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Academic Field (academic + field)
Selected AbstractsReengineering Academic Teams Toward a Network Organizational Structure,DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2007Emmanouil Kaldis ABSTRACT This article examines student teamwork in the academic field from a structural perspective. Student teams are often prearranged and then left to organize themselves and get on with their work, without any further structural support; this, however, can become a negative experience on teamwork. A varied contribution among team members often occurs and unavoidably leads to friction and reduced performance. The aim of this project is to explore the main problems in academic teamwork and investigate tools that provide relevant solutions. We present the concept of network organizational structure and discuss how this can improve collaboration and communication. The main tools to achieve a structural transformation from the more traditional form of team organization to the fairer network form, and their implications are discussed. [source] The ecology of restoration: historical links, emerging issues and unexplored realmsECOLOGY LETTERS, Issue 6 2005T. P. Young Abstract Restoration ecology is a young academic field, but one with enough history to judge it against past and current expectations of the science's potential. The practice of ecological restoration has been identified as providing ideal experimental settings for tests of ecological theory; restoration was to be the ,acid test' of our ecological understanding. Over the past decade, restoration science has gained a strong academic foothold, addressing problems faced by restoration practitioners, bringing new focus to existing ecological theory and fostering a handful of novel ecological ideas. In particular, recent advances in plant community ecology have been strongly linked with issues in ecological restoration. Evolving models of succession, assembly and state-transition are at the heart of both community ecology and ecological restoration. Recent research on seed and recruitment limitation, soil processes, and diversity,function relationships also share strong links to restoration. Further opportunities may lie ahead in the ecology of plant ontogeny, and on the effects of contingency, such as year effects and priority effects. Ecology may inform current restoration practice, but there is considerable room for greater integration between academic scientists and restoration practitioners. [source] Changing Research Perspectives on the Management of Higher Education: Can Research Permeate the Activities of Manager-Academics?HIGHER EDUCATION QUARTERLY, Issue 3 2006Rosemary Deem The paper considers whether, and if so how, research evidence can permeate the world of higher education (HE) management in publicly funded institutions. The paper explores the author's experience of two recent research projects (1998,2000 and 2004) on aspects of managing UK HE institutions and issues arising from the preparation of the HE element of a third study of leadership and public service change agendas in education and health during 2004. Despite the topicality in education and other public services of debates about evidence-based practice, there is little indication that this debate has permeated HE management qua management. The paper utilises Bourdieu's work on academics and social and cultural capital to explore why manager-academics may resist taking the findings of research seriously in relation to their own work. It is suggested that, where there is reluctance to learn from research, this may reflect the changing nature of HE, the status of HE research as an academic field and form of academic capital and the relative paucity until recently of training in management for most UK manager-academics. [source] A CONCEPTUAL UNDERSTANDING OF REQUIREMENTS FOR THEORY-BUILDING RESEARCH: GUIDELINES FOR SCIENTIFIC THEORY BUILDING,JOURNAL OF SUPPLY CHAIN MANAGEMENT, Issue 3 2008JOHN G. WACKER Business academics have focused their attention on empirical investigation of programs' effect on organizational competitive performance. These studies primarily emphasize theory building. With the many definitions of theory, academics are not certain whether their research papers meet the specific requirements for theory development required by the academic field of the philosophy of science. Certainly, supply chain academics generally believe that their academic articles fulfill the requirements of theory building. Although many of these articles do have elements of theory, more focus is needed on the specific requirements of theory to assure that academic research is "good" theory building. The primary purpose of this research paper is to logically develop a set of guidelines to assist empirical researchers to assure that their studies fulfill the requirements of good theory based upon traditional scientific theory building. By fulfilling the requirements of good theory, researchers will develop studies that will have a lasting impact on their academic field. To achieve a lasting impact on an academic field, it is necessary to follow a logical plan. This article provides a plan for logical guidelines for developing an understanding of how and why "good" theory building is achieved. This article logically develops a formal conceptual definition of theory along with its related properties to understand these guidelines. Next, it analyzes the requirements of theory, "good" theory, and their properties. These guidelines are included in the existing philosophy of science publications. However, this article consolidates these sources and logically explains why these guidelines are needed. In the conclusion, the guidelines are summarized to serve as a summary checklist for supply chain researchers to use for ensuring their articles will be recognized as a contribution to the academic field. So in that sense, this article does not develop a revolutionary new insight into theory-building empirical articles, but rather integrates diverse traditional philosophy of science requirements into a much simpler set of guidelines. Through logical development of these guidelines, researchers will understand the structure of theory and how to ensure their studies can be modified to have a lasting impact on the field of supply chain management. [source] Business ethics as academic field in Africa: its current statusBUSINESS ETHICS: A EUROPEAN REVIEW, Issue 4 2000Belinda Barkhuysen Reflection on the state of business ethics as academic field in Africa has been largely neglected, partly because there existed no overall picture of what is happening in this field of study. This paper reports the findings of the first comprehensive survey on the state of business ethics as academic field on the African continent. It has both a descriptive and reflective component. In the descriptive part of the paper the research strategy and methodology used to conduct this survey is outlined as well as the difficulties encountered in the research project. Then the findings with regard to how academics perceived the purpose of this field of study, what academic activity there is within this field, where it is being done, and how it is institutionalised are reported. In the reflective part of the paper, the implications of these findings are considered and some directives for the further development of business ethics as academic field are proposed. [source] The prevalence of Dyslexia among art studentsDYSLEXIA, Issue 1 2002Ulrika Wolff Abstract It is widely held opinion that dyslexia is associated with remarkably artistic creativity. Speculations on different brain structures and brain functions have been proposed as an explanation. Very few objective studies have been reported that confirm the conjectures on the relationship between dyslexia and artistic creativity. Two studies are reported on the prevalence of dyslexia among university students,one group of art students and one group of students from non-art disciplines. The admission to the art schools were extremely demanding, possibly implying that the students were genuinely talented, and that their choice of training did not reflect a compensation for failure in conventional academic fields. Art academy students reported significantly more signs of dyslexia than non-art university students. Objective testing showed that art students had significantly poorer phonological skills than non-art students. Thus, according to self-reports combined with objective testing, the incidence of dyslexia was far higher among art students. Copyright © 2002 John Wiley & Sons, Ltd. [source] Disciplinary Agendas and Analytic Strategies of Research on Immigrant Transnationalism: Challenges of Interdisciplinary KnowledgeINTERNATIONAL MIGRATION REVIEW, Issue 3 2003Ewa Morawska To be successful, an interdisciplinary approach to the study of immigration and transnationalism should begin by making different disciplinary languages about this phenomenon informed by mutual understanding of the conceptual frameworks, epistemological assumptions, and explanatory strategies used in research in particular academic fields. Drawing on studies in anthropology, sociology, history, and political science, I review here these taken-for-granted assumptions about "what is knowable and how" that underlie research on immigration and transnationalism in these disciplines. In conclusion, I suggest some avenues for mutual education in different disciplinary approaches and the epistemic gains derived therefrom. [source] Nanoanalysis by a high-resolution energy filtering transmission electron microscopeMICROSCOPY RESEARCH AND TECHNIQUE, Issue 3 2004Masanori Mitome Abstract An energy-filtering transmission electron microscope with 300 kV acceleration voltage was developed and the spatial resolution of elemental distribution images was improved. Observing oxygen monolayers in Al11O3N9, it was shown that the actual resolution attained is up to 0.5 nm. Surface plasmon loss images of silver particles were taken with a resolution of better than 0.4 nm. Furthermore, the sensitivity is sufficiently high to distinguish indium content differences of 2.5 atomic percent in InxAl1-xAs. This performance is good enough to analyze elemental distribution with atomic-level resolution. Furthermore, since analysis with the energy-filtering microscope is easy and practical, nanoanalysis may come into wide use not only in academic fields but also in industry. Microsc. Res. Tech. 63:140,148, 2004. © 2004 Wiley-Liss, Inc. [source] What are 60 warblers worth?OIKOS, Issue 8 2007Killing in the name of conservation Ecological research sometimes entails animal suffering and even animal killing. The ethical appropriateness of animal suffering and killing in conservation research may entail considerations that differ from many other kinds of research. This is true, insomuch as conservation research is specifically motivated by an ethical premise: an appreciation for non-human life. In striking contrast with other academic fields (e.g. medicine), however, the ethical dimension of conservation research is only rarely discussed. When it is discussed, it tends to be characterized by logical errors. These errors are important because they are general (i.e. both common and with far-reaching implications), and they are easily made by intelligent people; especially those with no formal training in ethics or logic. Failure to recognize these errors could stymie efforts to increase the ethical quality of ecological research conducted in the name of conservation. We take advantage of a recently published dialogue concerning the ethical appropriateness of a specific field experiment that entailed killing black-throated blue warblers, Dendroica caerulescens. Both sides of this debate exemplify the kinds of errors to which we refer. In this paper we briefly review the arguments presented on each side of this debate, highlight their mistakes, and indicate necessary corrections. We argue that: (1) compliance with animal research regulations, while important, inadequately accommodates the ethical aspects of animal research, and (2) individual ecologists ought to understand themselves what does and does not represent sound and valid arguments for ethical decisions. Finally, we discuss how any ecological researcher might begin to apply our analysis to his or her own research. [source] | |||||||||||||