Internationalization of research
Upcoming SlideShare
Loading in...5
×
 

Internationalization of research

on

  • 411 views

 

Statistics

Views

Total Views
411
Views on SlideShare
411
Embed Views
0

Actions

Likes
0
Downloads
2
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Internationalization of research Internationalization of research Presentation Transcript

    • Carlo Magno, PhD. Lasallian Institute for Development and Educational Research De La Salle University, Manila
    •         Cross-border education Student mobility “brain circulation” the internationalization of research Dual degrees with foreign partners Establishing of branch campuses abroad Creation of international quality assurance frameworks International rankings Recruiting agents
    •      Access to worldwide studies Research collaboration across faculty and students in different universities Publications co-authored by faculty across different countries. External research funding coming from international grants Foreign faculty expert as a visiting faculty
    • Accessible knowledge Publication Wider audienc e Citation s Impact
    • The purpose of higher education is to generate and preserve knowledge.  Scholars and experts need to expand the body of knowledge for further development.       Generate theories Solve problems Propose action plans Maintain quality A functional higher education system continuously produce scholarly and scientific work.
    • CHED RA 7722:  Ensure and protect academic freedom for the continuing intellectual growth,  the advancement of learning and research,  the development of responsible and effective leadership,  the education of high level professionals, and  the enrichment of historical and cultural heritage.
    •  Medium Term Development Plan:  Mobilizing knowledge to improve productivity through generation, transfer and utilization of research outputs/technologies
    •  Scholarly Journals  Learning Edge (local)  Philippine Journal of      Psychology (local) Philippine Journal of Counseling Psychology (local) Guidance Journal (local) Social Science Review (international) Educational Measurement and Evaluation Review (International) Asia-Pacific Education Researcher (International, ISI)
    •     Scholarly: Published empirical/scientific papers Periodical: Each volume is a series of scientific papers Publish research reports Abstracted: Knowledge presented is acceptable in the standards of a scientific community
    • Check Library (periodical section) Subscription from publishers Open Access  Directory of Open Access Journal (DOAJ)  Google Scholar  Philippine Journals On-line  On-line subscription  Psycarticles (IVID, EBSCO)  Proquest  Science Direct  JSTOR   
    •      Empirical studies (research/studies) Literature reviews Metanalysis Book reviews Empirical essays
    • Presence of an abstract Seriated: Volume no. and issue no.  Previous works are cited  Ex. Other psychologists have focused on similar concepts such as positive and negative dependence (Glasser, 1976) and addiction (e.g., Sachs, 1981) to activities people like.  Introduction, method, results, discussion, references (for empirical studies)  
    • Our work is evaluated whether we are contributing to theory Publication Public Presentation Write reports Our work is reviewed by a panel of experts
    • ISI abstracted Journals Abstracted journal International Journal Local journal Conference proceeding In house publication
    •  According to Bernardo (2009)  Publication makes your research findings public, that is, opening to the examination and use by other scholars and knowledge users.  Research is a “social dimension” ▪ A group of people are taking turns in advancing ideas ▪ There are participants in the conversation with a common goal; the goal changes as the conversation progresses. ▪ Participants decide on norms and standards of the conversation.
    • STUDIES THAT WILL BE PUBLISHED SHOULD HAVE SIGNIFICANT CONTRIBUTIONS        New argument or conjecture New definition Clarification illustration or exemplar Elaboration refutation or rebuttal rephrasing       Rebuttal of question Recasting of question Evaluation of an earlier assertion New or alternative interpretation Supportive evidence Contrary evidence
    •  According to Bernardo (2009)  push the conversation forward or towards some positive direction  always involve building on the previous contributions  The degree of importance of the contribution depends on the degree to which the contribution advances the conversation.
    •    Ask your self the question: “IS MY RESEARCH WORTH PUBLISHING”or “IS MY RESEARCH REPORT DESCRIBING AN ORIGINAL AND SIGNIFICANT CONTRIBUTION TO THE RESEARCH LITERATURE IN MY FIELD/SUBFIELD?
    • Select the journal that you want to publish your report  Read the scope of the journal to determine if your work can be included  Read the editorial policy and procedure  Read the guidelines for preparing the manuscript      APA format References Length of the manuscript Location for tables and figures
    •    Read examples of articles published in the journal you selected Read the guidelines for submission Before submitting you may want to ask a colleague to review your work:  A colleague that has experience in publishing  Somebody who has experienced in publishing in the journal you selected  Somebody whose work is related to yours  An English major who would want to edit our work
    •     Shape your article based on the editorial guidelines of the journal you have selected. It is advisable to follow the style and pattern of reports published in the journal you selected. If you think you are ready, then submit your manuscript. You get an acknowledgement that your work was received.
    •  Then you wait…  The editor sends back the manuscript for some feedback  The review comes ▪ Reject ▪ Revise and resubmit
    •  Respond to the reviewers comments:  Process the comments well  Need to think of an action to address the comments of the reviewer  Do not take the comments personally  If the reviewer do not understand some parts of your paper then you did not make yourself clear in the paper. Show example of a review
    •  In case of resending  Carefully address all comments of the reviewer in a letter.  Point out specifically how was your work improved.
    • Follow the specified format and total number of words from the editorial guidelines  Most journals follow the latest edition of the APA           Letter of submission Title page Abstract Introduction Method Results Discussion References Appendices
    •   Show example of letter of submission Abstract  150-200 words that summarizes the study  State the main purpose  Some short background or hypothesis  Pertinent method  Findings
    •  Introduction  Includes background, related reviews, framework, purpose, and hypothesis.  Set the background of the study by explaining relevant information directly leading to the proposed research questions.  Describe the status of past research in the area under investigation that will eventually lead to the present research questions.  The variables under study can be defined and a description on how the variables related to each other.
    • Justify why is there a need to conduct the present study.  Present gaps from past research.  Mention the contradictory findings.  Explain the rationale why the variables need further investigation.  End the introduction deductively by mentioning what will be done in the present study. 
    • Source: Johnston, B. (2001). Toward a new classification of nonexperimental quantitative research. Educational Researcher, 30(2), 3-13.  Method  Research design Research Objective Descriptive Predictive Explanatory Time Dimension Cross-sectional Longitudinal Descriptive, CrossDescriptive, sectional (Type 1) Longitudinal (Type 2) Retrospective Descriptive, Retrospective (Type 3) Predictive, CrossPredictive, sectional (Type 4) Longitudinal (Type 5) Predictive, Retrospective (Type 6) Explanatory, Cross-sectional (Type 7) Explanatory, Longitudinal (Type 8) Explanatory, Retrospective (Type 9) Source: Johnston, B. (2001). Toward a new classification of nonexperimental quantitative research. Educational Researcher, 30(2), 3-13.
    •  Method  Design  Participants  Instruments ▪ ▪ ▪ ▪ ▪   What does it measure? What are the factors? Scaling technique? Reliability Validity Procedure Data Analysis
    •   Start the results section by informing readers the hypothesis of the study and what statistical analysis will be presented in the section. Report the data collected and its statistical treatment through tables and figures. The order of the presentation of the results should follow with the statement of the problem.
    •  Use Tables and figures to organize the results:  Report exact values and illustrate main effects (for experiments)  Always tell the reader what to look for in the tables and figures  Lead the readers specifically to the point what to look at in the table  Provide sufficient explanation to make tables and figures readily intelligible
    •      Tips in making interpretation on the results: 1. Begin with the central findings, and then move to more peripheral ones. 2. Remind the conceptual hypothesis or question being asked 3. Tell the answer immediately and in English “As table 1 reveals, men do, in fact, cry more profusely than women.”
    • 4. Then speak in numbers “Thus, the men in all four conditions produced an average of 1.4 cc more tears than the women, F(1, 112) = 5.79, p<1.025”  5. Elaborate or qualify the overall conclusion if necessary  “Only in the father-watching condition did the men fail to produce more tears than the women, but a specific test of this effect failed to reach significance, t = 1.53, p<.12”  
    • 6. End each section of results with a summary of where things stand  “Thus, except for the fatherwatching condition, which will be discussed below, the hypothesis that men cry more that women in response to visually depicted grief appears to receive strong support.” 
    •  Discussion  Evaluate, interpret, examine the implications      and draw inferences from the results Emphasize theoretical consequences Open the discussion with a support or nonsupport of your alternative hypothesis. Repost the similarities and differences between your results and the work of others should clarify and confirm your solutions Negative results should be accepted as such without an undue attempt to explain them away Identify the practical and theoretical implications of your study
    •     Things to be asked in the discussion: What have I contributed here? How has my study helped to resolve the original problem? What conclusions and theoretical implications can I draw from my study?
    •   Provide recommendations to heighten the internationalization of research in your university For every recommendation what indicator needs to be observed?