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Academic literature on the topic 'Science academics'

Author: Grafiati

Published: 11 December 2022

Last updated: 26 January 2023

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Journal articles on the topic "Science academics"

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Lu, Jinjin. "Publish or Perish in Social Science?" Asian Journal of Social Science 47, no. 4-5 (2019): 484–507. http://dx.doi.org/10.1163/15685314-04704004.

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Abstract The national “Double First-class” strategic plan, a new ambitious higher education policy, which was officially launched at the end of September 2017. This emphasises that 42 Chinese universities have a target of being ranked in the global “First-class” category within ten years. Under the guidance of the strategic plan, Chinese academics in Humanities and Social Sciences (HSS) will face significant opportunities and challenges. Compared with those in Science and Technology (S&T), academics in the HSS have less internationalisation in terms of academic discourse power. This study used a mixed-research method to investigate Chinese HSS academics’ perceptions of this innovative strategic plan across different types of universities, academics’ ranks and locations of academic training. Findings showed that these three variables have significant influences on Chinese academics’ perceptions in research publications, research policy understandings and academic promotion strategies.

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Caz, Çağdaş, and Levent Tanyeri. "The Relationship between Life Satisfaction and Academic Performance: An Example of Sports Science." World Journal of Education 8, no. 5 (2018): 192. http://dx.doi.org/10.5430/wje.v8n5p192.

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Everyday stress, happiness, health status and individual characteristics affect life satisfaction, which, in turn, affectsome other factors. Therefore, high life satisfaction in academics affects their academic performance positively. Theaim of this study is to examine the relationship between sports science academics’ life satisfaction and academicperformance. Study sample consisted of 188 male and 151 female sports science academics working in differentregions. Data were collected using the “Contentment with Life Assessment Scale” (CLAS) developed by Lavallee,Hatch, Michalos & McKinley (2007), and adapted to Turkish language by Akın and Yılmaz (2015), and the“Perceived Academic Performance Scale” developed by Gür (2017). Data were analyzed using descriptive statistics,t-test, one-way variance analysis (ANOVA), Tukey multiple comparison test and correlation test. Results show thatmale academics have better academic performance than female academics. Results show no statistically significantrelationship between life satisfaction and academic performance.

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Rondeau, Kent, Justin Dillon, Nasser Mansour, and Jason Daniels. "Managing Knowledge and Identity across the Boundary of Academic and Commercial Science." European Conference on Innovation and Entrepreneurship 17, no. 1 (2022): 432–40. http://dx.doi.org/10.34190/ecie.17.1.791.

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In the last few decades, institutions of higher learning are being transformed from ivory towers to become engines of regional and national economic development and ‘knowledge businesses’ increasingly focused on producing commercial products for private industry. The role of academics is rapidly shifting as many in the professoriate are becoming ‘captured’ by an ethos of commercialization as they rush to bring the product of their research to the marketplace. Critics of the entrepreneurial paradigm see academics as promoters as well as victims of commercialisation who internalize the pursuit of profit and value of money under the academic capitalist knowledge regime. While some academic researchers have enthusiastically embraced the transformation in the relationship between science and business, and between the academy and industry, many remain firmly committed to academic science, disinterested in pursuing commercial opportunities. Yet, others choose a middle ground and straddle the academic and commercial boundary. The purpose of this paper is to illustrate the role of identity to influence how academic scientists manage the boundary between the world of academic science and commercial science. Drawing from a large sample of Canadian university academic researchers in the applied sciences (n=379), four distinct categories of academic scientists are identified: Type I: Traditional academics who view the realm of academic science and commercial science as distinct and choose to position themselves strictly as academic scientists; Type II: Pragmatic academic hybrids who view academic and commercial science as distinct but decide to strategically pursue industrial links to acquire resources that support their research; Type III: Collaborative academic hybrids who believe in the paramountcy of academic and industry collaborations for the advancement of science; and Type IV: Academic entrepreneurs who abide in the fundamental importance of academic-industry links for application and for commercial exploitation. Results suggest that our researcher categories are further differentiated with respect to the strength of their collaborations with industry, their program of research, the extent of their industry experience, the degree of financial support they receive from industry, the size of their research laboratory, and by their scientific publications and the number of patents and licenses they hold from their research.

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Paul, P. K., and P. S. Aithal. "Computing Academics into New Age Programs and Fields: Big Data Analytics & Data Sciences in Indian Academics—An Academic Investigation of Private Universities." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 10, no. 3 (2018): 107. http://dx.doi.org/10.21013/jmss.v10.n3.p3.

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<p>India is moving towards a developed country and thus knowledge cultivation is very much required and in this context introducing new age programs and degrees are essential. This is required for the creation of next generation skills and knowledge as per industrial and organizational demands including Government etc. Data Science is about managing the large amount and complex data, moreover, it is also known as Big Data Technologies. Due to the wider requirement in different universities and organizations, many international universities have started academic programs on Data Sciences and Big Data. However, a large number of institutes are located in India but only a few offer programs on Data Science and Allied Technologies. Importantly most these are listed in Engineering Colleges and few Private Universities. Universities in this regard adopted both full-fledged degrees and specialization methods to offer the Data Sciences and Allied Technologies. This paper is theoretical and contextual in nature, but also purely interdisciplinary in nature combines with education, information technology, and managerial science to learn about the status and future of qualified and skilled manpower. However, the paper is specially focused on private universities only with a brief overview of the technologies in international universities. </p>

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Weiss, Peter. "Weaponeers Cultivate Academics." Science 274, no. 5289 (1996): 914. http://dx.doi.org/10.1126/science.274.5289.914.

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Yaroshenko, O. "Theoretical bases for academics’ research competence development under the conditions of higher education and science integration." International Scientific Journal of Universities and Leadership, no. 1(5) (December 20, 2018): 26–36. http://dx.doi.org/10.31874/2520-6702-2018-5-1-26-36.

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The academics’ research activity is predetermined in the Law of Ukraine «On Higher Education». Research activity possesses purpose, object, subject, motives, activity of the subject, means, result of activity described in the article. It was emphasized that results of research activities include academic’s scientific discoveries, masters’ and dissertation papers defended under his supervision, and the effectiveness in organization of educational and initiative research activities for students. Research competence is the personal quality that provides academic with knowledge and comprehension in research activities, ways of presenting scientific results and their use in the educational process. The basis for research competence is the cognitive, activity, value, communicative components While developing academic’s research competence there are following stages: initial, formation, productive functioning. After each stage there may be stagnation period (fading research activity). The main principles for academics’ research activity competence development, namely functional unity, continuity, variability, voluntariness, openness, transnationality are defined and revealed. The indicators for academics’ research competence components development are offered: completeness of knowledge, forming the core of cognitive component; the level of formation of abilities necessary for conducting scientific research, processing, proving reliability, designing and presentation of its results, establishing communication links; the attitude to research activity as a motivator for the performance of professional duties and important factor for ensuring the quality of higher education; the ability to apply the results of scientific research in the educational process and organization and management of research activities of applicants for higher education. The highest level of academic’s research competence development is the foundation of scientific school.

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Schneijderberg, Christian, Nicolai Götze, and Lars Müller. "A study of 25 years of publication outputs in the German academic profession." Scientometrics 127, no. 1 (2022): 1–28. http://dx.doi.org/10.1007/s11192-021-04216-2.

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AbstractIn the weak evaluation state of Germany, full professors are involved in the traditional social governance partnership between the state, and the self-governing higher education institutions (HEI) and disciplinary associations. Literature suggests that formal and informal governance could trigger changes in academics’ publication behavior by valorizing certain publication outputs. In the article, secondary data from three surveys (1992, 2007 and 2018) is used for a multi-level study of the evolution of academics’ publication behavior. We find a trend toward the “model” of natural science publication behavior across all disciplines. On the organizational level, we observe that a strong HEI research performance orientation is positively correlated with journal articles, peer-reviewed publications, and co-publications with international co-authors. HEI performance-based funding is only positively correlated with the share of peer-reviewed publications. At the level of individual disciplines, humanities and social sciences scholars adapt to the peer-reviewed journal publication paradigm of the natural sciences at the expense of book publications. Considering how the academic profession is organized around reputation and status, it seems plausible that the academic profession and its institutional oligarchy are key contexts for the slow but steady change of academics’ publication behavior. The trend of changing academics’ publication behavior is partly related to HEI valorization of performance and (to a lesser extent) to HEI performance based-funding schemes, which are set by the strong academic profession in the weak evaluation state of Germany.

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Ali, Muhammad Yousuf, and Joanna Richardson. "Usage of academic social networking sites by Karachi social science faculty." IFLA Journal 44, no. 1 (2017): 23–34. http://dx.doi.org/10.1177/0340035217744235.

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The last decade has seen the emergence of academic social networking sites as a vehicle for scholars to promote their research and communicate with other scholars in their field. Given the small number of studies on the use of such sites by Pakistani academics, the authors conducted an exploratory study of social science faculty members at five Karachi (Pakistan) public sector universities. Analysis of the 68 valid responses revealed that the primary reason for accessing an academic social networking site was to search for articles on the site. Results also showed that accruing citations was the main reason for which respondents uploaded their own publications. The findings validate a role for librarians to support academics in their creation of effective online academic profiles.

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Korobkov, Andrei V., and Zhanna A. Zaionchkovskaia. "Russian brain drain: Myths v. reality." Communist and Post-Communist Studies 45, no. 3-4 (2012): 327–41. http://dx.doi.org/10.1016/j.postcomstud.2012.07.012.

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The paper analyzes the scale and dynamics of the Russian brain drain, one of the most politicized and hotly debated aspects of the post-Soviet migration. The major issues under consideration include the durability of the intellectual migration flow, its structural characteristics, and territorial orientation. Relying on the Russian State Committee on Statistics data, the research indicates that the real scale of intellectual migration is significantly smaller than is usually expected, even though in some regions and particular fields of Basic Sciences, including Mathematics, Physics, Biology, and Chemistry, and a limited number of research centers, brain drain has indeed acquired a magnitude threatening the existence of the established academic schools. At the same time, huge disparities in terms of the ability of specialists from different branches of science to find adequate jobs abroad are evident. Many academic subfields, including Humanities and Social Sciences, and most of the Russian regions show extremely low levels of intellectual migration and engagement in the international academic exchanges. The result is the practical exclusion of many branches of science and the majority of the Russian regions from the international academic system. Hence the goal of the Russian policy should be not limiting the intellectualmigration, but rather capitalizing on such of its positive aspects as the establishment of long term international academic contacts and the formation of the Russian elite diasporas abroad, actively engaged in cooperationwith the RF academic institutions. Of special interest for the authors are the recent attempts by the RF leadership to encourage the return of the Russian academics. The authors conclude that a more effective policy could be based on the use of diverse forms of cooperationwith the Russian academics abroad, both with or without their permanent relocation to the country, providing for the inclusion of the Russian science into the international academic networks.

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Fainzilber, M. "Boycott of Israeli Academics Misguided." Science 313, no. 5787 (2006): 612b. http://dx.doi.org/10.1126/science.313.5787.612b.

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Dissertations / Theses on the topic "Science academics"

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Sharifian-Sani, Maryam. "Involving non-academic users in social science research : collaboration between management academics and practitioners." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/22626.

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The motif of a '<I>closer relationship' </I>between academics and practitioners in doing research and the impetus for <I>'user engagement' </I>in different stages of social science research has become a subject of considerable interest to policy-makers over recent years and has featured in policy statements of government. Following the UK Government's 1993 White Paper, <I>Realising our Potential: A Strategy for Science, Engineering and Technology</I>, the Economic and Social Research Council (ESRC) emphasised meeting the needs of the non-academic users of social science research and introduced a policy which enhanced funding opportunities to academics proposing to engage with an explicit agenda of collaboration. But is this initiative sufficient to realise the benefit of its proposed outcomes? Are policy-makers aware of the possibilities and limitations of <I>research collaboration</I> between academics and practitioners in practice? The aim of this qualitative study is to explore the perceptions of academics and practitioners of the process of research collaboration and to provide a better understanding of this process. Projects for study were identified from those which were on ESRC's list of funded research projects in the management discipline and which appeared to be responding to the ESRC's encouragement of collaboration between academics and non-academic users of their research. Findings from this study are presented through three cases of research collaboration between academics and practitioners, who were interviewed in their workplaces. The findings are combined with the results of supplementary interviews with academics in other management departments in British universities and policy-makers in the ESRC. Bringing the results together demonstrates how <I>research collaboration </I>works out in practice, and what the academics' and practitioners' views of research collaboration are. The findings also reveal some limitations of collaboration on both sides which need to be considered by those promoting or entering into research collaboration. In addition, this study develops a theoretical discussion of research collaboration based on existing literature of collaboration in other contexts (especially science and technology Research and Development and inter-organisational collaboration) and suggests directions for future research.

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Moos, Daniel D. Hawkins Peggy L. Morin Patricia J. Hadenfeldt Sharon. "Barriers to the publication of scientific literature by academic certified registered nurse anesthetists." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.<br>A dissertation submitted by Daniel D. Moos in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary by: Peggy Hawkins, RN, PhD, chair ; Patricia J. Morin, RN, PhD, committee member ; Sharon Hadenfeldt, CRNA, PhD, committee member. Includes bibliographical references.

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Bele, Lungile Lindile Primrose. "Perceptions of the university of Zululand academics towards science shops." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1693.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018<br>The study examined the perceptions of University of Zululand academic staff members towards adopting Science Shops. Science Shops represent a participatory action research programme which began in the Netherlands and introduced to the University of Zululand with a view to enhancing the university-community relationships. The study specifically focused on the academic staff members who participated in the NUFFIC training programme that gave birth to the idea of Science Shops. NUFFIC is a Dutch acronym of The Netherlands Organization for International Cooperation in Higher Education - translated into English. The study used a qualitative research approach to explore the perceptions of academic staff about SSs. Qualitative research techniques were adopted for the study. A semi-structured questionnaire with open-ended questions was designed and used to obtain information from the ten (10) academic staff members who participated in the study. Focus group interviews were also conducted with the participants as a way of seeking additional information which was not covered in the questionnaire. The purposive sampling technique was used to select the participants from the four (4) Faculties at the participating institution, namely Faculties of Arts, Commerce, Administration and Law (CAL), Education, and Science and Agriculture. Overall, results revealed that the participants perceived Science Shops as an important programme that merited adoption and integration into the University curriculum. The majority of the participants also believed that Science Shops had the potential to restructure the University for relevance (as its motto goes), in teaching, research and community service. Furthermore, Science Shops were seen as a possible means to generate alternative income for the University. However, some challenges were highlighted by the participants which they saw as needing attention before the Science Shop concept could fall on fertile ground. These challenges included the overpopulated classrooms, inadequate knowledge and orientation about community engagement research, and the nature of research in the Science Faculty which appeared not to be amenable to community participation.

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Kline, James Jeffrey. "Star Academics: Do They Garner Increasing Returns?" PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2713.

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This study examines the criteria which help academics receive National Institute of Health funds (NIH). The study covers 3,092 NIH recipients and non-recipients in the same department or institute at twenty-four universities. The universities are drawn from those below the top twenty in terms of receipt of NIH funds. With regards to performance, non- recipients have lower performance than recipients. A key determinant of the receipt of NIH funds is individual performance, as measured by the number of articles published and average citations per article in the two years immediately prior to the grant application. Professors receive more NIH money than do associates and assistant professors. Other positive contributors are the field of study, whether the academic has both a PhD. and Medical degree, and has licensed an innovation, been involved in the start of a new business and patented an invention through the university. To the extent that individual performance criteria represent the quality of the research proposal, allocation of NIH funds is based on merit. A Tobit model indicates that being highly cited does not guarantee increasing returns. Likewise, career citations have only a small statistically significant impact. In addition, a negative coefficient associated with the second derivatives of both articles published in 2006-07 and their associated citations indicate diminishing marginal returns.

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Krikorian, Margaret. "Factors influencing academics' usage of electronic journals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/786.

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Through a survey of academics at Edith Cowan University, Australia, this study explored their usage of and attitudes towards academic electronic journals (EJs). The data provided insights into the way academics were using EJs at the time of the study and their thoughts on how they will use them in the future. The emergence of academics publishing their work in EJs is a fairly recent phenomenon compared to the established tradition of publishing in paper-based journals. Many publishers have also begun to replace paper journals with electronic ones and many librarians have begun incorporating EJs into their resource collections. Librarians need to know their clients' attitudes towards new service delivery mechanisms and/or formats, such as replacing paper-based journals with EJs. The study's findings supported the earlier work of previous authors, indicating that while some academics were adapting EJs into their work practices, there remained a significant number who were strongly opposed to them. The study drew the following conclusions: I. At the time of the survey EJs were not wholly accepted by academics; 2. A group of committed enthusiasts existed who advocate EJs; 3. There was almost an equal number of academics who avidly preferred print journals, and were unlikely to change their preferences for the foreseeable future, perhaps for the rest of their career; 4. Most academics were not submitting articles to EJs, although more were open to doing so in the future; 5. Academics believe that publishing in EJs is given lower respect than publishing in paper-based journals; 6. Academics are troubled about historical access to EJ articles; 7. While academics are not using EJs fully they are normally aware of them; 8. Academics appear to have no time to obtain new skills such as using EJs, although there is a willingness to do so; 9. Academics are not inclined to have personal subscriptions to EJs; and 10. A minor number of academics cited EJs in their research however, a larger number thought their usage of them would increase in the future. Whatever the future of print journals or EJs may be, academic librarians need to continually assess how their clients will be able to gain access to archival information. Short-term access to bundled EJ titles may seem to be a panacea for stagnant or shrinking library budgets unable to keep up with escalating journal costs; however the true cost of abandoning paper journals in favour of EJs needs to be fully considered if the library is unable to maintain the future licensing costs of EJs.

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Khemka, Niharika. "Gender Differences in Academic Self-Efficacy in the Subjects of Mathematics/Science and English." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/920.

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Past research has shown us that males have higher self-efficacy and motivation in the subjects of mathematics/science, and females have higher self-efficacy and motivation in the subject of English (reading/writing). This paper explores the constructs of self-efficacy, domain-specific self-efficacy, differences in gender related to academic self-efficacy, and research that has been done on interventions related to academic self-efficacy in the past. The aim of this paper is to develop intervention designs that help improve academic self-efficacy and motivation for females in the field of mathematics/ science, and improve academic self-efficacy and motivation for males in the field of English (reading/writing).

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Tierney, Anne Margaret. "'More than just a Teaching Fellow' : the impact of REF and implications of TEF on life science Teaching-Focused Academics in UK HEIs." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11826/.

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This study seeks to understand the effect of the Research Excellence Framework (REF) on Teaching-Focused Academics working in Life Sciences in UK higher education institutions. Twenty-one full-time Teaching-Focused Academics from England, Scotland and Wales were interviewed about their academic roles. Using Engeström’s Activity Theory as an overarching framework, a picture emerged of the significant influence of REF on the academic roles of Teaching-Focused Academics despite their exclusion from the process. The status of Teaching-Focused Academics is influenced by REF, as they are perceived within academia to be lesser academics as they are not included in REF. It is also perceived as a deficit that they are not included in REF for pedagogic research. As a result of this perception, the Scholarship of Teaching and Learning was further studied to investigate the practicalities of pedagogic research being included in future REFs. Although the participants in this study were active in SoTL, the emerging picture of pedagogic research was that its purpose was for the sharing of practice, rather than high impact research. Furthermore, there was evidence to suggest that engagement with SoTL was hampered by the existence of threshold concepts associated with it. This has implications for the suitability of pedagogic research inclusion in REF. In addition, the workload and priorities of Teaching-Focused Academics may be impacted by the introduction of the Teaching Excellence Framework from 2016.

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Tolley-Stokes, Rebecca. "Eighty-four Percent Women & Academics: Demographics from a 2010 Study of Tennessee Libraries Book Reviewers." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5764.

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Byrne, Declan Jerome. "The needs of the software industry and the content of undergraduate education in Ireland : a survey of the views of practitioners, managers and academics." Thesis, University of Hull, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321054.

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Niewiadomska, Ewa Maria. "Exploring the experiences of Australian science researchers; Library, Google and beyond." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2451.

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Universities and research institutions in Australia are under pressure to produce high-quality research outputs. To generate the desired level of research, continuous provision of information is required. As a result of developments of digital technologies, the information behaviour of academics, both as consumers and creators of new information and knowledge, has evolved and changed over the decades. In this study, the primary research question focused on how science academics based at Australian universities experience digital information sources as part of their scholarly activities. To support these research goals, the thesis explores where science academics seek information to support their research activities, the factors that influence those information choices and how they utilise the information once it has been found. A mixed methods approach including a Web survey and interviews was utilised to explore these issues. The Web survey employed a range of questions, including Likert-scale, multiple-choice and open-ended questions, enabling qualitative and quantitative data analysis. 210 science academics from 34 Australian universities were surveyed with 24 taking part in follow-up interviews. The resulting data was analysed by using a combination of selected statistical and thematic analysis to draw out findings aligned to the primary and supporting research questions. The study concluded that Australian science researchers experience digital information sources in a variety of ways, and the modern academic environment shapes these experiences—with performance metrics, time drivers and personal circumstances being the leading factors that impact researcher’s actions when seeking, retrieving and disseminating information to support their academic work and resulting outcomes. The study findings envisioned science academics working at Australian universities as self-sufficient, independent individuals, adapting their information behaviour to their current circumstances and needs. Their self-sufficiency is expressed in their performance of a variety of information behaviours by themselves, without recourse to or the need for the input of others. Engagement with other scholars and the university library are of low priority for these academics. They are not concerned with where their information comes from as long as it is deemed to be of high quality, credible and available to access and retrieve when they need it. While aware of the existence of their university library, science academics are not particularly interested in using them, except as a supplier of full-text publications. Their attitude to university libraries can be described as “positive but indifferent”; that is, libraries are there but mostly invisible to users. This study investigated the information behaviours of Australian science academics throughout their entire research journey and analysed the results in the context of a series of existing information science behavioural models. The research contributed a new Science Academics Information-Seeking and Transformation Model, which encompasses an academic’s actions from the moment the need for information arises to when the scholarly outcomes are published. The results also provide insight to those responsible for supporting scholars to understand the challenges they face when seeking, retrieving and disseminating new information and new knowledge in the context of modern academia.

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Books on the topic "Science academics"

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Ranjana, Ghosh, ed. Planning a scientific career in industry: Strategies for graduates and academics. Wiley, 2010.

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Williamson, Kirsty. Research methods for students, academics and professionals: Information management and systems. 2nd ed. Centre for Information Studies, Charles Sturt University, 2002.

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Mohanty, Sanat S. Planning a scientific career in industry: Strategies for graduates and academics. Wiley, 2010.

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David, Croteau, Hoynes William, and Ryan Charlotte 1949-, eds. Rhyming hope and history: Activists, academics, and social movement scholarship. University of Minnesota Press, 2005.

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Spafford, Shirley. No ordinary academics: Economics and political science at the University of Saskatchewan, 1910-1960. University of Toronto Press, 2000.

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Distance relationships: Intimacy and emotions amongst academics and their partners in dual-locations. Palgrave Macmillan, 2014.

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Wintour, Laura, Shula Marks, and Paul Weindling. In defence of learning: The plight, persecution, and placement of academic refugees, 1933-1980s. Published for the British Academy by Oxford University Press, 2011.

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Drew, David E. Strengthening academic science. Praeger, 1985.

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Marks, Shula. In defence of learning: The plight, persecution, and placement of academic refugees, 1933-1980s. Published for the British Academy by Oxford University Press, 2011.

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Dialogue, science and academic writing. John Benjamins Pub. Co., 2012.

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Book chapters on the topic "Science academics"

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Mittemeijer, Eric J. "Academia, Academics and Academic Careers." In How Science Runs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90095-3_7.

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Strayhorn, Terrell L. "The Art and Science of Sharing Big Ideas in Academic Public Speaking." In Academics Going Public. Routledge, 2016. http://dx.doi.org/10.4324/9781315616872-4.

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Dutta, Sudev, and Payal Bansal. "Textile Academics in India—An Overview." In Textile Science and Clothing Technology. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8854-6_2.

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Gerow, Aaron, Bowen Lou, Eamon Duede, and James Evans. "Proposing Ties in a Dense Hypergraph of Academics." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27433-1_15.

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Li, Kam Cheong, Billy T. M. Wong, Reggie Kwan, Manfred M. F. Wu, and Simon K. S. Cheung. "Evaluation of Hybrid Teaching Effectiveness: The Perspective of Academics." In Lecture Notes in Computer Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08939-8_23.

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Adebesin, Funmi, and Komla Pillay. "Academics’ Perspectives on the Strengths and Limitations of Blackboard Ally." In Lecture Notes in Computer Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15273-3_32.

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Nasution, Mahyuddin K. M., and Shahrul Azman Noah. "Superficial Method for Extracting Social Network for Academics Using Web Snippets." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16248-0_68.

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Majid, Shaheen, Schubert Foo, and Xue Zhang. "Research Data Management by Academics and Researchers: Perceptions, Knowledge and Practices." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04257-8_16.

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Estévez-Nenninger, Etty Haydeé, Angel Alberto Valdés-Cuervo, Edgar Oswaldo González-Bello, et al. "Higher Education, Science, Technology, and Academics in México: At a Crossroads." In The Changing Academy – The Changing Academic Profession in International Comparative Perspective. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76579-8_20.

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Durner, Edward F. "An introduction to SAS® OnDemand for Academics." In Applied plant science experimental design and statistical analysis using the SAS® OnDemand for Academics. CABI, 2021. http://dx.doi.org/10.1079/9781789249927.0002.

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Abstract This chapter provide information on the registration and mechanics of SAS® (Statistical Analysis System). SAS® is a software system for data management, analysis and presentation. SAS® is available for different platforms and all versions basically perform the same procedures. The main differences among them are how the user interacts with the software via the operating system. Data set size used to be an issue, often limited by the computer's memory, but that problem hardly exists anymore with today's modern machines.

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Conference papers on the topic "Science academics"

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Davey, Bill, and Arthur Tatnall. "The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3088.

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This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sought to uncover those aspects of information systems academics’ lifelong learning that might lead policy setters to understand the sources of learning valued by these academics. It could be argued that in the past the university sector was a leader in promoting the lifelong learning of its academic staff, but recent changes in the university environment around the world have moved away from this ideal and academics interviewed from many countries all report rapidly decreasing resources available for academic support. In this environment it is important to determine which learning sources are valued by information systems academic so that informed decisions can be made on support priorities.

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"SESinNZ: reconnecting Academics and Practitioners." In Sport and Exercise Science New Zealand Annual Conference 2017. The Journal of Sport and Exercise Science, 2017. http://dx.doi.org/10.36905/jses.2017.01.01.

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"SESinNZ: reconnecting Academics and Practitioners." In Sport and Exercise Science New Zealand Annual Conference 2017. The Journal of Sport and Exercise Science, 2019. http://dx.doi.org/10.36905/jses.2019.0001.

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Buchanan, Renay. "Moving and Growing Together - Delivering Education in the New Millennium." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2447.

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This paper describes the challenges experienced by Academics and Instructional Designers when creating quality, innovative and accessible educational materials for the University sector in 2001 and beyond. These two roles, which play a crucial part in the development and delivery of the new educational experience, are vital to the success of the student and ultimately, the University. Are we exploiting these roles to their full potential? It is currently the trend to place the burden of the instructional design, along with the plethora of other tasks, on the academic due to the lack of investment in instructional design and teamwork. Is the demand to create fast, easy and inexpensive courses now resting predominantly on academics when their main role should be as a content expert and not instructional designer? Are we getting it right? Can we do it better?

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Jordan, Katy. "What do academics ask their online networks?" In WebSci '15: ACM Web Science Conference. ACM, 2015. http://dx.doi.org/10.1145/2786451.2786501.

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V. Knight, Linda, and Theresa A. Steinbach. "Selecting an Appropriate Publication Outlet: A Comprehensive Model of Journal Selection Criteria for Researchers in a Broad Range of Academic Disciplines." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3289.

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Building upon previously published articles from 18 different disciplines, this research delves into the area of how academics inform one another, addressing the issue of how academic scholars can determine the optimum journal for submission of their research. A comprehensive model of the journal selection process is developed, including 39 detailed considerations spread over three major categories: likelihood of timely acceptance; potential impact of the manuscript (journal credibility, prestige, visibility); and philosophical and ethical issues. Specific guidelines are given for evaluating such concepts as manuscript-journal “fit,” journal prestige, and journal visibility. The graphical model developed here assists authors in comparing journal alternatives and provides new researchers with insights into how the three primary journal selection categories are weighed and balanced. In addition, less commonly understood concepts, such as Time to Publication, Review Cycle Time Delay, and Publication Time Delay, are identified and named, and their relationships are defined in this article. On a broader level, this research demonstrates that scholars across disciplines have substantial common interests with respect to journal publishing, that the ties that unite academics seeking to publish are strong, and that the potential for future crossdisciplinary research in the area of how academics inform one another is correspondingly robust.

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Crick, Tom, James H. Davenport, Alan Hayes, Alastair Irons, and Tom Prickett. "Supporting Early-Career Academics in the UK Computer Science Community." In CEP '21: Computing Education Practice 2021. ACM, 2021. http://dx.doi.org/10.1145/3437914.3437977.

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Jewels, Tony, Marilyn Ford, and Wendy Jones. "What Exactly Do You Want Me To Do? Analysis of a Criterion Referenced Assessment Project." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3105.

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In tertiary institutions in Australia, and no doubt elsewhere, there is increasing pressure for accountability. No longer are academics assumed a priori to be responsible and capable of self management in teaching and assessing the subjects they run. Procedures are being dictated more from the ‘top down’. Although academics may not always appreciate ‘top down’ policies on teaching and learning, they should at least be open to the possibility that the policies may indeed have merit. On the other hand, academics should never be expected to blindly accept policies dictated from elsewhere. Responsible academics generally also need to evaluate for themselves the validity and legitimacy of externally introduced new policies and procedures.

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Morgan, Michael, Matthew Butler, Neena Thota, and Jane Sinclair. "How CS academics view student engagement." In ITiCSE '18: 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. ACM, 2018. http://dx.doi.org/10.1145/3197091.3197092.

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Metcalfe, Mike, Jonathan Wilson, and Carmen Joham. "Critique Skills As The Core Competency of IS Academics." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2537.

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This paper is about information systems (IS) academics. It seeks to suggest a unique core competency they may wish to consider developing in order to differentiate themselves from practioners. So, this paper will explore the argument that the core competency of IS academics should be a unique insight into how to critique technology related problems. There are multiple disparate critique methods that IS educators might seek to develop and apply. Examples include systems thinking, multiple perspectives, dialectic analysis and critical social thinking.

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Reports on the topic "Science academics"

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Roesler, David. A Computer Science Academic Vocabulary List. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7414.

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Nagayama, Taisuke. 2021 Stewardship Science Academic Programs Annual. Office of Scientific and Technical Information (OSTI), 2020. http://dx.doi.org/10.2172/1718973.

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Luqi. Master of Science in Software Engineering. Academic Program Manual. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada390112.

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Rieger, Oya. Academic Health Sciences Libraries: Structural Models and Perspectives. Ithaka S+R, 2020. http://dx.doi.org/10.18665/sr.314248.

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Klein, R., F. Graziani, and T. Trucano. ASC Predictive Science Academic Alliance Program Verification and Validation Whitepaper. Office of Scientific and Technical Information (OSTI), 2006. http://dx.doi.org/10.2172/928524.

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Klein, R., S. Doebling, F. Graziani, M. Pilch, and T. Trucano. ASC Predictive Science Academic Alliance Program Verification and Validation Whitepaper. Office of Scientific and Technical Information (OSTI), 2006. http://dx.doi.org/10.2172/928550.

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Jr., Paul M. DeLuca, F. H. Attix, Daniel A. Bassano, et al. Academic Program for Master of Science Degree in Medical Physics. AAPM, 1993. http://dx.doi.org/10.37206/43.

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Azoulay, Pierre, Joshua S. Graff Zivin, and Gustavo Manso. Incentives and Creativity: Evidence from the Academic Life Sciences. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w15466.

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Sauermann, Henry, and Paula Stephan. Twins or Strangers? Differences and Similarities between Industrial and Academic Science. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16113.

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Harris, Amanda. Stories of Success: Understanding Academic Achievement of Hispanic Students in Science. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1833.

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