CiteULike: Tag academia

The Two Cultures (Canto)

CP Snow — 2005-05-11T21:02:45-00:00

(30 July 1993)

"Blogs" and "Wikis" Are Valuable Software Tools for Communication Within Research Groups

Igor Sauer — 2004-12-28T18:27:42-00:00

Artificial Organs, Vol. 29, No. 1., 82.

Chicken Chicken Chicken: Chicken Chicken

Doug Zongker — 2007-05-21T14:12:57-00:00

pp. 16-21.

Chicken chicken chicken chicken chicken chicken chicken chicken chicken chicken chicken chicken chicken chicken chicken chicken chicken.

How to write consistently boring scientific literature

Sand-Jensen — 2007-04-22T00:13:56-00:00

Oikos, Vol. 116, No. 5. (May 2007), pp. 723-727.

Trends in Degrees and Dissertations in Anthropology

Melissa Coates — 2005-06-29T17:13:09-00:00

Anthropology News, Vol. 46, No. 4. (2005), pp. 29-29.

Who's Carving up the Nineteenth Century?

Jerome Mcgann — 2007-06-25T13:31:11-00:00

PMLA, Vol. 116, No. 5. (2001), pp. 1415-1421.

What's Left of Theory?: New Work on the Politics of Literary Theory (Essays from the English Institute)

Judith Butler — 2007-12-10T23:35:59-00:00

(25 July 2000)

"For several years," write the editors of What's Left of Theory, "a debate on the politics of theory has been conducted energetically within literary studies. The terms of the debate, however, are far from clear. What is meant by politics? What is meant by theory?" What's Left of Theory is a vigorous engagement with that thorniest of critical questions: how today are theory and progressive thought connected? Michael Warner, activist and critic, examines 'zones of privacy and zones of theory' while law professor Janet Halley considers theory and its applicability to sex harassment. Jeff Nunokawa examines Oscar Wilde, Marjorie Levinson reads Elizabeth Bishop alongside National Geographic; John Brenkman considers 'extreme criticism', Michael Berube the 'future of contingency'; William Connolly addresses the matter of secularism, Gayatri Spivak explores what she calls 'theory-remains', and Jonathan Culler demonstrates once again his gift for explaining the complex in an essay that identifies 'the literary in theory'. Editors Butler, Guillory, and Thomas have brought together not only outstanding questioners, but outstanding questions. As their introduction puts it, "Are there ways of pursuing a politically reflective literary analysis that have definitively left theory behind, and must 'theory' be left behind for left literary analysis to emerge? Has the study of literature passed beyond its encounter with theory? If so, in passing beyond theory, has it remained unchanged? Does the recent cry for a 'return to literature' signal the surpassing of theory, the fact that literature remains after theory? Does literature remain (the same) after theory?" For students of literature and the humanities in general, these questions are not only left: they endure.

The Age of the World Target: Self-Referentiality in War, Theory, and Comparative Work (Next Wave Provocations)

Rey Chow — 2007-06-20T18:36:13-00:00

(30 June 2006)

Martin Heidegger once wrote that the world had, in the age of modern science, become a world picture. For Rey Chow, the world has, in the age of atomic bombs, become a world target, to be attacked once it is identified, or so global geopolitics, dominated by the United States since the end of the Second World War, seems repeatedly to confirm. How to articulate the problematics of knowledge production with this aggressive targeting of the world? Chow attempts such an articulation by probing the significance of the chronological proximity of area studies, poststructuralist theory, and comparative literature—fields of inquiry that have each exerted considerable influence but whose mutual implicatedness as postwar U.S. academic phenomena has seldom been theorized. Central to Chow’s discussions is a critique of the predicament of self-referentiality—the compulsive move to interiorize that, in her view, constitutes the collective frenzy of our age—in different contemporary epistemic registers, including the self-consciously avant-garde as well as the militaristic and culturally supremacist. Urging her readers to think beyond the inward-turning focus on EuroAmerica that tends to characterize even the most radical gestures of Western self-deconstruction, Chow envisions much broader intellectual premises for future transcultural work, with reading practices aimed at restoring words and things to their constitutive exteriority.

Personality predictors of academic outcomes: Big Five correlates of GPA and SAT scores

EE Noftle — 2007-12-09T16:38:21-00:00

Journal of Personality and Social Psychology, Vol. 93, No. 1. (2007), pp. 116-130.

The authors examined relations between the Big Five personality traits and academic outcomes, specifically SAT scores and grade-point average (GPA). Openness was the strongest predictor of SAT verbal scores, and Conscientiousness was the strongest predictor of both high school and college GPA. These relations replicated across 4 independent samples and across 4 different personality inventories. Further analyses showed that Conscientiousness predicted college GPA, even after controlling for high school GPA and SAT scores, and that the relation between Conscientiousness and college GPA was mediated, both concurrently and longitudinally, by increased academic effort and higher levels of perceived academic ability. The relation between Openness and SAT verbal scores was independent of academic achievement and was mediated, both concurrently and longitudinally, by perceived verbal intelligence. Together, these findings show that personality traits have independent and incremental effects on academic outcomes, even after controlling for traditional predictors of those outcomes.

Aspects of statistical consulting not taught by academia

Kenett — 2006-07-26T13:11:50-00:00

Statistica Neerlandica, Vol. 60, No. 3. (August 2006), pp. 396-411.

A snapshot of information use patterns of academics in British universities

Gardiner — 2006-09-08T06:39:17-00:00

Online Information Review, Vol. 30, No. 4. (2006), pp. 341-359.

The antecedents of organizational commitment: the case of Australian casual academics

Joiner — 2006-09-01T08:27:19-00:00

The International Journal of Educational Management, Vol. 20, No. 6. (2006), pp. 439-452.

Self-Regulation and Mathematics Instruction

Montague — 2007-03-26T07:19:23-00:00

Learning Disabilities Research & Practice, Vol. 22, No. 1. (February 2007), pp. 75-83.

Academisation of Early Childhood Education

Husa Sari — 2005-03-10T08:34:19-00:00

Scandinavian Journal of Educational Research, Vol. 49, No. 2. (April 2005), pp. 133-151.

Academic freedom and civilised society

AJ Jassbi — 2004-12-28T17:28:38-00:00

Higher Education Policy, Vol. 15, No. 4. (December 2002), pp. 371-373.

Negotiating the university research culture: collaborative voices of new academics

Belinda Tynan — 2007-12-20T08:44:11-00:00

Higher Education Research & Development, Vol. 26, No. 4. (2007), pp. 411-424.

This paper contributes to the wider discussion of the collaborative research process and the situation of new academics in the early stages of their research careers. It draws on our lived experience through several collaborative research projects and is descriptive and autobiographical in nature. As such, it provides an opportunity for our voices as female academics to be heard in a different way. We suggest that collaborative research can both enhance research skills and empower early career researchers (particularly female academics). Further, we reassert the importance of collaborative research at a time when higher education policy has tended to encourage individualism and competition between researchers. As a methodology to reflect purposefully on our lived experience as co-researchers, we have used a qualitative design based on collaborative memory work. From the evidence presented in our stories, we have made some suggestions for developing successful collaborative research partnerships, both for individuals and institutions.

The relationship between the big five personality traits and academic motivation

Meera Komarraju — 2008-01-27T18:31:42-00:00

Personality and Individual Differences, Vol. 39, No. 3. (August 2005), pp. 557-567.

Understanding the relationship between personality characteristics and academic motivation may be central to developing more effective teaching strategies. The current research examined the relationship between the Big Five personality traits and individual differences in college students' academic motivation. Individuals (172 undergraduates) were asked to complete the NEO Five Factor Inventory (Costa & McCrae, 1992) and the Academic Motivations Inventory (AMI; Moen & Doyle, 1977). Results revealed a complex pattern of significant relationships between the Big Five traits and the 16 subscales of the AMI. Stepwise (forward) multiple regressions further clarified the relationships between personality and three core factors of the AMI (engagement, achievement, and avoidance). Specifically, engagement was best explained by Openness to experience and Extraversion. Achievement was best explained by Conscientiousness, Neuroticism, and Openness to experience. Finally, avoidance was best explained by Neuroticism, Extraversion, and by an inverse relationship with Conscientiousness and Openness to experience. Results are interpreted in terms of creating an appropriate fit between teaching modalities and individual differences in students' academic motivation due to personality traits. Directions for future research and educational practice are considered.

Scientists and Self-Doubt Across Strata of Academic Science

Joseph Hermanowicz — 2005-02-23T22:24:35-00:00

Research in Higher Education, Vol. 46, No. 3. (May 2005), pp. 309-326.

Ego Development and Adolescent Academic Achievement

Krisanne Bursik — 2006-01-25T08:12:21-00:00

Journal of Research on Adolescence, Vol. 16, No. 1. (March 2006), pp. 1-18.

THE CLIMATE FOR WOMEN IN ACADEMIC SCIENCE: THE GOOD, THE BAD, AND THE CHANGEABLE

Isis Settles — 2006-02-11T11:04:34-00:00

Psychology of Women Quarterly, Vol. 30, No. 1. (March 2006), pp. 47-58.

Medical students' cognitive appraisal of stressful life events as related to personality, physical well-being, and academic performance: a longitudinal study

Mohammadreza Hojat — 2007-06-05T17:53:48-00:00

Personality and Individual Differences, Vol. 35, No. 1. (July 2003), pp. 219-235.

This longitudinal study was designed to test three hypotheses that medical students who can cope better with adversity would: (1) have a more positive personality profile, (2) report less physical illnesses, (3) perform better academically. Total participants were 2114 medical students at Jefferson Medical College who completed a set of psychosocial questionnaires, and were prospectively followed up during medical school education and beyond. Participants reported on a five-point scale their appraisal of five stressors (death or health deterioration of a family member, personal illness, financial, and academic problems). Students who experienced the stressors (n=1446, 68% of total participants) were divided into three groups (Resilient, Intermediate, Frail) based on their appraisal of the stressors. The three groups were compared on a set of personality scales (e.g. general anxiety, depression, test anxiety, neuroticism, loneliness, self-esteem and extraversion), physical well-being factors (e.g. chronic health, eating/drinking/smoking, agitation symptoms, somatic symptoms, and global sickness), and academic performance indicators in medical school (e.g. grade point averages, class rank, and medical licensing examinations), and ratings of clinical competence in postgraduate medical training. Hypotheses 1 and 2 were confirmed, and hypothesis 3 was partially confirmed. Implications for developing coping skills, stress management strategies, and student counseling are discussed.

How the University Works: Higher Education and the Low-Wage Nation

Marc Bousquet — 2007-09-06T12:54:14-00:00

(01 January 2008)

“Marc Bousquet is the most trenchant theorist of the current academic labor situation, and How the University Works is the best study of academic labor conditions in the U.S. since the 1970s. It is thoroughly and creatively researched, theoretically bold, often mercifully frank, and frequently poignant in its arguments and findings.” —Vincent B. Leitch, General Editor of the Norton Anthology of Theory and CriticismAs much as we think we know about the modern university, very little has been said about what it's like to work there. Instead of the high-wage, high-profit world of “knowledge work,” most campus employees — including the vast majority of faculty — really work in the low-wage, low-profit sphere of the service economy. Tenure-track positions are at an all-time low, with adjuncts and graduate students teaching the majority of courses. This super-exploited corps of disposable workers commonly earn fewer than $16,000 annually, without benefits, teaching as many as eight classes per year. Even undergraduates are being exploited as a low-cost, disposable workforce.Marc Bousquet, a major figure in the academic labor movement, exposes the seamy underbelly of higher education — a world where faculty, graduate students, and undergraduates work long hours for fast-food wages. Assessing the costs of higher education's corporatization on faculty and students at every level, How the University Works is urgent reading for anyone interested in the fate of the university.

Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines

Tony Becher — 2007-04-22T08:46:02-00:00

How do academics perceive themselves and colleagues in their own disciplines, and how do they rate those in other subjects? How closely related are their intellectual tasks and their ways of organizing their professional lives? What are the interconnections between academic cultures and the nature of disciplines? Academic Tribes and Territories maps academic knowledge and explores the diverse characteristics of those who inhabit and cultivate it. This second edition provides a thorough update to Tony Becher's classic text, first published in 1989, and incorporates research findings and new theoretical perspectives. Fundamental changes in the nature of higher education and in the academic's role are reviewed and their significance for academic cultures is assessed. This edition moves beyond the first edition's focus on elite universities and the research role to examine academic cultures in lower status institutions internationally and to place a new emphasis on issues of gender and ethnicity. This second edition successfully renews a classic in the field of higher education.

Publish or Perish?

Sue Corbett — 2005-08-04T13:30:42-00:00

Learned Publishing, Vol. 18, No. 3. (July 2005), pp. 163-164.

Real and imagined barriers to college entry: Perceptions of cost

Eric Grodsky — 2007-04-26T19:23:27-00:00

Social Science Research, Vol. 36, No. 2. (June 2007), pp. 745-766.

Patterns of postsecondary attendance in the United States continue to be stratified by socioeconomic background and race/ethnicity. We suggest that inequalities in knowledge of the costs of going to college contribute to persistent patterns of stratification. We hypothesize that disadvantaged parents who believe their child will attend college are less certain of the costs of college attendance than more advantaged parents. As a result, they are less able or willing to provide an estimate of the costs of college attendance, more likely to over-estimate those costs if they do provide an estimate, and more likely to make larger errors in estimation than comparable middle-class or white parents. Using nationally representative data, we find mixed support for these hypotheses. Socioeconomically disadvantaged parents and minority parents are less likely to provide estimates of college tuition and, when they provide estimates, tend to make larger errors. On average, though, parents provide upwardly biased estimates of cost that are uniform across race, ethnicity and socioeconomic status. We discuss implications of these findings for sociological theory and for inequality in postsecondary education.

Why we blog

Bonnie Nardi — 2004-12-22T16:49:35-00:00

Commun. ACM, Vol. 47, No. 12. (December 2004), pp. 41-46.

Can a biologist fix a radio? - or, what I learned while studying apoptosis

Y Lazebnik — 2008-04-07T19:55:52-00:00

Biochemistry (Moscow) (December 2004), pp. 1403-1406.

This article by Yu. Lazebnik, “Can a Biologist Fix a Radio? — or, What I Learned while Studying Apoptosis” has already been published in English (Cancer Cell, 2002, 2, 179–182) and in Russian (Uspekhi Gerontologii, 2003, No. 12, 166–171). Nevertheless, we have undertaken its secondary publication in our journal for two reasons: first, our journal has different readers, and, second, the great significance of this manifest of Yuri Lazebnik. The author in bright and clever form shows the emerging necessity to create formalized language designed to describe complicated systems of regulation of biochemical processes in living cells. The article is published with permission of Cancer Cell and Uspekhi Gerontologii.Editor-in-Chief of Biokhimiya/Biochemistry (Moscow) V.P.Skulachev

Publish and Perish: Three Tales of Tenure and Terror

James Hynes — 2005-06-12T03:35:59-00:00

(15 April 1998)

A typical line from Publish and Perish is the final thought of a character who's about to die in an oh-so-dreadful fashion: "This can't be happening to me. I've got tenure." Horror and humor together are always delightful, but rarely is the combination executed with such gleeful panache as in the three novellas that make up Publish and Perish. The humor is at the expense of American academics, from struggling postdocs to crusty full professors. The characters spout silly jargon, wrestle with their writing problems, preen their tender egos, and skewer their colleagues. Most are likeable: their vanity is so human, it's almost touching. But the horror isn't played for laughs; it's ruthless and chilling, in the tradition of Edgar A. Poe and M. R. James. As one New York Times reviewer writes, "Publish and Perish is an odd and exhilarating experience--the playfulness of post-modernism at its best somehow celebrating the urgent, earnest suspense of old-fashioned, cliff-hanging narrative." <div>A New York Times Notable Book of the Year A Publisher's Weekly Best Book of the Year Combining the wit of David Lodge with Poe's delicious sense of the macabre, these are three witty, spooky novellas of satire set in academia—a world where Derrida rules, love is a "complicated ideological position," and poetic justice is served with an ideological twist. </div>

What the Best College Teachers Do

Ken Bain — 2005-03-09T23:46:59-00:00

(30 April 2004)

 What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is--it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out--but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators.

Advice for New Faculty Members

Robert Boice — 2005-03-09T23:47:06-00:00

(21 January 2000)

 Advice for New Faculty Members: Nihil Nimus is a unique and essential guide to the start of a successful academic career. As its title suggests (nothing in excess), it advocates moderation in ways of working, based on the single-most reliable difference between new faculty who thrive and those who struggle. By following its practical, easy-to-use rules, novice faculty can learn to teach with the highest levels of student approval, involvement, and comprehension, with only modest preparation times and a greater reliance on spontaneity and student participation. Similarly, new faculty can use its rule-based practices to write with ease, increasing productivity, creativity, and publishability through brief, daily sessions of focused and relaxed work. And they can socialize more successfully by learning about often-misunderstood aspects of academic culture, including mentoring. Each rule in Advice for New Faculty Members has been tested on hundreds of new faculty and proven effective over the long run -- even in attaining permanent appointment. It is the first guidebook to move beyond anecdotes and surmises for its directives, based on the author's extensive experience and solid research in the areas of staff and faculty development. For new teachers.

The Chicago Guide to Your Academic Career: A Portable Mentor for Scholars from Graduate School Through Tenure

John Goldsmith — 2005-03-09T23:46:58-00:00

(15 January 2001)

<div>Is a career as a professor the right choice for you? If you are a graduate student, how can you clear the hurdles successfully and position yourself for academic employment? What's the best way to prepare for a job interview, and how can you maximize your chances of landing a job that suits you? What happens if you don't receive an offer? How does the tenure process work, and how do faculty members cope with the multiple and conflicting day-to-day demands? With a perpetually tight job market in the traditional academic fields, the road to an academic career for many aspiring scholars will often be a rocky and frustrating one. Where can they turn for good, frank answers to their questions? Here, three distinguished scholars--with more than 75 years of combined experience--talk openly about what's good and what's not so good about academia, as a place to work and a way of life. Written as an informal conversation among colleagues, the book is packed with inside information--about finding a mentor, avoiding pitfalls when writing a dissertation, negotiating the job listings, and much more. The three authors' distinctive opinions and strategies offer the reader multiple perspectives on typical problems. With rare candor and insight, they talk about such tough issues as departmental politics, dual-career marriages, and sexual harassment. Rounding out the discussion are short essays that offer the "inside track" on financing graduate education, publishing the first book, and leaving academia for the corporate world. This helpful guide is for anyone who has ever wondered what the fascinating and challenging world of academia might hold in store. Part I - Becoming a Scholar * Deciding on an Academic Career * Entering Graduate School * The Mentor * Writing a Dissertation * Landing an Academic Job Part II - The Academic Profession * The Life of the Assistant Professor * Teaching and Research * Tenure * Competition in the University System and Outside Offers * The Personal Side of Academic Life </div>

New Faculty: A Practical Guide for Academic Beginners

Christopher Lucas — 2005-03-09T23:45:15-00:00

(20 April 2002)

<div>Successfully launching an academic career in the challenging environment of higher education today is apt to require more explicit preparation than the informal socialization typically afforded in graduate school. As a faculty novice soon discovers, job success requires balancing multiple demands on one’s time and energy. New Faculty offers a useful compendium of “survival” advice for the faculty newcomer on a variety of subjects:practical tips on classroom teaching, student performance evaluation, detailed advice on grant-writing, student advising, professional service, and publishing. Beginning faculty members—and possibly their more experienced colleagues as well—will find this lively guidebook both informative and thought-provoking. </div>

A History of American Higher Education

John Thelin — 2006-02-23T05:04:19-00:00

(04 June 2004)

Colleges and universities are among the most cherished institutions in American society -- and also among the most controversial. Yet affirmative action and skyrocketing tuition are only the most recent dissonant issues to emerge. Recounting the many crises and triumphs in the long history of American higher education, historian John Thelin provides welcome perspective on this influential aspect of American life.In A History of American Higher Education, Thelin offers a wide-ranging and engaging account of the origins and evolution of America's public and private colleges and universities, emphasizing the notion of saga -- the proposition that institutions are heirs to numerous historical strands and numerous attempts to address such volatile topics as institutional cost and effectiveness, admissions and access, and the character of the curriculum. Thelin draws on both official institutional histories and the informal memories that constitute legends and lore to offer a fresh interpretation of an institutional past that reaches back to the colonial era and encompasses both well-known colleges and universities and such understudied institutions as community, women's, and historically black colleges, proprietary schools, and freestanding professional colleges.Thelin's lively history has particular relevance for a society still struggling to determine what constitutes a legitimate field of study, reminding readers that Harvard once used its medical school as a safe place to admit the sons of wealthy alumni who could not pass the undergraduate college admissions examination and that the University of Pennsylvania once considered the study of history, government, and economics unworthy of addition to the liberal arts curriculum. Thelin also addresses the role of local, state, and federal governments in colleges and universities, as well as the influence of private foundations and other organizations. And through imaginative interpretation of films, novels, and popular magazines, he illuminates the convoluted relationship between higher education and American culture. For anyone attempting to understand America's colleges and universities, A History of American Higher Education offers a much-needed challenge to conventional wisdom about how these institutions developed and functioned in the past.

The Guerrilla Guide to Mastering Student Loan Debt: Everything You Should Know About Negotiating the Right Loan for You, Paying It Off, Protecting Your Financial Future

Anne Stockwell — 2005-05-13T04:33:14-00:00

(05 August 1997)

Clueless in Academe : How Schooling Obscures the Life of the Mind

Gerald Graff — 2006-05-29T18:41:57-00:00

(10 April 2003)

Gerald Graff argues that our schools and colleges make the intellectual life seem more opaque, narrowly specialized, and beyond normal learning capacities than it is or needs to be. Left clueless in the academic world, many students view the life of the mind as a secret society for which only an elite few qualify. In a refreshing departure from standard diatribes against academia, Graff shows how academic unintelligibility is unwittingly reinforced not only by academic jargon and obscure writing, but by the disconnection of the curriculum and the failure to exploit the many connections between academia and popular culture. Finally, Graff offers a wealth of practical suggestions for making the culture of ideas and arguments more accessible to students, showing how students can enter the public debates that permeate their lives.

The w-index: A significant improvement of the h-index

Qiang Wu — 2008-06-07T14:51:30-00:00

(7 Jun 2008)

I propose a new measure, the w-index, as a particularly simple and useful way to assess the integrated impact of a researcher's work, especially his or her excellent papers. The w-index can be defined as follows: A researcher has index w if w of his/her papers have at least 10w citations each, and the other papers have fewer than 10(w+1) citations. It is a significant improvement of the h-index.

Information Resources in High-Energy Physics: Surveying the Present Landscape and Charting the Future Course

Anne Gentil-Beccot — 2008-04-18T21:48:45-00:00

(16 Apr 2008)

Access to previous results is of paramount importance in the scientific process. Recent progress in information management focuses on building e-infrastructures for the optimization of the research workflow, through both policy-driven and user-pulled dynamics. For decades, High-Energy Physics (HEP) has pioneered innovative solutions in the field of information management and dissemination. In light of a transforming information environment, it is important to assess the current usage of information resources by researchers and HEP provides a unique test-bed for this assessment. A survey of about 10% of practitioners in the field reveals usage trends and information needs. Community-based services, such as the pioneering arXiv and SPIRES systems, largely answer the need of the scientists, with a limited but increasing fraction of younger users relying on Google. Commercial services offered by publishers or database vendors are essentially unused in the field. The survey offers an insight into the most important features that users require to optimize their research workflow. These results inform the future evolution of information management in HEP and, as these researchers are traditionally “early adopters” of innovation in scholarly communication, can inspire developments of disciplinary repositories serving other communities.

A modification of the h-index: the hm-index accounts for multi-authored manuscripts

Michael Schreiber — 2008-05-23T11:54:00-00:00

(14 May 2008)

In order to take multiple co-authorship appropriately into account, a straightforward modification of the Hirsch index was recently proposed. Fractionalised counting of the papers yields an appropriate measure which is called the hm-index. The effect of this procedure is compared in the present work with other variants of the h-index and found to be superior to the fractionalised counting of citations and to the normalization of the h-index with the average number of authors in the h-core. Three fictitious examples for model cases and one empirical case are analysed.

An Algorithm to Determine Peer-Reviewers

Marko Rodriguez — 2007-07-19T08:51:55-00:00

(24 May 2006)

The peer-review process is the most widely accepted certification mechanism for legitimizing the written results of researchers within the scientific community. An essential component of this process is the identification of competent referees to review a submitted manuscript. This paper presents an algorithm to automatically determine the most appropriate reviewers for a manuscript by way of a co-authorship network data structure and a relative-rank particle-swarm algorithm. This approach is novel in that it is not limited to a pre-selected set of referees, is computationally efficient, requires no human-intervention, and can automatically identify conflict of interest situations. The algorithm is validated using referee bid data from the 2005 Joint Conference on Digital Libraries.

Eigenfactor : Does the Principle of Repeated Improvement Result in Better Journal Impact Estimates than Raw Citation Counts?

Philip Davis — 2008-07-21T16:19:19-00:00

(17 Jul 2008)

Eigenfactor.org, a journal evaluation tool which uses an iterative algorithm to weight citations (similar to the PageRank algorithm used for Google) has been proposed as a more valid method for calculating the impact of journals. The purpose of this brief communication is to investigate whether the principle of repeated improvement provides different rankings of journals than does a simple unweighted citation count (the method used by ISI).

Plagiarism Detection in arXiv

Daria Sorokina — 2007-10-10T17:34:20-00:00

(1 Feb 2007)

We describe a large-scale application of methods for finding plagiarism in research document collections. The methods are applied to a collection of 284,834 documents collected by arXiv.org over a 14 year period, covering a few different research disciplines. The methodology efficiently detects a variety of problematic author behaviors, and heuristics are developed to reduce the number of false positives. The methods are also efficient enough to implement as a real-time submission screen for a collection many times larger.

Citation Counting, Citation Ranking, and h-Index of Human-Computer Interaction Researchers: A Comparison between Scopus and Web of Science

Lokman Meho — 2008-03-13T06:33:50-00:00

(12 Mar 2008)

This study examines the differences between Scopus and Web of Science in the citation counting, citation ranking, and h-index of 22 top human-computer interaction (HCI) researchers from EQUATOR--a large British Interdisciplinary Research Collaboration project. Results indicate that Scopus provides significantly more coverage of HCI literature than Web of Science, primarily due to coverage of relevant ACM and IEEE peer-reviewed conference proceedings. No significant differences exist between the two databases if citations in journals only are compared. Although broader coverage of the literature does not significantly alter the relative citation ranking of individual researchers, Scopus helps distinguish between the researchers in a more nuanced fashion than Web of Science in both citation counting and h-index. Scopus also generates significantly different maps of citation networks of individual scholars than those generated by Web of Science. The study also presents a comparison of h-index scores based on Google Scholar with those based on the union of Scopus and Web of Science. The study concludes that Scopus can be used as a sole data source for citation-based research and evaluation in HCI, especially if citations in conference proceedings are sought and that h scores should be manually calculated instead of relying on system calculations.

Technology and second language learning: expanding methods and agendas

Carol Chapelle — 2005-12-20T12:28:12-00:00

System, Vol. 32, No. 4. (December 2004), pp. 593-601.

This paper makes connections between the research reported in this issue the broader area of second language studies focusing on learner language, interaction, individual differences, linguistic analysis, and language learning and teaching. Theoretical, empirical and ethical challenges posed by technology-based second language studies are illustrated.

Departmental Contexts and Faculty Research Activity in Norway

Jens-Christian Smeby — 2005-08-23T15:53:50-00:00

Research in Higher Education, Vol. 46, No. 6. (September 2005), pp. 593-619.

Working Equal: Collaboration Among Academic Couples (Routledgefalmer Studies in Higher Education, V. 25)

Elizabe Creamer — 2007-08-12T19:47:10-00:00

(19 December 2000)

This book explores the influence of collaborative relationships among dual career couples on innovation and productivity. It proposes a new definition of egalitarianism that considers joint investment in career satisfaction and success, rather than the division of domestic labor.

Higher Education in Germany: reform in incremental steps

Helga Welsh — 2007-08-06T18:16:50-00:00

pp. 359-375.

The Implementation of Bologna in Flanders and the Netherlands

Karl Dittrich — 2007-08-06T18:16:14-00:00

pp. 299-316.

The `New' Students. The Studies and Social Life of French University Students in a Context of Mass Higher Education

Valerie Erlich — 2004-12-28T17:42:52-00:00

European Journal of Education, Vol. 39, No. 4., 485.

Academic Couples: PROBLEMS AND PROMISES

Marianne Ferber — 2007-08-12T19:43:10-00:00

(01 May 1997)

Graduate Students: Institutional Climates and Disciplinary Cultures

Joan Hirt — 2007-08-19T23:51:21-00:00

New Directions for Institutional Research, Vol. 1998, No. 98. (1998), pp. 17-33.

This chapter discusses the decentralized and discipline-specific nature ofgraduate education and how it creates a unique and diverse climate for graduatestudents.