Swansea university and a major OEM that is set to examine user-centred approaches to designing audio that enhance and enrich human-experience with driving. The paper outlines the potential collaboration and describes how we will address the challenge to designing adaptive audio for unsupervised/autonomous driving. The paper outlines the research question we will address and how we will apply a tool/method that supports rapid prototyping for novice designers alongside addressing ideas around aesthetics in the interface and relationships between sound as a means for communication and as experience.
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Zhang, Liyin. "Beyond Forms and Manuals: A Sociocognitive Approach to Academic Citation in Novice EFL Researchers' Writing." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.160.

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Rabelo, Air, Luiz Claudio Gomes Maia, and Fernando Silva Parreiras. "Performance Analysis of Computer Science Students in Programming Learning." In XXVI Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/wei.2018.3499.

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The difficulties faced by lecturers and students in order to teach and learn programming on computer science courses have been a research topic over the years. The hardship to understand the abstract and logic concepts and consequent demotivation has been resulting in high rates of novices' failure and class abandonment. This study adopted statistical concepts to analyze students' final grades in programming subjects and compare their performance. Data were gathered from a computer science course at a Brazilian University. The period analyzed was from 2010 to 2015 including six programming subjects from the first and second academic year. The results pointed a significant number of student failure (43%) and abandonment (25%). It was also discovered that even with different teachers, semesters and programming subjects, the students' performance mean were nearly equal. The discoveries of this work contributed to point the hardship faced by students and teachers to learn and teach programming.
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Kremer, Gregory G., Timothy J. Ryan, and Shyler Switzer. "A Risk Assessment Method and Safety Plan for a University Research Lab." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67286.

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Risk management processes follow relatively well established steps, but the hazard identification and risk assessment steps often depend heavily on “experts” with relevant expertise and operating experience. This paper presents a tool developed to help novice researchers identify and assess hazards more efficiently. The hazard identification tool was developed in the form of an updatable algorithm, based initially on previous risk assessments for similar situations as well as checklists and guidelines available from academic texts, Occupational Safety and Health Act (OSHA), and industry. Major risk categories included in the algorithm include: a) Ergonomics and Mechanical, b) Chemical, c) Physical (including Electrical Hazards, Fire Safety, Noise Hazards, and Radiation Hazards), d) Psychological and Organizational, and e) Biological. In the initial test of the algorithm, a team of non-experts used the algorithm to identify risks for two Ohio Coal Research Center (OCRC) projects dealing with solid oxide fuel cell and electrostatic precipitator testing. Their results were comparable to the list of risks generated by a group of “research experts” without the algorithm. Future plans include making the algorithm available on a wiki platform to collaboratively develop it with the combined knowledge, experience and perspectives of all participating researchers. This paper also describes the overall safety plan for the Ohio Coal Research Center (OCRC), which operates within the Institute for Sustainable Energy and the Environment (ISEE) at Ohio University. An OCRC safety flow diagram is presented that has been successfully used to improve the safety of new research projects being led by new researchers.
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Jones, Scott M. "Steady-State Modeling of Gas Turbine Engines Using the Numerical Propulsion System Simulation Code." In ASME Turbo Expo 2010: Power for Land, Sea, and Air. ASMEDC, 2010. http://dx.doi.org/10.1115/gt2010-22350.

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The Numerical Propulsion System Simulation (NPSS) code was created through a joint United States industry and National Aeronautics and Space Administration (NASA) effort to develop a state-of-the-art aircraft engine cycle analysis simulation tool. Written in the computer language C++, NPSS is an object-oriented framework allowing the gas turbine engine analyst considerable flexibility in cycle conceptual design and performance estimation. Furthermore, the tool was written with the assumption that most users would desire to easily add their own unique objects and calculations without the burden of modifying the source code. The purpose of this paper is twofold: first, to present an introduction to the discipline of thermodynamic cycle analysis to those who may have some basic knowledge in the individual areas of fluid flow, gas dynamics, thermodynamics, and turbomachinery theory but not necessarily how they are collectively used in engine cycle analysis. Second, this paper will show examples of performance modeling of gas turbine engine cycles specifically using Numerical Propulsion System Simulation concepts and model syntax. Current practices in industry and academia will also be discussed. While NPSS allows both steady-state and transient simulations and is written to facilitate higher orders of analysis fidelity, the pedagogical example will focus primarily on steady-state analysis of an aircraft mixed flow turbofan at the 0-D and 1-D level. Ultimately it is hoped that this paper will provide a starting point by which both the novice cycle analyst and the experienced engineer looking to transition to a superior tool can use NPSS to analyze any kind of practical gas turbine engine cycle in detail.
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