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1
Sweet, Christopher Pennington. "Science and educational research." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018495/.
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At present the most powerful and influential groups in education see the solution to matters of educational concern as mainly falling within the province of an educational research which is fundamentally scientific. This thesis sets out to examine whether this assumption can be substantiated and, in the possible scenario that it cannot, to look at an alternative form of educational research. It begins with the philosophical arguments which support the view that educational research, where it is empirical, should be mainly scientific and continues by looking at what contemporary educational researchers have said about the nature of educational research. The role philosophy of education might take in this context is also examined. The thesis continues by looking at the prescribed methodology of educational research and examines the philosophical assumptions of such a methodology. It continues by looking at the major assumption of scientific endeavour which is that it is nomological. The conclusions drawn from the aforegoing are that, for various philosophical reasons, the notion that educational research can be founded on scientific method and applied through a process parallel to engineering is fallacious and needs to be reviewed. A review of the philosophical situation with regard to understanding human beings as would be necessary to understanding them in an educational context is undertaken in the fourth chapter. This marks the beginnings of an alternative, non-scientific, framework for educational research. A case is made for the thesis that individual actions are understood properly against a background of information which includes beliefs, intentions and historical circumstances. Consideration is then given as to how this might be put in such a way as to be of practical use in the deliberation of how to tackle educational issues. The final chapter outlines how a possible substantive piece of educational research might look.
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Ho, Chung-ho. "Hong Kong Science Park." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25956073.
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Barry, Andrew Michael. "The science of science : programmes of British space research." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333979.
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Casey, Susanne. "Formative assessment : the effect on academic achievement and attitudes toward science /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Anderson, Craig Graham. "Framing employment research using behavioural science." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26373.
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The main aim of this thesis is to explore the structured use of behavioural science in helping to frame employment research. This structured framing intended to help stimulate more interdisciplinary interaction between sub-disciplines that study employment and behavioural science, setting out new empirical and theoretical applications to the study of employment decision-making. Firstly, the application of specific behavioural science concepts to employment scenarios, structured around the core facets of behavioural science, introducing the types of bias studied in behavioural science in turn. These core facets are cognitive and social biases, risk preferences and biases, time preferences and biases. These were combined with illustrative examples of how these biases might affect employment decision-making. The employment cycle is then used to demonstrate how the concepts in behavioural science may play out across a range of employment scenarios, unearthing potential theoretical and empirical applications. A behavioural science framing was then used to investigate factors related to the addition or omission of low rated journal publications in the assessment of academic resumes. The results of these investigations showed that low rated journal publications are still of some value, albeit journal ratings play a crucial role. Importantly, the extent to which additional low rated journal publications are valued could depend on unconscious social biases that are based on prior expectations, potentially dictated by organizational and ideological learning over time. The empirical work presented data collected from 1,011 psychology and management faculty based at U.K. and U.S.A. universities. The data was collected using an online randomized control trial survey experiment designed to test the assessment of publication records on academic resumes. Only faculty at levels likely to be involved in academic appointment panels and reviewing academic resumes were contacted to take part.
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Groth, Randall Howard. "Research activity in major research universities and fields of science." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185052.
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The primary purposes of this study were to (1) verify the criteria for selection of variables that are measures of research activity; (2) replicate for 1987 the development of a composite measure of research activity index (RAI) for the top 100 research universities in the United States; (3) cluster the top 100 research universities according to the Carnegie Foundation's classifications and rank each university by its respective RAI within the cluster; (4) evaluate the strengths and weaknesses of the RAI and compare the results to those of previous studies; (5) pilot the development of a component Fields of Science and Engineering Research Activity Index (FSERAI) for the top 100 research universities in two specific fields of science (physical and social sciences) and rank the universities according to their respective component FSERAIs; and (6) examine a productivity quotient for each of the top 100 research universities. A review of the literature provided the eleven variables used in the development of the composite RAI. The statistical instrument used to develop the Research Activity Index Score (RAIS) was a subroutine of factor analysis known as principal components analysis. The RAI scores were produced for each institution and ranked in descending order. Ultimately, two comparisons were made. First, the RAIs for the year 1987 were compared with previous RAIs for the years 1980 and 1985. Second, the RAIs for the years 1980 and 1985 were recalculated exclusive of the personnel variables unavailable for the year 1987. Institutions were then clustered according to Carnegie Foundation classifications and were ranked by their respective RAIs within each category. The same basic design, used to produce the composite RAI, was used to produce the composite FSERAI. Of the seventeen variables initially gathered, eight were used in the derivation of the component FSERAI. Ultimately, 48 institutions were ranked in the physical sciences and 67 were ranked in the social sciences. Lastly, a relative productivity index for each of the top 100 research universities was produced.
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Langenbrunner, Mary R., and Jamie Branam Kridler. "Research in the Wild: Application of Family and Science Research." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3471.
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Kingdon, Lorraine B. "Whiteflies Fly for Science." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/622391.
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Dresch, Aline. "Design Science e Design Science Research como Artefatos Metodológicos para Engenharia de Produção." Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4075.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Para garantir que uma pesquisa seja reconhecida como sólida e potencialmente relevante, tanto pelo campo acadêmico quanto pela sociedade em geral, ela deve demonstrar que foi desenvolvida com rigor e que é passível de debate e verificação. É neste âmbito que um método de pesquisa robusto se torna imprescindível para o sucesso na condução de um estudo. Este estudo busca contribuir para a comunidade de Engenharia de Produção argumentando pela necessidade de adotar-se um método de pesquisa centrado na evolução de uma “Ciência do Projeto” (Design Science), evidenciando seu sentido e suas formas de operacionalização. Para desenvolvimento deste estudo utilizou-se uma abordagem metodológica teórico-conceitual fundamentada em ampla revisão da literatura. A partir da revisão da literatura, foi possível verificar que os conceitos da proposta metodológica associada à pesquisa em Design Science, são pertinentes e aplicáveis à Engenharia de Produção. O trabalho apresenta um histórico conceitual a respeito da Design Science e da Design Science Research, a importância da definição das Classes de Problemas e dos Artefatos gerados no âmbito da pesquisa, e os principais passos para operacionalizar a Design Science Research. Para aprofundar o entendimento da pauta em questão, o trabalho também propõe comparações e análises sobre a Design Science e a sua relação com as ciências tradicionais. Ao final, o estudo busca apresentar alguns cuidados para a utilização e validação da Design Science Research.
To ensure that research is recognized as potentially relevant and solid, by both academic field and society in general, it must demonstrate that it was developed with rigor and is liable to debate and verification. It is in this context that a robust research method becomes essential to successfully conduct a study. This study seeks to contribute with the Production Engineering community debating the need to adopt a method of research focused on the evolution of Design Science, showing its meaning and its ways of operation. For this study was used an approach based on theoretical and conceptual extensive literature review. From the literature review, was possible to assert that the concepts associated with the proposed methodological research on Design Science are relevant and applicable to Production Engineering. This dissertation presents a conceptual history about the Design Science and Design Science Research, the importance of defining the Classes of Problems and Artifacts generated from a research, and key steps to operationalize the Design Science Research. To deepen the understanding of the staff concerned, this study also proposes comparisons and analyzes on the Design Science and its relationship with the traditional sciences. Finally, the study discusses some attenttion points for the use and validation of Design Science Research.
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Pack, Robert P., and J. Polaha. "Dissemination and Implementation Research in Health: The Science of Using Science." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1349.
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Ho, Chung-ho, and 何頌豪. "Hong Kong Science Park." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983315.
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Yu, Ying-ho Zeno. "A natural hub for scientists : Hong Kong Science Park /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952663.
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Klaus, Helmut. "Social Science Research Students' Conceptions Of Thesauri." Queensland University of Technology, 1998. http://eprints.qut.edu.au/15916/.
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It is widely recognised that meaning and interpretation are fundamental aspects of user-system interaction in the retrieval of specialised information. Important constituents of information retrieval system are thesauri. To identify what understandings of thesauri exist, is crucial to improve instruction of database users and for an assessment of the functioning of thesauri in specialised information. Thesauri as phenomena can be viewed from a techno scientific perspective and a lifeworld perspective. The lifeworld perspective is made up of the collective understanding of those who use them. Lifeworld aspects of thesauri, i.e., how they are understood by social science researchers, have been disclosed by applying phenomenographic research against the background of the hermeneutical constitution of the online dialogue. The phenomenographic interpretative model has been used since its knowledge interest focuses on how techno scientific concepts are conceived of in the lifeworld. This has rendered descriptions of conceptions of thesauri in the form of two main categories: 1) the thesaurus as being separable from the database with the subcategories a) the thesaurus as a control device, and b) as incomplete terminology; 2) the thesaurus as being inseparable from the database with the subcategories of a) descriptors as evaluation criteria, and b) as search enhancers. Based on the configuration of the online dialogue, searching without understanding the thesaurus has also been described in the form of a third, 'empty' category and contrasted with the conceptions of thesauri. The findings represent a contribution to the hermeneutics of the online dialogue, and the results are immediately applicable for the development of discourses in the instruction of end-users and future information professionals. They also provide an empirical argument in support of further conceptual development of thesauri, which strives to make explicit the meaning of descriptors by incorporating terminological and epistemological knowledge, thus integrating domain knowledge into the database search process. The work contained in this thesis has not been previously submitted for a degree or diploma at any other higher education institution. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made.
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Li, Fu Min. "Collecting web data for social science research." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953492.
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Calderone, Carli E. "Stem Cell Research: Science Education and Outreach." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1268751337.
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Hunter, Molly E. "Outcomes of fire research: is science used?" CSIRO PUBLISHING, 2016. http://hdl.handle.net/10150/621750.
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An assessment of outcomes from research projects funded by the Joint Fire Science Program was conducted to determine whether or not science has been used to inform management and policy decisions and to explore factors that facilitate use of fire science. In a web survey and follow-up phone interviews, I asked boundary spanners and scientists about how findings from a random sample of 48 projects had been applied and factors that acted as barriers or facilitators to science application. In addition, I conducted an investigation of recent planning documents to determine whether products from the sampled projects were cited. All lines of evidence suggest that information from most (44 of 48) of these projects have been used by fire and fuels managers in some capacity. Science has mostly been used during planning efforts, to develop treatment prescriptions, and to evaluate current practices. Lack of manager awareness was commonly identified as a barrier to application of science. Conversely, activities and organisations that foster interaction between scientists and managers were identified as facilitating the application of science. The efforts of the Joint Fire Science Program to communicate science findings and engage managers has likely contributed to the application of fire science.
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Grimm, Gunter E. "Kometenforschung zwischen Aberglauben und Science-fiction - Comet research between superstition and science fiction." Gerhard-Mercator-Universitaet Duisburg, 2002. http://www.ub.uni-duisburg.de/ETD-db/theses/available/duett-08162002-150835/.
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Brodén, Gyberg Veronica. "Aiding science : Swedish research aid policy 1973-2008." Doctoral thesis, Linköpings universitet, Tema teknik och social förändring, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102526.
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The purpose of research aid is to contribute to development in different ways through the use of research. Sarec (the Swedish Agency for Research Cooperation with Developing Countries) was one of the pioneers within state research aid, and existed between 1975 and 2008. This dissertation studies Sarec’s policy from a historical perspective with the help of official documents and interviews with former directors. Discourse theory together with concepts from Science and Technology Studies comprise the theoretical framework of the study. One of the central questions asked is how the view of the relationship between research and development has changed over time. One of the conclusions is that there are two main policy discourses that are established early on and that can be traced throughout the entire period studied. The two discourses share the starting point that modern science can contribute to development and that national research capacity is an important component in this. The localist discourse represents a more multifaceted view of how research can contribute to development, and what that development consist of. It is more explicitly anti-colonialist and to a greater degree prioritizes the local context as basis for decisions regarding support. The universalist discourse places less emphasis on where knowledge is produced since it can be used anywhere, as long as the right structures and priorities are in place. The discourses reflect different views of knowledge and development. Some decades one discourse dominates over the other, and other decades they are more equal.Forskningsbistånd har som syfte att bidra till att forskning på olika sätt leder till utveckling. Sarec (the Swedish Agency for Research Cooperation with Developing Countries) var en av pionjärerna inom statligt forskningsbistånd och existerade mellan 1975 och 2008. I denna avhandling studeras Sarecs policy ur ett historiskt perspektiv med hjälp av offentliga dokument och intervjuer med före detta chefer. Diskursteori tillsammans med begrepp från teknik- och vetenskapsstudier utgör det teoretiska ramverket för studien. Frågor som ställs är till exempel hur synen på relationen mellan forskning och utveckling har förändrats över tid. En av slutsatserna är att det finns två stora policydiskurser som etableras tidigt och som går att följa under hela perioden. Båda innefattar en stark tro på modern vetenskap och dess möjlighet att bidra till utveckling, samt på att forskningskapacitet är en viktig komponent i detta. Den lokalistiska diskursen representerar en mer mångfacetterad syn på hur forskning kan bidra till utveckling samt vad denna utveckling är. Den är mer explicit antikolonialistisk i sin ansats och prioriterar i högre grad den lokala kontexten som grund för beslut kring stöd. Den universalistiska diskursen betonar att det spelar mindre roll var kunskapen produceras eftersom den kan nyttjas varsomhelst, bara rätt strukturer och prioriteringar finns på plats. Diskurserna speglar olika syn på kunskap och utveckling. Vissa årtionden dominerar en diskurs över den andra, och andra årtionden är de mer jämbördiga.
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Lam, Yuk. "Hong Kong Science Park." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25945038.
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Owen-Smith, Jason David. "Public science, private science: The causes and consequences of patenting by Research One universities." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284186.
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Drawing on pooled cross-section time series data and fieldwork based comparative case studies, this dissertation examines the causes and consequences of increased patenting by Research One universities. Academic patenting has increased dramatically in the last two decades, indicating a growing concern with commercial and economic outcomes for university research. Patents are characteristic of private, for profit, science. As such, they differ in consequential ways from publications, the characteristic output of public, or academic, science. Both public and private science are stratified by accumulative advantage mechanisms. Drawing on an 18 year pooled cross-section simultaneous equation model, this dissertation demonstrates that patenting activity and scientific reputation have become increasingly linked in the last fifteen years. The dramatic increase in academic patenting and the concentration of commercial success among a handful of universities can both be explained by changes in the relationship between public and private science over time. Not all universities have benefited equally from the increasingly linkages between commercial and academic science. Drawing on fieldwork conducted at two university campuses, this dissertation argues that a university's ability to capitalize on global changes in the relationship between public and private science depends on its research capacity, technology transfer infrastructure, and institutional ability to support the simultaneous pursuit of patenting and publishing. This combination of qualitative and quantitative methodologies enables analysis of university patenting trends across time and at multiple levels. Field level changes in the relationship between commercial and academic science shape an are shaped by organizational adaptations to new ambiguities created by importing private science to the university context. Within the organizations individual activities and possibilities for action are structured by the changing organizational and institutional environments that have resulted from increased research commercialization.
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Bartoszuk, Karin, Cecelia McIntosh, and Brian Maxson. "Integration and Synergy of Research and Graduate Education in Science, Humanities, and Social Science." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6174.
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Amri, Nita Siti Raudhah. "The effects of science research based competitions on high school students' responses to science." Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/4626/.
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The purpose of this study is to understand the effects of Science Research Based Competitions (SRBCs) on high school students’ responses to science. SRBCs were primarily designed to develop students’ interest in science, their motivation for science learning and their science reasoning in order to provide a platform for students to show potential for carrying out research in science. But, despite their popularity, little research has so far been undertaken to evaluate the effects of SRBCs. The study explores the effects of SRBCs on students’ responses to science from the perspective of three different groups of people: key informants (government staff, SRBC funders), teachers and students. A series of case studies was carried out in six residential schools in Malaysia. Data were gathered from four key informants, six teachers and 360 sixteen-year-old student participants, divided into six groups, in Form 4 of secondary school. Students’ responses to science were explored in a number of ways. Data on attitudes towards science were gathered through the Relevance of Science Education (ROSE) questionnaire, and the findings are compared with those of the ROSE National Survey Data for Malaysia carried out in 2004. Additional data were gathered through interviews with students and from student diaries. Students in residential schools showed more positive responses to science in a number of areas when compared with the ROSE National Survey Data. In particular, students expressed a preference for jobs which favoured recognition after accomplishing challenges, and which offered creative tasks. In contrast, they shared similar views to those found in the national survey towards school science. The study indicates that SRBCs deepen students’ interest in pursuing science and create an ability to apply knowledge which is related to it. The students reported that science is much more enjoyable when it involves autonomous learning and research activity. Students were influenced by their mentors (the teachers running the SRBCs in their schools), the types of project and the degree of external involvement. The teachers reported positive developments in their students’ science processing skills, and their knowledge and awareness of science in general. The students also developed confidence in time management, communication and handling stress along with the project. This represents a revealing insight into the views of the three main components of SRBCs; the organisers/sponsors, the practitioners and the participants.
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Services, UA News. "Institute for Biomedical Science and Biotechnology Becomes BIO5." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/622188.
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Olmos, Peñuela Julia. "Science-Society interactions in the social sciences and humanities:empirical studies of the Spanish Council for Scientific Research." Doctoral thesis, Universitat Politècnica de València, 2013. http://hdl.handle.net/10251/31653.
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Las interacciones entre los agentes del sistema de innovación son una pieza clave para
el fomento del intercambio de conocimiento, los procesos de aprendizaje y el proceso
innovador. El análisis de las interacciones entre universidades y organismos públicos de
investigación (ciencia) y los agentes del entorno social (sociedad) ha recibido una gran
atención en la comunidad científica, entre otras razones, porque los resultados de estas
interacciones pueden tener implicaciones en el diseño de las políticas de ciencia e
innovación y en la gestión de la organización.
En esta tesis se analizan las interacciones entre los investigadores del área de ciencias
sociales y humanidades (CCSSHH) y los agentes sociales, dado que es un colectivo que
ha sido escasamente estudiado desde esta perspectiva y presenta características
específicas respecto a otros ámbitos científicos. Los tres estudios que componen la tesis
abordan aspectos diferentes del tema objeto de estudio y se basan en datos empíricos
obtenidos mediante encuestas y entrevistas realizadas en el Consejo Superior de
Investigaciones Científicas (CSIC).
El primer estudio pretende averiguar si la utilidad del conocimiento producido en las
CCSSHH es menor que en las STEM (acrónimo inglés para ciencia, tecnología, ingeniería
y matemáticas), tal como los enfoques de las políticas científicas al uso parecen
presuponer al establecer medidas basadas en indicadores difíciles de aplicar a este
colectivo (licencias de patentes, contratos de I+D con empresas, creación de spin off). El
análisis empírico realizado muestra que los resultados de las investigaciones en
CCSSHH no son menos útiles que los de las STEM porque, en ambos casos, hay agentes
sociales interesados en ellos. Sin embargo, se aprecia que el tipo de mecanismo de
colaboración varía entre áreas del conocimiento, al igual que el tipo de agente social con
el cual los investigadores interactúan. Las empresas predominan entre los agentes
sociales con los cuales colaboran los investigadores de las STEM mientras que los de CCSSHH colaboran con un grupo más variado de agentes sociales (i.e. administraciones,
organizaciones no gubernamentales, etc.).
El segundo estudio explora en qué medida los grupos de investigación del área de
CCSSHH se relacionan con una variedad de agentes sociales mediante cauces no
formalizados. Para ello, se realizan dos análisis complementarios (cuantitativo y
cualitativo). Los resultados obtenidos ponen de manifiesto que la mayoría de las
relaciones no se formalizan institucionalmente, lo cual significa que la institución no las
identifica, registra o valora. Sin embargo, la participación en este tipo de colaboraciones
informales, que no tienen necesariamente una contrapartida económica, resulta
atractiva por su coste relativamente bajo (en términos económicos y de tiempo), por la
ausencia de condiciones restrictivas (p. ej. derechos de propiedad, confidencialidad) y
por la existencia de beneficios intangibles para el investigador.
El tercer estudio analiza en qué medida los grupos de investigación de CCSSHH
interactúan con su entorno mediante diferentes actividades de transferencia de
conocimiento (TC) ¿consultoría, investigación contratada, investigación conjunta,
actividades de formación e intercambio de personal¿ e identifica los determinantes de
cada una de ellas. Los resultados indican que las actividades de TC más frecuentes son la
consultoría y la investigación contratada, mientras que el intercambio de personal
representa una actividad marginal entre las analizadas. El estudio de los factores que
determinan la participación en estas actividades de TC muestra que considerar el
potencial uso social de los resultados desde el principio aumenta la participación de los
grupos de investigación en todas las actividades de TC analizadas.
En conjunto, los tres estudios permiten concluir que la investigación en CCSSHH
produce conocimiento y resultados que son de interés para la sociedad. Sin embargo, se
diferencian de otras áreas científicas en los mecanismos de interacción predominantes y
en la variedad de agentes sociales con los que interactúan. Estas conclusiones pueden
tener utilidad práctica para el diseño de políticas destinadas a fomentar el amplio
conjunto de interacciones identificadas, para la mejora de las prácticas de gestión y para
tratar de evaluar las citadas interacciones mediante indicadores capaces de recoger el
amplio espectro de mecanismos identificados en esta tesis.Interactions among agents in the innovation system are critical for the promotion of knowledge exchange, learning processes and the innovation process. The analysis of interactions between universities or public research organisations (science) and social agents (society) has received great attention in the scientific community because, among other reasons, the results of these interactions can have implications for the design of science and innovation policies and organisation management. This thesis analyses the interactions between researchers in the social sciences and humanities (SSH) and social agents. The SSH community is a collective that has been little studied from this perspective and presents particular characteristics as compared to other scientific fields. The three studies included in the thesis address different aspects of the topic and are based on empirical data obtained through surveys and interviews conducted in the Spanish Council for Scientific Research (CSIC). The first study explores whether the knowledge produced by the SSH is less useful than that produced in STEM fields (Science, Technology, Engineering and Mathematics), as science policy seems to presume when establishing measures based on indicators (patent licenses, R&D contracts with companies, creating spin off) that are difficult to apply to the SSH community. The empirical analysis shows that SSH research outputs are no less useful than those from STEM because, in both cases, there are social agents interested in them. However, the preferred type of collaborative mechanism varies across fields, as does the type of agent with whom researchers interact. Firms are the prevailing type of agent collaborating with STEM researchers whilst SSH researchers collaborate with a varied group of social agents (i.e. government, NGOs, etc.). The second study explores the extent to which SSH research groups engage with a variety of social agents through non¿formalized collaborations. To do this, two complementary analyses (quantitative and qualitative) are conducted. Results show that most of the collaborations are not institutionally formalized, which means that the research organisation does not identify, record or value them. However, engagement in these informal collaborations, that do not necessarily have an economic counterpart, are attractive due to the relatively low cost (in time and economic terms) of many such activities, the absence of restrictive conditions (e.g. IPR, confidentiality) and other intangible benefits accruing to the researcher. The third study examines the extent to which SSH research groups interact with social agents through different knowledge transfer (KT) activities ¿consultancy, contract research, joint research, training and personnel mobility¿ and identifies the determinants of each. Results show that the most frequent KT activities are consultancy and contract research, while personnel exchange is a marginal activity among those analysed. The study of the factors determining the engagement in these activities shows that consideration of the social uses of the research outputs from the beginning enhances research groups¿ engagement in all the knowledge transfer activities analysed. Overall, the three studies support the conclusion that SSH research produces knowledge and outputs that are of interest to society. However, differences from other scientific fields are found in terms of the prevalent type of interaction mechanisms used and the variety of social agents with whom interactions are established. These findings may have practical utility for the design of policies aimed at encouraging and enhancing the range of interactions, for improving managerial practices and for the assessment of these interactions through indicators able to capture the type of interactions identified in this thesis.
Olmos Peñuela, J. (2013). Science-Society interactions in the social sciences and humanities:empirical studies of the Spanish Council for Scientific Research [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/31653
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Mann, Shelley Donna. "Beliefs to practice in postsecondary science education, the value of research/the research value." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0021/NQ37730.pdf.
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Arunachalam, Subbiah, and Jayashree Balaji. "Fish Science Research in China: How does it Compare with Fish Research in India?" Jointly published by Akadémiai Kiadó, Budapest and Kluwer Academic Publishers, Dordrecht, 2001. http://hdl.handle.net/10150/105477.
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Fish and aquaculture research in the Peopleâ s Republic of China over the six years 1994-1999 has been mapped using data from six databases â three abstracting services and three citation indexes. The results are compared with fish science research in India. During the six years China has published 2035 papers (roughly 4.5 â 5% of the world output) and India 2454. More than 95% of Chinaâ s papers are journal articles, compared to 82.8% of Indian papers. About 78% of Chinaâ s journal paper output has appeared in 143 domestic journals compared to 70% from India in 113 Indian journals. Less than one-eighth of the journal articles published by Chinese researchers are published in journals indexed in SCI, compared to 30% of journal articles by Indian researchers. Less than a dozen papers from each of these countries have appeared in journals of impact factor
greater than 3.0. Fish research institutes and fishery colleges are the major contributors of the Chinese research output in this area. In India academic institutions are the leading contributors (61%), followed by central government institutions (>25%). Qingdao, Wuhan, Beijing and Shanghai are the cities and Shandong, Hubei and Fujian are the provinces contributing a large number of papers. As we do not have addresses of all authors in most of the papers, we are unable to estimate the extent of international collaboration. Although Chinaâ s research output and its
citation impact are less than those of India, Chinaâ s fish production and export earnings are far higher than those of India. Probably China is better at bridging the gap between knowhow (research) and do-how (technology and creation of employment and wealth). China is pretty strong in extension.
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Gilchrist, Lauri. ""Aboriginal communities and Social Science research: Voyeurism in transition"." School of Native Human Services, 1997. http://142.51.24.159/dspace/handle/10219/472.
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Examination of the relationship of research to Aboriginal peoples reveals a curious paradox. Volumes of research have generated data and theory on Aboriginal people in Canada, and yet there is little research which Aboriginal peoples have been able to determine themselves.
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Ryan, Thomas G. "An action research study of secondary science assessment praxes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58601.pdf.
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Gunasekaran, Subbiah, M. Sadikbatcha, and P. Sivaraman. "Mapping chemical science research in India: A bibliometric study." NISCAIR, New Delhi, India, 2006. http://hdl.handle.net/10150/299580.
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Chemical sciences research in India has been mapped with data collected from the CD-ROM version of Chemistry Citation Index [publication year : 2002]. Roughly, 4.5% of the global R&D output in chemical sciences was contributed by Indian in 2002. Indian researchers published 6186 papers from 569 journals and 12 non-journal sources. More than 45% of these papers appeared in journals with an impact factor less than 1.000. Around 2% of the papers were either published in journals with no impact factor or not indexed in JCR 2003. The average impact factor for journal articles during this period is 1.359. While 26% of papers published by Indians were in US journals, the percentages for Indian and UK journals were 21 and 20%, respectively. Among Indian journals, the Asian Journal of Chemistry (IF 0.211) took the major chunk of 269 papers, while the Journal of Indian Chemical Society (IF 0.275) and the Indian Journal of Chemistry B (IF 0.492) carried 224 and 209 papers, respectively. In all, 563 institutions contributed 6199 papers in 2002. Of these papers, 68% were contributed by 10% of Indian institutions. The Indian Institute of Science, Bangalore ranks first with 345 papers. This is followed by the Indian Institute of Chemical Technology, Hyderabad with 263 papers. Bhabha Atomic Research Centre, Mumbai with 259 papers and the National Chemical Laboratory, Pune with 246 papers come in the third and fourth places, respectively. The largest contributions came from Mumbai, Bangalore, Hyderabad and Kolkata. In terms of states, Maharashtra, Tamil Nadu, Karnataka, Andhra Pradesh and West Bengal are major contributors. About 16% of the papers had international collaboration (with as many as 53 county ies). Major collaborating countries in chemical sciences were the US, Germany, Japan and Great Britain.
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Crosswhite, F. S. "Editorial - Trivia, Computers, Research, American Society, and Plant Science." University of Arizona (Tucson, AZ), 1985. http://hdl.handle.net/10150/554217.
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Donovan, Claire Angela. "Government policy and the direction of social science research." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392801.
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Using the UK Social Science Research Council (SSRC)lEconomic and Social Research Council (ESRC)l as a case study, this thesis tests the hypothesis that government funding of social science research has altered research directions. Academics often assume a causal link between government policy, ESRC-funded research and research directions but no adequate evidence has been presented to support this claim. As a senior ESRC figure puts it, 'Most of the people who say these things, even though they are social scientists, speak without looking at very simple .... evidence that's publicly available.' This research examines this evidence in detail and draws upon extensive interviews with ESRC figures. Various governments have viewed social science as either the equivalent of, or inferior to, natural science. The ESRC has been caught in the middle of this conceptual and ideological battle. An understanding of the history of social science in the UK Research Council system, and of the development of the disciplines of sociology and economics in particular, is crucial in revealing how the Left and Right have confronted the idea of a 'science of society' and the impact, if any, upon social science research via the ESRC. This thesis concludes that there is no evidence that government policy has deliberately been filtered through the ESRC in order to direct the social science research effort. There have, however, been indirect consequences of government funding social SCIence through the Research Council system. An ex-ESRC Secretary explains that governments do not understand what social science is so they support 'social science that makes sense to natural scientists', which is 'social science in the service of natural science and technology'. Through fear of budget cuts the ESRC never sought to correct this image and has more recently strategically promoted this brand of social science to its advantage. This has led to a picture of the ESRC as positivistic and directive but, as an ex-committee secretary says, this is 'more apparent than real'. A closer examination of the ESRC's relationships with government, its research priorities and the secretariat's dealings with academics reveals a very different day-to-day picture.
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Lampinen, Osmo. "The utilization of social science research in public policy." Helsinki : Vapk-Kustannus, 1992. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=003496338&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Valiathazhel, James Daniel. "Science for all - myth or reality?: a research project." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1004391.
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Abstract: Transformation at a historically disadvantaged technikon in South Africa : a research project: South Africa is in the seventh year of democracy. During the first term of office, the ANC government proposed radical shift from the system(s) of education that was/were in existence in this country. A change in the education system in South Africa was inevitable. The ANC government have realised the need and proposed plans for a change in the education system in this country. We might be able to overcome the inequalities of the past and have an education system relevant for all South Africans that promote an equal opportunity for success as envisaged by Outcomes Based Education (OBE). This research project, using a qualitative case study methodology, reports on the readiness of Border Technikon in implementing Outcomes Based Education (OBE) as a teaching/lecturing strategy. Since 1998 Border Technikon organised a series of staff training workshops to empower the academic staff in Outcomes Based Education. A preliminary study on the topic was conducted during 1999, in which questionnaires (to 16 academic staff) and semi-structured interviews (with three academic staff) were used to collect data. During 2000, when the second and final round of this study was conducted semistructured interviews were employed with 4 staff members to gather data. Literature review and document analysis was also part of the research. The analysis of data indicated that the very nature of most of the Technikon Programmes demands an OBE approach in teaching/lecturing and hence OBE based teaching/lecturing is largely practised at Border Technikon. However a few areas of concerns were identified. Some of these concerns were: (i) Technikon employed academic staff (from industry, etc...) with no professional qualification in teaching and it was difficult to provide OBE training to such people and (ii) lack of sufficient support from the Technikon Management might be a cause for the poor attendance of academic staff during the training programme. Another aspect emerged from the data analysis was that all academic staff participated in this study expressed the need for further training in OBE and related topics. Abstract: Science for all - myth or reality?: Different educational projects around the world have made Scientific Literacy a world-wide concern. This study through a literature review shows that Scientific Literacy is a term that has many definitions and interpretations. This literature review reveals that, in the present system Science for All is a myth for various reasons. Governments around the world in general, and South Africa in particular, are in the process of introducing different projects such as the Year of Science and Technology (YEAST), science week and science exhibitions for the purpose of popularising science and technology. The Department of Education in Thailand has modified its education system to accommodate Science for All. In this literature review among other issues the status quo in South African science education and the Thailand model were examined. A few recommendations to achieve Science for All are also included in this project. Abstract: Developing and evaluating the use of learning material in science - a constructivist approach towards learning Newton's laws : a research project: The Government of National Unity in 1994 introduced a new educational policy for South Africa. This represented a shift in paradigm from a transmission mode of teaching and learning to a learner-centred education. The shift marks a transformation from a content-based curriculum to an Outcomes Based Education (OBE). Various authors found that different sections in the Physical Science syllabus in South Africa are often misunderstood by students for different reasons. One of the reasons was that students had their own ideas about laws of nature and these (mis)conceptions were resistant to change. From the literature and from the author's personal experience it was found that Bodies in Motion is a topic that is difficult to conceptualise by students of different age groups. The challenge facing educators is how to tackle this issue. In this research project a diagnostic test is developed and used to identify the topics where students have conceptual problems. To address these problem areas further, concept sheets/work sheets where developed and implemented. The different challenges and tasks given in the work sheets/learning material are organised in such a way as to make the students aware of their own ideas about Bodies in Motion in general and the key-concepts in particular and also to make them aware of the ideas of their peers (group members). It was also aimed at offering the learners the scientific alternative to their own beliefs. At the end, it was discovered that, even though the general understanding of the learners has improved in this topic (namely, Bodies in Motion), their original beliefs were largely unaffected. It is the hope of the researcher that the project would be the basis for further research on the development of learning material in science.
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Schlaepfer-Miller, Juanita. "Defining new knowledge produced by collaborative art-science research." Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/6500.
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This thesis takes a theoretical framework constructed for transdisciplinary research within different natural science disciplines and investigates what kind of new knowledge is produced when this framework is applied to projects at the interface of art and natural science. The main case study is “Sauti ya Wakulima – The Voice of the Farmers”, which involves collaboration with another intervention artist, and with natural scientists and farmers. This is a collaborative knowledge project with small-scale urban as well as rural farmers in Tanzania who have created an online community archive of their farming practices by using mobile phones to upload images and sounds onto a website. The research uses an open-ended participatory methodology that gives the participants as much creative agency as possible within the given power structures and practical and technical parameters. A second work examined is the Climate Hope Garden, an installation by the author in collaboration with ecologists and climate scientists at the Swiss Federal Institute of Technology, Zürich (ETHZ). The installation consisted of a garden grown in climate-controlled chambers based on the climatic conditions proposed by IPCC climate scenarios. The project aimed to enact these scenarios on a spatial and temporal scale to which visitors could relate. Transdisciplinary research has become a key reference point in funding proposals. Despite many references in the literature, and calls for research involving both the natural sciences and humanities to solve complex world problems such as adaptation to climate change, there seems to be little consensus about exactly what kind of knowledge might be produced from such projects, and how transdisciplinary research proposals might be evaluated, especially those at the interface of art and the natural sciences. Several theoretical frameworks have been suggested for designing transdisciplinary research between and within scientific disciplines, or between the natural and social sciences and humanities. The present study applies the framework proposed by Christian Pohl and Gertrude Hirsch Hadorn (2007) to a real-world transdisciplinary art-science project in a development context in order to examine the balance between the collective, locally embodied experience and the nomothetic knowledge that arises from it. This thesis found that transdisciplinarity is a different question from that of types of knowledge on the nomothetic-idiographic scale. Transdisciplinarity is a pragmatic question of definitions and inherited boundaries of disciplines. The framework categories do not differentiate between nomothetic and idiographic, just to which part of the problem-solving puzzle they fit. This is perfectly valid for goal-oriented, problem-solving research and can be applied to art-science research, but there are other ways of describing this work, such as using a philosophical description of the knowing process which comes closer to encompassing the richness of the knowledge produced. It is in this sense that the new type of knowledge generated by the transdisciplinary projects required an expansion of the given theoretical framework.
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Luger, Michael, and Harvey Goldstein. "Research (Science)Parks as Public Investment A Critical Assessment." WU Vienna University of Economics and Business, 1989. http://epub.wu.ac.at/6170/1/IIR_Disc_41.PDF.
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Patterson, Michael E. "The normative structure of science, hermeneutics, and leisure experience." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40415.
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Since Thomas Kuhn's (1962) discussion of scientific revolutions, philosophers of
science have defined the appropriate unit of analysis for exploring a research tradition
as its macrostructure (Anderson, 1986). This macrostructure is composed of the
normative philosophical commitments that are accepted in a research tradition without
direct empirical support (Hudson and Ozanne, 1988). While a discussion concerning the
normative philosophy of scientific paradigms has been opened in leisure research, the
discipline has not yet explored models for making paradigmatic commitments explicit.
The primary goal of this dissertation is to illustrate how one such model can be applied
to wildland recreation research. Secondary goals are to introduce the normative
commitments of an interpretive paradigm (productive hermeneutics) and to outline a
hermeneutic research program for exploring leisure experience and relationship to
resource.
The core of the model of the macrostructure of science is Laudan's (1984)
Reticulated Model of Scientific Rationality. This model describes scientific paradigms
in terms of three interdependent sets of normative commitments: ontology (assumptions
about reality and human nature), epistemology (assumptions about the nature, methods,
and limits of knowledge), and axiology (the over-riding goals of a paradi~m). This model
can be used to evaluate the "internal consistency" of the various commitments adopted
by research programs and to match assumptions about the phenomena being studied to
appropriate paradigms.
The productive hermeneutic paradigm maintains that studying human action is
more similar to interpreting texts than to gaining empirical knowledge of objects in
nature. It is best described as a meaning-based model which: portrays humans as
actively engaged in the construction of meaning as opposed to sin1ply responding to
information that exists in the environment; focuses on idiosyncratic meaning rather than
generic personality variables (e.g., past experience); and views experience as an emergent
narrative rather than a predictable outcome. Its philosophical commitments are suited
for studying phenomena that are unstructured, highly contextual, unpredictable, and
characterized by meaning that changes across time and individuals (e.g., behavior linked
to expressive, spiritual, and symbolic issues).Ph. D.
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Mwamadzingo, Mohammed. "The interaction of universities and industry in science and technology in Kenya." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321477.
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King, Jonathan Lee. "Deployable Infrastructure in Support of Science and Education." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/76890.
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P.L.U.G. is a prototypical solution to a highly specialized design problem that emerged in support of remote biological field research in the Mahale mountains of Western Tanzania. In collaboration with researchers from the Virginia Maryland Regional College of Veterinary Medicine's (VMRCVM) Bush to Base Bioinformatics(B2B) group a team of students and faculty from the Virginia Tech School of Architecture + Design designed, constructed, tested, and deployed the mobile field laboratory which houses up to four researchers and includes clean laboratory space, living accommodation, autonomous electricity generation, and a satellite-based communications network. P.L.U.G. consists of two primary elements, a rigid enclosed laboratory and fabric super structure that are constructed using a series of functionally-complex building components that are designed to be carried and assembled by two researchers, in one day, without the use of tools. (Kaur etal. 2007) The resulting system can be mass produced and utilized in the establishment of infrastructure in remote, environmentally sensitive, and unstable environments and has implication in disaster relief housing, human heath stations, remote research, mobile educational facilities, and any other environment or event that requires rapidly deployable, self-sufficient infrastructure.
The prototype laboratory was successfully deployed during the summer of 2007 and has been field tested by the Virginia Maryland College of Veterinary Medicine (VMRCVM) Bush-2-Base Bioinformatics (B2B) research group. Currently the laboratory program exists as part of a newly developed long-term research initiative surrounding Deployable Infrastructure in Support of Science and Education (DISSed Lab) initiated by the author in response to perceived demand for such accommodation.Master of Science
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Pamp, Caroline. "Intellectual property in science /." Stockholm : Jure Förlag, 2010. http://www.hgu.gu.se/Files/fakultetskansli/abstract/Spikblad%20Caroline_Pamp.pdf.
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Qi, Wang. "Studies in the Dynamics of Science : Exploring emergence, classification, and interdisciplinarity." Doctoral thesis, KTH, Industriell ekonomi och organisation (Inst.), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-184724.
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The dynamic nature of science is embodied in the growth of knowledge in magnitude and the transformation of knowledge in structure. More specifically, the growth in magnitude is indicated by a sharp increase in the number of scientific publications in recent decades. The transformation of knowledge occurs as the boundaries of scientific disciplines become increasingly less distinct, resulting in a complicated situation wherein disciplines and interdisciplinary research topics coexist and co-evolve. Knowledge production in such a context creates challenges for the measurement of science.This thesisaims to develop more flexible bibliometric methodologies in order to address some of the challenges to measuring science effectively. To be specific, this thesis1) proposes a new approach for identifying emerging research topics; 2) measuresthe interdisciplinarity of research topics; 3) explores the accuracy of the journal classification systems of the Web of Science and Scopus; 4) examines the role of cognitive distance in grant decisions; and 5) investigates the effect of cognitive distance between collaborators on their research output. The data used in this thesisaremainly from the in-house Web of Science and Scopus databases of the Centre for Science and Technology Studies (CWTS) at Leiden University. Quantitativeanalyses, in particular bibliometric analyses,are the main research methodologies employed in this thesis. Furthermore, this thesis primarily offers methodological contributions, proposing a series of approaches designed to tackle the challenges created by the dynamics of science. While the major contribution of this dissertation lies in the improvement of certain bibliometric approaches, it also enhances the understanding of the current system of science. In particular, the approaches and research findings presented here have implications for various stakeholders, including publishing organizations, bibliographic database producers, research policy makers, and research funding agencies. Indeed, these approaches could be built into a software tool and thereby be made available to researchers beyond the field of bibliometric studies.QC 20160406
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Pellegrini, Robert P. "Links Between Science and Philosophy and Military Theory Understanding the Past; Implications for the Future /." Maxwell AFB, Ala. : Air University Research Coordinator Office, 1998. http://www.au.af.mil/au/database/research/ay1995/saas/pellegrp.htm.
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Thesis (M.M.A.S.)--School of Advanced Airpower Studies, 1995.Subject: An examination of the links between science, philosophy, and military theory. Cover page date: June 1995. Vita. Includes bibliographical references.
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Hilson, Margilee Planton. "K-12 Science Classroom Action Research as Embedded Professional Development to Improve Student Achievement in Science." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1216068101.
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Kreofsky, Tess Marie. "Isn’t Citizen Science a Hoot? A Case-study Exploring the Effectiveness of Citizen Science as an Instrument to Teach the Nature of Science through a Local Nocturnal Owl-Monitoring Project." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2645.
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Citizen science projects present a distinctive opportunity for professional and volunteer scientists to coordinate their efforts to gather unique sets of data that can benefit the scientific and local communities. These projects are assumed to be an effective educational tool to teach nature of science (NOS) to participants (Brossard, Lewenstein, Bonney, 2005). This case study evaluates the effectiveness of participation in a citizen science project as a way to learn about NOS. Through enhancement of the Tryon Creek Owl Monitoring Project the researcher reviewed the characteristics of a citizen science project that were thought to be necessary to impact the volunteers' knowledge of NOS. The study also explored the benefits and limitations to organizing the citizen science protect using the principles of action research. Analysis of participants' knowledge and the effectiveness of active research theory, was evaluated through pre- and post- questionnaires and interviews. Although volunteers were able to explore the core themes of NOS through actively engaging in the scientific process, they did not experience a statistically significant change in their demonstration of understanding. For a multitude of reasons, participants had a positive experience with the presence of an embedded researcher within the project. This case study supports the use of active research as a guide to ensure that within each project the needs of both the scientific community and the volunteer scientists are met.
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Lockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.
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Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes, by gender, toward the nature of science, scientists, and careers in science before and after the completion of research projects. The gender equity problem in science classes is explored and improvements in four process skills were measured for both treatment and control groups. Also, different models of research-based science education are described. The Test of Science Related Attitudes (TOSRA) and the Nature of Science Scale (NOSS) were given pre and post to both groups. Several qualitative instruments were given and student journals were analyzed by gender. The results of TOSRA showed gains in positive attitude for students after they experience a research-based curriculum for six of the seven TOSRA scales. However, the control group had similar gains so the mixed design analysis of variance showed no statistically significant differences between control vs. treatment or male vs. female interactions. Much of the qualitative analysis revealed that students' understanding of the nature of science changes considerably after they "do" scientific research. The journal analysis and the "Research is...." question analysis show that students also have a significant affective response to the research experience. Quantitatively, the total NOSS score improvement for the treatment group was substantial (11.4 to 13.8) and better than the control, although it was not a statistically significant difference. Generally, treatment students showed greater improvement on all NOSS scales. Treatment students also had greater gains on the four different process skills measured in this study. Research-based curriculum is an effective way to change students' attitudes towards science and a sound way to increase student understanding about the nature of the research process.
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Fulk, Rebecca Beacham. "The effects of current brain research in the science classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/fulk/FulkR0812.pdf.
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In this investigation brain breaks were implemented with the goal of improving student focus and learning in an afternoon science class. Different styles of breaks were offered each afternoon and quality of learning was monitored. Though students felt certain breaks were ineffective, on task behavior and grades improved after treatment.
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Morphew, Jason Wade. "Effect of authentic research experiences on nature of science beliefs." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/6120.
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Friend, Jennifer Ingrid Eubanks Eugene E. "Research on same-gender grouping in eighth-grade science classrooms." Diss., UMK access, 2004.
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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004."A dissertation in urban leadership and policy studies in education, and education." Advisor: Eugene E. Eubanks. Typescript. Vita. Title from "catalog record" of the print edition. Description based on contents viewed Feb. 23, 2006. Includes bibliographical references (leaves 179-187). Online version of the print edition.
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So, Moon-tong. "Applications of Bayesian statistical model selection in social science research." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B39312951.
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Reyes-Gonzalez, Leonardo. "Research Collaboration, Academic Stars and the Evolution of Science Systems." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/87.
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The important growth in research collaboration is generating increasing attention by research administrators and policy makers. There is much interest in improving our understanding of the nature, dynamics and impact of this cooperation in science. This thesis contributes to this area in three dimensions. First, it proposes a novel method by which one can characterize and assess research collaboration, which takes into consideration the self-organizing process of scientific collaboration. Second, building partially on the new method, it studies how research collaboration, in particular research groups and scientific stars, influence the nurturing of new researchers that enter a scientific system. Finally, it explores in detail what the new researchers look for, and find, in their early collaborations. The field of physics and related areas (including applied physics, material sciences and optics) in Mexico is used to look at these issues.
The proposed evaluation method uses self-organizing characteristics of science to identify and compare relevant units of analysis. To characterize groups, the thesis exploits the patterns of collaboration and develops a method that identifies and benchmarks research groups. Collaboration patterns of researchers are used to identify the frontiers of the focal research units and the backward citation patterns are employed to establish relevant benchmark units for each focal unit. The results suggest that the definition of the unit of analysis affects our understanding of the position a research institutions has within the Science Technology and Innovation (ST&I) System and provides evidence that the performance of Mexican institutions in Physics is highly heterogeneous within institutions. This is important because research administrators and policy makers need to take into account this heterogeneity when assessing the ST&I system.
The second contribution of this thesis is an investigation of how different forms of scientific collaboration early on in the career of a researcher relate to his or her future publication and citation rates, and their likelihood of becoming a leading scientist. In particular it quantifies the effect of collaborative research environments, such as prominent scientists or research groups (identified using the method developed in the thesis), on new scholars. This study shows that eminent scientists have an important role in the development of a scientific system (especially within the context of an emerging economy) in terms of publications and citations. In particular it finds that these stars have a positive and significant effect on the productivity and impact of young researchers, as well as on their likelihood of also becoming leading scientists. In addition, early collaboration with a highly productive research group and the leader of this group also contributes to superior productivity performance by scientists.
Third, this thesis explores how budding scientists, some of which became highly accomplished researchers, used their collaborations with other top scientists and research groups early in their career. This works finds that researchers who later became star scientists focus on acquiring new ideas and knowledge through early interactions with other scientists, particularly foreign collaborators and existing stars, whereas those less prominent focus on accessing resources and only learning “basic” research kills, like publishing.
Finally, this thesis provides important insights for policy makers by showing the significance research collaboration has in the development of ST&I of an emerging economy. In addition, this work highlights the importance of endogenously defining the unit of analysis and taking into account the heterogeneity within the system when making assessments of the ST&I system. Furthermore, this dissertation shows the relevance scientific stars surrounded by nurturing environments have in the progress of science, as well as the importance cooperation with these scientists and foreign collaboration has in exposing young faculty to new ideas.
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Hyanes, A. D. "Classroom based research on some current issues in science education." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376355.
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