An unusual survey method is used to determine the needs of researchers and research students. The aim is to find potential areas for collaboration across academic divisions to holistically improve research support.
This document summarizes a presentation given by Siobhan Dickens, a PhD student at the University of Cambridge Faculty of Education. The presentation discussed research on how historical knowledge is represented in the UK's A-Level curriculum and considered possibilities for enriching and diversifying the curriculum through greater collaboration between secondary education and higher education. Three new horizons were proposed: diversifying topics, enriching understandings of evidence and interpretations, and keeping pace with disciplinary developments. A model for inter-professional engagement was introduced to facilitate curriculum change through ongoing dialogue and co-construction of knowledge between sectors.
Beyond the Institutional Repository: Campus Research Distribution StrategiesMarilyn Moody
1) The document discusses research distribution strategies that universities can implement to more actively disseminate faculty and student research. This includes developing institutional repositories, open access policies, and educating faculty on issues like author rights.
2) It provides an overview of Boise State University's efforts to implement such strategies through initiatives like their institutional repository ScholarWorks and educating faculty on author rights.
3) The research distribution strategies model emphasizes aligning efforts with university priorities and benefits to faculty research over a passive role in research distribution.
The document provides details of the 2014 Conference with the theme "The final frontier - to boldly go where you have never been before" taking place from June 23rd to 25th at the University of Sussex. It outlines the schedule, including 6 workshops each day with 12 presentations covering topics such as teaching and learning, research support, electronic resources, shared services, and continuing professional development. Presenters are from various UK universities and colleges.
This report examines improving access to higher education for young people who have experienced out-of-home care. It finds that care leavers rarely access university despite the benefits of higher education. It recommends three reforms: 1) establishing a national data collection on education outcomes for those in out-of-home care to improve visibility of the issue; 2) implementing policy reforms in both the education and community sectors to better support care leavers' access to and achievement in higher education; 3) extending current data linkage projects beyond age 18 to capture post-secondary education outcomes for care leavers.
ARLG 2014 conference workshop detail with abstractsCILIP ARLG
This document provides information about several presentations to be given at two workshops on Monday 23 June. It includes abstracts for 11 presentations covering topics such as e-safety education, special collections, information literacy instruction, inclusive library services, and library spaces. The presentations will discuss initiatives at various universities and colleges in the UK regarding topics like embedded instruction, collaboration, service delivery models, and library involvement in university open days.
Presentations from the 8th International Evidence Based Library and Information Conference held in Brisbane 6-8 July 2015. Full details of the program can be found at http://eblip8.info
TWO DECADES OF RESEARCH ON EARLY CAREER FACULTIES (ECFs): A BIBLIOMETRIC ANAL...Nader Ale Ebrahim
Early Career Faculties (ECFs) are an important demographic of university faculty population shaping the future of the institution and higher education, despite the challenges they face as new academics. Analysis of scholarly output on ECFs offers useful data to inform and aid both national policy formulations and institutional planning decisions especially in ECFs’ support and development. Peer-reviewed high impact journals and academic databases provide highly valid and reliable sources of data and information on ECFs. This study examines the trend of ECFs research over two decades comparing scholarly output and research impact across global regions, in Web of Science and Scopus Elsevier. The bibliometric analysis highlights key topics of research and publications related to ECFs and identify the regions and countries most actively research on the topic. The trend of research on ECFs has been found to increase exponentially beginning the 1990s worldwide, mostly from western institutions (76%). Publications after the year 2012 focused more on issues related to ECFs’ preparation towards life in academia, their motivation, and challenges, the support structure for ECFs and strategies to adapt to life as faculty members. Such bibliometric analysis findings can be a useful reference for policy formulation within national or regional systems of higher education, and institutional strategic planning.
Presentation at the 25th Annual Conference of the South African Association for Institutional Research (SAAIR), 12-15 November, 2018, Durban University of Technology (DUT), Durban, South Africa
This document summarizes a presentation given by Siobhan Dickens, a PhD student at the University of Cambridge Faculty of Education. The presentation discussed research on how historical knowledge is represented in the UK's A-Level curriculum and considered possibilities for enriching and diversifying the curriculum through greater collaboration between secondary education and higher education. Three new horizons were proposed: diversifying topics, enriching understandings of evidence and interpretations, and keeping pace with disciplinary developments. A model for inter-professional engagement was introduced to facilitate curriculum change through ongoing dialogue and co-construction of knowledge between sectors.
Beyond the Institutional Repository: Campus Research Distribution StrategiesMarilyn Moody
1) The document discusses research distribution strategies that universities can implement to more actively disseminate faculty and student research. This includes developing institutional repositories, open access policies, and educating faculty on issues like author rights.
2) It provides an overview of Boise State University's efforts to implement such strategies through initiatives like their institutional repository ScholarWorks and educating faculty on author rights.
3) The research distribution strategies model emphasizes aligning efforts with university priorities and benefits to faculty research over a passive role in research distribution.
The document provides details of the 2014 Conference with the theme "The final frontier - to boldly go where you have never been before" taking place from June 23rd to 25th at the University of Sussex. It outlines the schedule, including 6 workshops each day with 12 presentations covering topics such as teaching and learning, research support, electronic resources, shared services, and continuing professional development. Presenters are from various UK universities and colleges.
This report examines improving access to higher education for young people who have experienced out-of-home care. It finds that care leavers rarely access university despite the benefits of higher education. It recommends three reforms: 1) establishing a national data collection on education outcomes for those in out-of-home care to improve visibility of the issue; 2) implementing policy reforms in both the education and community sectors to better support care leavers' access to and achievement in higher education; 3) extending current data linkage projects beyond age 18 to capture post-secondary education outcomes for care leavers.
ARLG 2014 conference workshop detail with abstractsCILIP ARLG
This document provides information about several presentations to be given at two workshops on Monday 23 June. It includes abstracts for 11 presentations covering topics such as e-safety education, special collections, information literacy instruction, inclusive library services, and library spaces. The presentations will discuss initiatives at various universities and colleges in the UK regarding topics like embedded instruction, collaboration, service delivery models, and library involvement in university open days.
Presentations from the 8th International Evidence Based Library and Information Conference held in Brisbane 6-8 July 2015. Full details of the program can be found at http://eblip8.info
TWO DECADES OF RESEARCH ON EARLY CAREER FACULTIES (ECFs): A BIBLIOMETRIC ANAL...Nader Ale Ebrahim
Early Career Faculties (ECFs) are an important demographic of university faculty population shaping the future of the institution and higher education, despite the challenges they face as new academics. Analysis of scholarly output on ECFs offers useful data to inform and aid both national policy formulations and institutional planning decisions especially in ECFs’ support and development. Peer-reviewed high impact journals and academic databases provide highly valid and reliable sources of data and information on ECFs. This study examines the trend of ECFs research over two decades comparing scholarly output and research impact across global regions, in Web of Science and Scopus Elsevier. The bibliometric analysis highlights key topics of research and publications related to ECFs and identify the regions and countries most actively research on the topic. The trend of research on ECFs has been found to increase exponentially beginning the 1990s worldwide, mostly from western institutions (76%). Publications after the year 2012 focused more on issues related to ECFs’ preparation towards life in academia, their motivation, and challenges, the support structure for ECFs and strategies to adapt to life as faculty members. Such bibliometric analysis findings can be a useful reference for policy formulation within national or regional systems of higher education, and institutional strategic planning.
Presentation at the 25th Annual Conference of the South African Association for Institutional Research (SAAIR), 12-15 November, 2018, Durban University of Technology (DUT), Durban, South Africa
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
A Prisoners' Island: Teaching Disconnected Incarcerated Tertiary Students in ...Helen Farley
While incarcerated students have always faced many obstacles to full and effective participation in university study, the global shift toward paperless e-learning environments has created new challenges for prisoners without direct internet access. Based on prison focus groups with Australian incarcerated students and direct participant observation while tutoring tertiary students within four Queensland correctional centres, this paper explores the obstacles and constraints faced by incarcerated students in light of the increasing digitisation of materials and methods in higher education. This paper also reviews the outcomes, limitations and challenges of recent Australian projects trialling new internet-independent technologies developed to improve access for incarcerated tertiary students. This paper argues that technology-centred approaches alone will not adequately address the challenges of access for incarcerated students unless such interventions are also informed by an understanding of the sociocultural nature of learning and teaching within correctional centres.
The long song and the panopticon: open access, universities and cultural hege...CILIP ARLG
The document is a presentation by Gareth Johnson from Nottingham Trent University on his research into open access and cultural hegemony in UK universities. The research aims to understand why UK academics are reluctant to engage with open scholarship concepts and identify influence actors and cultural barriers. The research uses qualitative methods like interviews and case studies of UK institutions. Preliminary findings suggest academic knowledge of open access has gaps but is improving, and funder mandates have increased senior management priority on open access while practitioners experience a loss of idealism. Scholarly societies are most commonly identified as opponents of open access. The presentation calls for further exploration of influence actor relationships and differences between university types.
The document discusses the methodology used for the Times Higher Education World University Rankings from 2011-2012. It outlines the key pillars used to evaluate universities: teaching, research, international outlook, and industry income. It also provides details on the specific indicators and weightings used to measure performance in each pillar, including academic reputation surveys, citation impact, staff to student ratios, and international collaboration. Feedback from university administrators and academics is presented, both in support of and with some criticisms of the methodology.
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
The document summarizes surveys conducted at four institutions - Danubius University of Galati, Romania, Universidad Politecnica de Valencia, Spain, University of Cape Town, South Africa, and University of Michigan, USA - regarding faculty and student familiarity with, perceptions of, and willingness to contribute to open courseware (OCW) initiatives. Key findings include low familiarity with OCW but receptiveness to the concept, and a positive correlation between OCW familiarity and intention to contribute materials, especially among older faculty. The document calls for expanding such research to other open educational activities and sharing results.
The document discusses the Times Higher Education World University Rankings for 2010-2011. It provides background on why university rankings are important given increasing globalization of higher education. It outlines improvements made to the 2010-2011 methodology, including greater emphasis on research excellence and citations over reputation surveys. The results are announced, with Harvard, Caltech, and MIT taking the top three spots.
The Institutional Profiles project collects multidimensional data from over 1,000 leading academic institutions globally to profile their activities and performance. Data is gathered through an annual academic reputation survey, direct collection from institutions, and bibliometric sources. Institutions provide detailed information on areas like staff, students, degrees, funding, and subject-level activities. The data aims to be high-quality, internationally comparable, and minimize workload for institutions. Analysis benchmarks data to account for subject differences and allows custom comparison of institutions' key performance indicators, trends, and relationships to peers. The Institutional Profiles provide an excellent resource for exploring academic institutions and understanding their competencies.
The Board of Higher Education meeting discussed aligning high school science standards and college admissions requirements. They recommended revising the admissions science requirement to include three lab-based science, technology, or engineering courses. This would align with current high school standards and recognize technology/engineering courses taken for science credit. It establishes a more aligned system between K-12, higher education, and workforce needs for science, technology, engineering, and mathematics skills.
The Associate Student Project celebrates five years of student transitions fr...Dr Ella Taylor-Smith
Presentation to Computing Education Practice 2018
Abstract
Articulation partnerships between universities and further education (FE) colleges in Scotland provide paths for students to complete degrees by studying two years at college (Higher National Diploma) and two years at university. These crucial mechanisms for widening access to university have been funded by the Scottish Funding Council since 2013. The Associate Student Project (ASP), based in Edinburgh Napier University’s School of Computing, supports the Associate Students throughout these four years of study. In 2017, the first of the scheme’s honours students graduated and the fifth cohort of college students matriculated into first year.
The ASP partners agree articulation routes between specific HND courses, at college, and specific BSc/BEng courses at university, ensuring that, students entering university in third year have the skills and knowledge necessary to successfully complete the upcoming modules. Associate Students are matriculated into the university from their first year at FE college and have a guaranteed place on their university programme. Their student card gives them the same access to resources as other university students, including the libraries, fitness centres, and our 24/7 computing lab. University staff provide workshops and lectures to bridge the gap between the college and university experience, including: visits to colleges to provide academic referencing workshops and support to get paid work placements; opportunities to join lectures at the university; specific open and induction days for direct entry students. Once students are at university, ASP facilitates peer-to-peer support through buddy schemes; pizza lunches provide additional opportunities to chat with peers and staff and identify any specific problems. Throughout, quantitative and qualitative research gathers information about the students’ needs and perspectives, around transitioning into university and the usefulness of ASP interventions. This presentation shares the insights from this scheme, as universities strive to widen access, improve graduate diversity, and address ICT skills gaps.
With the growing importance of evidencing the ‘worth’ of
scholarship, the inexorable increase in metrics associated with
scholarly output, funder requirements for open access, and the
rise of digital scholarship, there has been a recent growth in the
provision of the one-stop support service: the Office for Scholarly
Communication. This session will draw on the experiences of two
UK universities in developing such Offices and the importance
of working with the research support function of the university,
particularly in relation to REF-related activities. The University of
Kent case study explores how the Library and Research Services worked together to build a business case for an OSC and how the proto-office is being developed through joint management. (The second presenter and case study are to be confirmed.)
20160303_Brief Overview of OA and IRs in Japan_Purdue MtYui Nishizono
This document provides an overview of open access and institutional repositories in Japan. It discusses the increasing number of open access papers by Japanese researchers and growth of institutional repositories in Japan supported by the National Institute of Informatics. It also outlines recent momentum and policies toward open science in Japan, including funder and institutional open access policies and guidelines on research integrity and data management. Institutional repositories are playing a role in open science by tackling research data, and library communities are conducting projects related to repository software, metadata standards, and training for research data management.
Academic Institutions as Change Agents for Territorial DevelopmentOrkestra
Researcher James Wilson's presentation at the Workshop "Entrepreneurial University, Engaged Industry & Active Government: Triple Helix Opportunities", held at the University of Surrey, 29-30 May, 2014
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper provides an overview of a HEA funded project on communicating quantitative methods. The project seeks to explain how psephology - the analysis of voting data, opinion polls and similar electoral statistical data – can be used to develop active learning pedagogies. It explores how psephology can be embedded into the British Politics curriculum to introduce learners to quantitative methods and show the relevance of these approaches. The project is aimed at first year undergraduates and seeks simulate interest in data analysis as well as develop basic skills such as the ability to read tables, graphs and charts.
Academic Institutions as Change Agents for Territorial DevelopmentJames Wilson
1. The document discusses the potential role of academic institutions in becoming change agents for territorial development. It uses the case study of Orkestra, the Basque Institute of Competitiveness, created in 2006 to support the Basque Country's competitiveness through research, teaching, and stakeholder engagement.
2. Orkestra has fulfilled diagnostic and research alignment roles by providing analysis of the Basque Country's competitive position and challenges. It has also engaged with regional needs and policy development.
3. For academic institutions seeking to drive regional change, the challenges include securing stable long-term funding, managing tensions between stakeholder needs and research priorities, and developing social research capabilities.
1) African universities perform poorly in global university rankings due to limited research output and visibility, as well as lack of institutional repositories and researchers.
2) Factors negatively affecting African university performance include low publication rates, limited postgraduate programs and supervision, and poor infrastructure such as unequipped libraries and laboratories.
3) While ICTs provide opportunities to increase research visibility and collaboration, African universities still face challenges including high digital content costs, limited bandwidth, and skills shortages.
Increasing university publication and citation rateNader Ale Ebrahim
Despite the vital role of paper publication and citation in higher education institutions (HEIs), literature on publication exercises is relatively scarce. There are a number of factors which influence the rate of university publications and citations. Accordingly, with a focus on policy perspectives, this paper discusses publication exercises by addressing the factors that can increase or decrease the rate of publication and citation in HEIs. The investigated zones are divided into two macro and micro levels, in which macro level deals with global policy and micro level is related to local and university policies. The effective factors and their relevant criteria are traced in all the aforementioned policies.
Breakthrough method in education, innovation-driven research or research-orie...Redactie Werkplekleren
Since 2008, VET College Zadkine, Rotterdam University of Applied Sciences and three
healthcare institutions in the Rijnmond region in the Netherlands have participated in the
national Workplace Learning Breakthrough Project – an initiative of the national Platform for
Vocational Education (HPBO). The project is a research and development project in which
schools, healthcare institutions and researchers work together on various issues of
workplace learning. The main question is: how can the cooperation between education and
professional practice in learning in the workplace (in so called learning departments) be
optimized, using both scientific and practical knowledge and experience?
The Rijnmond project focuses on workplace learning in learning departments in hospitals,
nursing homes and other healthcare institutions in the region. About ten students ‘care’
(intermediate level vocational education) and ‘nursing’ (intermediate level vocational
education as well as higher level of vocational education), work and learn together in a
learning department under the responsibility of qualified health professionals (work
supervisors and trainers). The student posts are supplementary and provide all possible
activities in the field of ‘care’ and ‘nursing’. They work and learn in an authentic setting,
namely the actual job practice, in which the students – after obtaining their diploma – will
continue their professional carreer. During their workplace learning route, they will be
supervised by healthcare professionals and teachers from intermediate and higher
vocational education (also designated as trainers).
In the project a major role is allocated to (practical) research and experimentation. Thereby,
"co-maker ship in triplicate" – between education and healthcare institutions, between
research and education, and between rural and regional actors – will be addressed (Van den
Berg, 2009; Van den Berg, De Jongh, Klous & Streumer, 2010). These activities are dedicated
to the improvement of the practice of workplace learning. This means that research is
focused on specific changes in that part of the curriculum that is situated in the professional
practice. The emphasis is on increasing the professional behaviour of trainers, offering them
a wider range of intervention tools to increase learning effects for students. During an
interim audit, the Audit Committie described the approach used in the Rijnmond project, as
"the Rotterdam approach" and the commission called for this approach to be documented
further. This resulted in the seventh report on the project, which specifically, addresses the
'co-maker ship' between research and education (Van den Berg & Streumer, 2011).
This document summarizes Dr. Michael Uden's work developing STEM partnerships between P-16 institutions. It discusses the history and benefits of STEM education, outlines effective STEM curriculum approaches, and describes the programs and grants Dr. Uden helped establish including a STEM camp for underrepresented middle school students and opportunities for pre-service teachers. The document provides an overview of Dr. Uden's vision and accomplishments in building STEM partnerships across different educational levels and communities.
The University of Washington Libraries serves a multi-campus university with over 16 branch libraries and colleges. In 2008, the libraries recognized changes in student and faculty research behaviors with decreasing print usage and increasing digital resources usage. This led the libraries to re-evaluate service models and prepare facilities for ongoing changes in research and learning. The document provides contact information for two library staff members to learn more about the University of Washington Research Commons.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
A Prisoners' Island: Teaching Disconnected Incarcerated Tertiary Students in ...Helen Farley
While incarcerated students have always faced many obstacles to full and effective participation in university study, the global shift toward paperless e-learning environments has created new challenges for prisoners without direct internet access. Based on prison focus groups with Australian incarcerated students and direct participant observation while tutoring tertiary students within four Queensland correctional centres, this paper explores the obstacles and constraints faced by incarcerated students in light of the increasing digitisation of materials and methods in higher education. This paper also reviews the outcomes, limitations and challenges of recent Australian projects trialling new internet-independent technologies developed to improve access for incarcerated tertiary students. This paper argues that technology-centred approaches alone will not adequately address the challenges of access for incarcerated students unless such interventions are also informed by an understanding of the sociocultural nature of learning and teaching within correctional centres.
The long song and the panopticon: open access, universities and cultural hege...CILIP ARLG
The document is a presentation by Gareth Johnson from Nottingham Trent University on his research into open access and cultural hegemony in UK universities. The research aims to understand why UK academics are reluctant to engage with open scholarship concepts and identify influence actors and cultural barriers. The research uses qualitative methods like interviews and case studies of UK institutions. Preliminary findings suggest academic knowledge of open access has gaps but is improving, and funder mandates have increased senior management priority on open access while practitioners experience a loss of idealism. Scholarly societies are most commonly identified as opponents of open access. The presentation calls for further exploration of influence actor relationships and differences between university types.
The document discusses the methodology used for the Times Higher Education World University Rankings from 2011-2012. It outlines the key pillars used to evaluate universities: teaching, research, international outlook, and industry income. It also provides details on the specific indicators and weightings used to measure performance in each pillar, including academic reputation surveys, citation impact, staff to student ratios, and international collaboration. Feedback from university administrators and academics is presented, both in support of and with some criticisms of the methodology.
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
The document summarizes surveys conducted at four institutions - Danubius University of Galati, Romania, Universidad Politecnica de Valencia, Spain, University of Cape Town, South Africa, and University of Michigan, USA - regarding faculty and student familiarity with, perceptions of, and willingness to contribute to open courseware (OCW) initiatives. Key findings include low familiarity with OCW but receptiveness to the concept, and a positive correlation between OCW familiarity and intention to contribute materials, especially among older faculty. The document calls for expanding such research to other open educational activities and sharing results.
The document discusses the Times Higher Education World University Rankings for 2010-2011. It provides background on why university rankings are important given increasing globalization of higher education. It outlines improvements made to the 2010-2011 methodology, including greater emphasis on research excellence and citations over reputation surveys. The results are announced, with Harvard, Caltech, and MIT taking the top three spots.
The Institutional Profiles project collects multidimensional data from over 1,000 leading academic institutions globally to profile their activities and performance. Data is gathered through an annual academic reputation survey, direct collection from institutions, and bibliometric sources. Institutions provide detailed information on areas like staff, students, degrees, funding, and subject-level activities. The data aims to be high-quality, internationally comparable, and minimize workload for institutions. Analysis benchmarks data to account for subject differences and allows custom comparison of institutions' key performance indicators, trends, and relationships to peers. The Institutional Profiles provide an excellent resource for exploring academic institutions and understanding their competencies.
The Board of Higher Education meeting discussed aligning high school science standards and college admissions requirements. They recommended revising the admissions science requirement to include three lab-based science, technology, or engineering courses. This would align with current high school standards and recognize technology/engineering courses taken for science credit. It establishes a more aligned system between K-12, higher education, and workforce needs for science, technology, engineering, and mathematics skills.
The Associate Student Project celebrates five years of student transitions fr...Dr Ella Taylor-Smith
Presentation to Computing Education Practice 2018
Abstract
Articulation partnerships between universities and further education (FE) colleges in Scotland provide paths for students to complete degrees by studying two years at college (Higher National Diploma) and two years at university. These crucial mechanisms for widening access to university have been funded by the Scottish Funding Council since 2013. The Associate Student Project (ASP), based in Edinburgh Napier University’s School of Computing, supports the Associate Students throughout these four years of study. In 2017, the first of the scheme’s honours students graduated and the fifth cohort of college students matriculated into first year.
The ASP partners agree articulation routes between specific HND courses, at college, and specific BSc/BEng courses at university, ensuring that, students entering university in third year have the skills and knowledge necessary to successfully complete the upcoming modules. Associate Students are matriculated into the university from their first year at FE college and have a guaranteed place on their university programme. Their student card gives them the same access to resources as other university students, including the libraries, fitness centres, and our 24/7 computing lab. University staff provide workshops and lectures to bridge the gap between the college and university experience, including: visits to colleges to provide academic referencing workshops and support to get paid work placements; opportunities to join lectures at the university; specific open and induction days for direct entry students. Once students are at university, ASP facilitates peer-to-peer support through buddy schemes; pizza lunches provide additional opportunities to chat with peers and staff and identify any specific problems. Throughout, quantitative and qualitative research gathers information about the students’ needs and perspectives, around transitioning into university and the usefulness of ASP interventions. This presentation shares the insights from this scheme, as universities strive to widen access, improve graduate diversity, and address ICT skills gaps.
With the growing importance of evidencing the ‘worth’ of
scholarship, the inexorable increase in metrics associated with
scholarly output, funder requirements for open access, and the
rise of digital scholarship, there has been a recent growth in the
provision of the one-stop support service: the Office for Scholarly
Communication. This session will draw on the experiences of two
UK universities in developing such Offices and the importance
of working with the research support function of the university,
particularly in relation to REF-related activities. The University of
Kent case study explores how the Library and Research Services worked together to build a business case for an OSC and how the proto-office is being developed through joint management. (The second presenter and case study are to be confirmed.)
20160303_Brief Overview of OA and IRs in Japan_Purdue MtYui Nishizono
This document provides an overview of open access and institutional repositories in Japan. It discusses the increasing number of open access papers by Japanese researchers and growth of institutional repositories in Japan supported by the National Institute of Informatics. It also outlines recent momentum and policies toward open science in Japan, including funder and institutional open access policies and guidelines on research integrity and data management. Institutional repositories are playing a role in open science by tackling research data, and library communities are conducting projects related to repository software, metadata standards, and training for research data management.
Academic Institutions as Change Agents for Territorial DevelopmentOrkestra
Researcher James Wilson's presentation at the Workshop "Entrepreneurial University, Engaged Industry & Active Government: Triple Helix Opportunities", held at the University of Surrey, 29-30 May, 2014
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper provides an overview of a HEA funded project on communicating quantitative methods. The project seeks to explain how psephology - the analysis of voting data, opinion polls and similar electoral statistical data – can be used to develop active learning pedagogies. It explores how psephology can be embedded into the British Politics curriculum to introduce learners to quantitative methods and show the relevance of these approaches. The project is aimed at first year undergraduates and seeks simulate interest in data analysis as well as develop basic skills such as the ability to read tables, graphs and charts.
Academic Institutions as Change Agents for Territorial DevelopmentJames Wilson
1. The document discusses the potential role of academic institutions in becoming change agents for territorial development. It uses the case study of Orkestra, the Basque Institute of Competitiveness, created in 2006 to support the Basque Country's competitiveness through research, teaching, and stakeholder engagement.
2. Orkestra has fulfilled diagnostic and research alignment roles by providing analysis of the Basque Country's competitive position and challenges. It has also engaged with regional needs and policy development.
3. For academic institutions seeking to drive regional change, the challenges include securing stable long-term funding, managing tensions between stakeholder needs and research priorities, and developing social research capabilities.
1) African universities perform poorly in global university rankings due to limited research output and visibility, as well as lack of institutional repositories and researchers.
2) Factors negatively affecting African university performance include low publication rates, limited postgraduate programs and supervision, and poor infrastructure such as unequipped libraries and laboratories.
3) While ICTs provide opportunities to increase research visibility and collaboration, African universities still face challenges including high digital content costs, limited bandwidth, and skills shortages.
Increasing university publication and citation rateNader Ale Ebrahim
Despite the vital role of paper publication and citation in higher education institutions (HEIs), literature on publication exercises is relatively scarce. There are a number of factors which influence the rate of university publications and citations. Accordingly, with a focus on policy perspectives, this paper discusses publication exercises by addressing the factors that can increase or decrease the rate of publication and citation in HEIs. The investigated zones are divided into two macro and micro levels, in which macro level deals with global policy and micro level is related to local and university policies. The effective factors and their relevant criteria are traced in all the aforementioned policies.
Breakthrough method in education, innovation-driven research or research-orie...Redactie Werkplekleren
Since 2008, VET College Zadkine, Rotterdam University of Applied Sciences and three
healthcare institutions in the Rijnmond region in the Netherlands have participated in the
national Workplace Learning Breakthrough Project – an initiative of the national Platform for
Vocational Education (HPBO). The project is a research and development project in which
schools, healthcare institutions and researchers work together on various issues of
workplace learning. The main question is: how can the cooperation between education and
professional practice in learning in the workplace (in so called learning departments) be
optimized, using both scientific and practical knowledge and experience?
The Rijnmond project focuses on workplace learning in learning departments in hospitals,
nursing homes and other healthcare institutions in the region. About ten students ‘care’
(intermediate level vocational education) and ‘nursing’ (intermediate level vocational
education as well as higher level of vocational education), work and learn together in a
learning department under the responsibility of qualified health professionals (work
supervisors and trainers). The student posts are supplementary and provide all possible
activities in the field of ‘care’ and ‘nursing’. They work and learn in an authentic setting,
namely the actual job practice, in which the students – after obtaining their diploma – will
continue their professional carreer. During their workplace learning route, they will be
supervised by healthcare professionals and teachers from intermediate and higher
vocational education (also designated as trainers).
In the project a major role is allocated to (practical) research and experimentation. Thereby,
"co-maker ship in triplicate" – between education and healthcare institutions, between
research and education, and between rural and regional actors – will be addressed (Van den
Berg, 2009; Van den Berg, De Jongh, Klous & Streumer, 2010). These activities are dedicated
to the improvement of the practice of workplace learning. This means that research is
focused on specific changes in that part of the curriculum that is situated in the professional
practice. The emphasis is on increasing the professional behaviour of trainers, offering them
a wider range of intervention tools to increase learning effects for students. During an
interim audit, the Audit Committie described the approach used in the Rijnmond project, as
"the Rotterdam approach" and the commission called for this approach to be documented
further. This resulted in the seventh report on the project, which specifically, addresses the
'co-maker ship' between research and education (Van den Berg & Streumer, 2011).
This document summarizes Dr. Michael Uden's work developing STEM partnerships between P-16 institutions. It discusses the history and benefits of STEM education, outlines effective STEM curriculum approaches, and describes the programs and grants Dr. Uden helped establish including a STEM camp for underrepresented middle school students and opportunities for pre-service teachers. The document provides an overview of Dr. Uden's vision and accomplishments in building STEM partnerships across different educational levels and communities.
The University of Washington Libraries serves a multi-campus university with over 16 branch libraries and colleges. In 2008, the libraries recognized changes in student and faculty research behaviors with decreasing print usage and increasing digital resources usage. This led the libraries to re-evaluate service models and prepare facilities for ongoing changes in research and learning. The document provides contact information for two library staff members to learn more about the University of Washington Research Commons.
Research Collaboration - Making the link IATUL 2013Reed Elsevier
This document discusses research collaboration and the library's role in facilitating it. It begins by exploring collaboration as a trend in research and libraries. Research has become more collaborative, with benefits like sharing knowledge and expanding networks. The document then discusses tools libraries can use to help researchers find collaborators, like SciVal Experts and Strata, which provide profiles and metrics to compare researchers. The document uses a case study of a researcher at Stellenbosch University to demonstrate how the library there is using these tools to help researchers identify potential collaborators in their field in order to increase publication output and impact.
What's in the research librarian's tool shed?Reed Elsevier
This document provides an overview of bibliometric tools and metrics that can be used to measure and evaluate research impact and productivity. It discusses common metrics like publication counts, citations, h-index, g-index and m-index which are calculated using bibliographic databases like Scopus and Web of Science. It also explores more novel altmetric tools that can measure impact of research outputs beyond publications. The document emphasizes that bibliometrics should be used cautiously and as a supplement to peer review, to avoid perverting incentives for researchers.
Research Commons @ Stellenbosch University presented at RLC Academy, Mont Fle...Reed Elsevier
The Research Commons at Stellenbosch University aims to empower postgraduate research through specialized facilities, assistance, partnerships and events. It provides (1) dedicated work spaces, equipment and reference materials for postgraduate students; (2) research assistance from librarians and peer advisors on topics like referencing, bibliographic tools and technical writing; and (3) workshops and seminars on research skills. Initial feedback indicates the Research Commons is motivating students and received positive comments on its services, while also identifying opportunities to expand assistance and resources. Usage statistics show growing utilization of its study areas, seminar rooms and research support services.
Confessions of an ex-librarian: research support across divisional bordersReed Elsevier
This document discusses the stages a librarian went through in adapting to changing research needs and environments. It begins with the librarian getting acquainted with new factors like the Research Libraries Consortium project and literature on the evolving research process. The librarian then pursued understanding new modes of research like Mode 2 knowledge production and the triple helix model. This led to a stage of commitment to support the entire research lifecycle. However, disagreements with colleagues on the librarian's role led to a stage of disillusionment. Finally, the librarian reached a stage of finding balance by acknowledging changes, collaborating with stakeholders, and empowering researchers through the correct use of tools.
African solutions to African problems: the role of research management tools ...Reed Elsevier
Describes SciVal as an efficient tool to find potential research collaborators on the African continent to support the ideology of African solutions to African problems.
Academic Libraries: Engine Breed Spuring Innovation for Competitiveness and S...IOSR Journals
Abstract: The research was designed to unveil out how academic libraries have assisted institutions in bring up candidates to work in industrial capabilities towards the achievement of competitiveness and sustainable economic growth in society. This study was drawn from the extensive literature review and case studies to discuss the following economic value of accessing information using the library; innovation and services in academic libraries; initiatives, resources and activities that facilitate access to information in the library; FUTO Library and library responding to academic programmes. The following research questions helped ascertain what has made the academic libraries tick in this direction and to find answers to them; what status of people does the library have? To what extent material resources is provided and used by the library patrons? What ICT services are been offered by the library and of what purpose are they offered? What strategy development implied by the library to meet patron’s needs? What are the obstacles the library may encounter in the process to achieve competitiveness and sustainability to serve library patrons? Frequency and percentages were deployed for the study due is within the study environment area. Collection of Data was through the use of questionnaire developed by the researchers. Ninety-five copies of the questionnaires were distributed to staff of FUTO Library, out of which 85 were returned and found useful. Finding was analyzed and results ascertained. Keyword: Library, growth, process, ICT, resources, services, innovation
The UK Survey of Academics 2012, conducted by Ithaka S+R, Jisc, and Research Libraries UK (RLUK), examines the attitudes and behaviours of academics at higher education institutions across the United Kingdom. Our objective is to provide the entire sector, including universities, learned societies, scholarly publishers, and especially academic libraries, with timely findings and analysis that help them plan for the future. (May 2013)
The document discusses the perspectives of various stakeholders including governments, research funders, and universities regarding open access to scholarly publications. Key themes discussed include: promoting research excellence and maximizing dissemination and access; realizing socio-economic benefits; assessing research impacts; ensuring stewardship and sustainability of the scholarly record; and balancing costs and sustainability concerns in any transition to more open access models. While open access aligns with stakeholders' goals, questions remain around implementation and financing sustainable open access systems.
The annual report summarizes activities of Queen's University Library in 2013-2014. It highlights developments like the approval of a new Library and Archives Master Plan to adapt facilities to changing learning and research needs, and enhance the student experience. It also describes how the Library supports learning outcomes through information literacy instruction reaching over 14,000 students, experiential learning opportunities, and involvement in curriculum development. The report indicates the Library's role in supporting the university's vision and priorities through engagement with faculty and students.
Presentation by Ingrid Parent: Digital Academic Content and the Future of Lib...Ingrid Parent
International Library Cooperation Symposium presentation May 14, 2010 in Tokyo, Japan. Presentation by Ingrid Parent, President elect of IFLA, and University Librarian at the University of British Columbia
Attitude Of Students Towards The Use Of Library Facilities A Case StudyNicole Heredia
The document discusses a study that examined students' attitudes towards using library facilities at Newcastle University in the United Kingdom. The study involved 66 participants, including 60 students and 6 library staff. Questionnaires were administered to students and interviews conducted with library staff. The study found that 92% of students used the library and about 49% visited twice a week, primarily to find study space, use the internet or library materials, read newspapers, meet friends, or use printing services. However, students were dissatisfied with available comfortable study space. There was also a lack of awareness about inter-library loans, which were underutilized. Overall, the study concluded students had positive attitudes towards the library facilities, but recommendations were made to increase usage.
Research support services at an academic library, presented at UFS 27-11-2013Reed Elsevier
This document discusses research support services at an academic library. It provides context on the changing research environment and new modes of research. It then describes the conceptual approach taken by Stellenbosch University Library to support research through the research lifecycle. The library supports researchers from preparing their work to preserving and sharing the results. It provides resources like a research commons, workshops, and research management services. Finally, it discusses evaluating research support services and ensuring the library's offerings remain effective.
Welcome Speech At The Libsense Regional Open Science Policy Development WorkshopElvis Muyanja
The document discusses strengthening research in African universities. It recommends:
1) Developing regional research centers of excellence and declaring national centers in key disciplines.
2) Requiring research experience and outputs like publications and grants for promotion to positions like senior lecturer, associate professor and professor.
3) Universities should focus on select disciplines, decrease undergraduate enrollment, and establish research institutes to free up academics for research.
What do academic libraries have to do with open educational resourcesR. John Robertson
This paper (preprint for Open Ed 2010) will discuss the possible roles of academic libraries in promoting, supporting, and sustaining institutional Open Educational Resource initiatives. It will note areas in which libraries or librarians have skills and knowledge that intersect with some of the needs of academic staff and students as they use and release OERs. It will also present the results of a brief survey of the views of some OER initiatives on the current and potential role of academic libraries.
Three good reasons to understand the research impact of a technology-enabled ...Helen Farley
The real-world impact of research is gaining much attention across the international Higher Education sector. Funding agencies, government organisations and community groups are seeking evidence that research initiatives are delivering impact beyond contributions to academia.
Researchers, practitioners, educators, learning designers and developers require a good understanding of research impact, and associated terminology, to articulate the real-world benefits of technology-enabled initiatives. There are three good reasons to understand research impact in a
Higher Education context. Firstly, comprehending the language of research impact facilitates meaningful discussion with research stakeholders. Secondly, recognising and communicating the real-world impact of an initiative affirms the ‘so what’ factor of a research project. And thirdly, demonstrating research impact, rather than reporting research outputs, is becoming more important in funding applications and project documentation. This paper concludes with a brief review of assessment frameworks developed to evaluate the real-world impact of Higher
Education research.
ERIC - developing an impact capture systemJulie Bayley
1) Coventry University developed an impact capture system called ERIC to systematically plan, monitor, and collect research impact outcomes.
2) Developing ERIC highlighted the need to engage and train staff across the university on impact.
3) ERIC integrates with the university's existing research information management system, allowing academics to plan and track impacts throughout a project's lifecycle.
This document summarizes a seminar held at St. Mary's University College Belfast on listening to students and engaging with their feedback. Three case studies were presented that examined how student feedback was obtained and used to enhance courses and programs. The case studies found that engaging with students provided valuable insights and led to improvements in practice and policies. Attendees learned that methods like focus groups are useful for gaining detailed student opinions and feedback. Presenting results back to students shows the value of their input. Disseminating findings to peers allowed for comparing approaches and learning from each other. Engaging student voice can inform work and benefit teaching and learning.
Revitalizing the Library in the University Knowledge CommunityKaren S Calhoun
Covers some important studies on the future of the academic research library at Pitt and elsewhere. Discusses collaborative processes to build a new vision of library services and immerse the library more fully in research, teaching and learning at the university.
Changing role of faculty librarians in open accessIryna Kuchma
How faculty librarians could contribute to open access awareness raising and advocacy, provide support and training for researchers and students on changing scholarly communication landscape
This document discusses the benefits of open digital academic archives for universities and their communities. It describes how such archives can increase an institution's visibility by making faculty research and other intellectual works publicly available. This allows for improved knowledge sharing and research dissemination among community members. However, some works in progress or student works may be better suited for restricted local repositories. The document also outlines the key features of the New Bulgarian University's open digital archive, including the types of content it contains and access policies. It argues that restricted access departmental repositories also have benefits for housing works in progress and student assignments locally. Overall, the document analyzes how digital archives can raise institutional reputation while also supporting local academic communities and learning if local access options are
VC's visit to Global Studies, 9 May 2014SussexGlobal
Engaged research that addresses global issues through interdisciplinary perspectives. The School has successful partnerships and research income but needs help with big data, arts, and developing ideas without rushing proposals. International doctoral research covers diverse topics with multiple funders. The School aims to strengthen research capacity through improved procedures and fundraising.
Creating an outstanding learning environment for students through philosophy, ethics, skills and employment preparation. The School fosters student engagement and feedback to enhance teaching. Challenges include improving outdated facilities.
Expanding successful international partnerships in areas like Asia, migration and development through research themes, collaborations and support. Communicating research influences policy and public understanding. Long-term sustainability requires securing funding platforms.
Emerging technologies in Higher Education - A guide for South African Higher ...Daniela Gachago
This document provides an overview of a research project conducted between 2011-2013 that investigated how emerging technologies can transform teaching and learning practices in South African higher education institutions. The project involved researchers from 8 universities and 1 international NGO. Key findings from the research included that the understanding and use of emerging technologies is context dependent, that technologies like learning management systems can still be considered emerging, and that adoption of emerging technologies is primarily driven by individual passion for teaching and learning rather than systemic institutional support. This practitioner's guide shares case studies from the research on innovative uses of technologies like social media, blogs and mobile phones to address challenges in higher education.
Access To Online Databases Predicate For Faculty Research OutputSamantha Martinez
This document summarizes a research study that examined the role of access to online databases in faculty research output at universities in Nigeria. It provides background on the importance of faculty research and how access to information resources can facilitate research. The study aimed to identify the most accessible online databases for faculty, constraints to access, and strategies to overcome constraints. It reviewed literature on access to online databases, their advantages, and common constraints like technological issues, lack of infrastructure, and economic barriers. The study employed a descriptive research design and survey methodology to collect data from faculty across multiple universities.
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
Similar to Interactive Poll to determine needs of researchers (20)
Stellenbosch University Library and Information Service Carnegie Research Com...Reed Elsevier
This slideshow presents an image-based overview of the Carnegie Research Commons at Stellenbosch University including reference to the concepts, context, facilities, services, activities, staff and general aspects related to the facility located in the JS Gericke Library, Stellenbosch.
Elevating research librarianship to a new level, presented at LIASA Conferenc...Reed Elsevier
The document summarizes discussions from a research librarianship conference in South Africa. It covers several topics:
1) An overview of the Research Libraries Consortium (RLC) in South Africa and an internship program at US universities to learn from their research support practices.
2) Different aspects of research support discussed, including services at various US universities like research commons, data services, and support for the entire research process.
3) Information literacy instruction from a research perspective, emphasizing integrating it within courses, using collaborative activities, and teaching critical thinking.
4) Challenges and opportunities in collection building to support researchers, such as embracing digital formats, institutional repositories, and data management.
Making the link: the library’s role in facilitating research collaboration. P...Reed Elsevier
The document discusses the trend of collaboration in science and how it aligns with human nature, as well as Stellenbosch University's goals of facilitating research collaboration. The Stellenbosch University Library and Information Service has a plan to strengthen collaboration by providing resources like seminar rooms, social networking sites, and tools to analyze researchers' outputs and connections. The library aims to identify opportunities for new collaborations and fill in "weak links" by connecting researchers with similar interests but who have not previously collaborated.
Part 2: Research support in a 21st century academic library: a case study of ...Reed Elsevier
The document outlines the partnership between the library and research office at a university. It describes various services provided to support the different phases of the research lifecycle from preparing a project, gathering resources, creating research outputs, preserving and sharing results, and measuring impact. These include access to journals and books, workshops on topics like writing and career development, research repositories, and tools for identifying collaborators and tracking metrics. The goal is to provide dynamic support for academic excellence through all stages of research.
Are we with it: research support services at an academic library presented at...Reed Elsevier
The document summarizes Stellenbosch University Library and Information Service's approach to research support and whether their services are "with-it". It discusses defining features like research performance management and digital services. It also notes areas that could be improved like developing a research support charter and optimizing their service model. The document concludes by comparing Stellenbosch's services to other research libraries and determines there is still work to be done to fully be "with-it", such as specializing services and partnerships with other research units on campus.
Getting on with it (research support at an academic library) presented at Uni...Reed Elsevier
The document provides an overview of research support services at an academic library. It discusses the context and driving forces for change in research. It outlines a conceptual approach to research support that takes a holistic view of the research lifecycle. The document then describes the components and building blocks of research support services, including facilities, staffing, and partnerships. It compares the library's services to others and identifies areas for further development.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Interactive Poll to determine needs of researchers
1. Purdue University
Purdue e-Pubs
Proceedings of the IATUL Conferences 2014 IATUL Proceedings
The Curious Instance of the Library's Travelling
Poll: Determining Obstacles in the Research
Process
Lucia Schoombee
Elsevier, l.schoombee@elsevier.com
Lucia Schoombee, "The Curious Instance of the Library's Travelling Poll: Determining Obstacles in the Research Process." Proceedings
of the IATUL Conferences. Paper 3.
http://docs.lib.purdue.edu/iatul/2014/servicedesign/3
This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact epubs@purdue.edu for
additional information.
2. THE CURIOUS INSTANCE OF THE LIBRARY’S
TRAVELLING POLL: DETERMINING OBSTACLES IN
THE RESEARCH PROCESS
Lucia Schoombee
Elsevier, South Africa, l.schoombee@elsevier.com
Abstract
The role of libraries in co-facilitating timeous and successful completion of postgraduate studies
and increased research output is accentuated in the current, competitive academic
environment. Faced with this challenge, libraries need to probe new territory, expand
boundaries of service delivery and collaborate with academic support services.
This paper describes an unconventional, visual method to explore service needs of researchers
and research students. The method consists of an interactive poll which visually depicts the
research lifecycle and allows respondents to point out arduous aspects in the research process.
The poll is a collaborative project between the Library and the Information Technology Division
of Stellenbosch University and was first administered during the Library’s Research Week in
August 2013. While the focus is on the design and applicability of the instrument, initial findings
of the on-going project will also be reported.
The ultimate objective of the project is to enable the Library to create cohesive, collaborative
support structures and services for research staff and students throughout the entire research
project. This is envisaged through the identification of the prevalent obstacles by means of the
interactive poll and subsequent collaboration with service partners on campus to address
research support needs.
The paper will be of interest to academic librarians interested in experimenting with creative
ways of interacting with its member community. It also addresses a holistic approach to
research support and collaboration as a service strategy.
Keywords: academic library, research process, needs assessment, research life cycle, research
support; collaboration; cross-divisional support services
3. Introduction
Research success is a vital component of higher education institutions’ overall performance.
Globally, it is believed that research productivity is a prerequisite for national prosperity and a
means to provide solutions for social, economic and political challenges. Rankings and
incentive schemes therefore aim to accelerate research output and academic performance,
creating a vibrant and competitive climate. Opportunities abound for academic libraries to align
and expand their services to respond effectively to these research challenges of the day.
At Stellenbosch University, the response to the new research climate has been to place
substantial emphasis on research output and innovation; make concerted efforts to increase the
ratio of postgraduate students; and to reduce the completion time of researchers. Faced with
this compelling and demanding research context, presented Stellenbosch University Library and
Information Service (SULIS) with the opportunity to expand services, build new alliances and to
become more integrated in the institutional mechanisms which aim to elevate research
productivity, relevancy and excellence. In pursuing these opportunities, it however became
apparent that institutional research support lacked cross-divisional sinchronisation. It was also
disconcerting to notice a lack of systematic approach to the prioritisation of the University’s
research support projects. Lack of coordination and collaboration of service developments were
other perturbing issues. As the most central and wide-reaching of the support services, the
Information Technology Division and Library subsequently embarked on an expedition to
address the factors which impeded cohesive service delivery.
What ensued was the appearance of a rather curious looking, wandering poll in the corridors of
the Stellenbosch University Library. The poll had three main objectives: firstly, to determine the
support needs of researchers; secondly, to use a creative, holistic and systematic method in the
process of determining needs; and thirdly to point out the opportunities for collaboration among
research support stakeholders.
This paper commences with an overview of the characteristic features of the changing research
landscape and follows with a description of SULIS’ project to broadly determine which aspects
in the research life cycle provide difficulties for research students and staff. Finally
recommendations are made about the usefulness of the survey method and about service
tactics to create and improve integrated service support services to research students and staff.
Background
A changing research landscape
The dawn of the 21st century coincides with an unprecedented transformation of the research
landscape. Variously it is described as e-science, cyber science, or the fourth paradigm. Among
others, the emergent scientific environment is characterised by ubiquitous access to indexed
online content; optimum computation; a distinct emphasis on data; and collaboration (Soehner,
Steeves, & Ward, 2010) (Council on library and information resources, 2008). In addition to the
dynamic transformation of science practice, the world is also witnessing a deliberate alignment
of academic research to national economic growth and social development. Altbach (1998)
states that through centrality of the knowledge economy to 21st century development, higher
education has assumed unprecedented importance, both within countries and internationally,
because of its roles in educating people for the new economy and in creating new knowledge
(Altbach 1998a). Kearney and Lincoln (2013) agree, noting that research universities are
enveloped in a golden era in which they ‘anchor globalisation and drive innovation, the economy
and civil society’. In Altbach’s words (Kearney & Lincoln, 2013) research universities are the
“stepping stones to the knowledge economy”. It is not surprising, that this heavy orientation to
research fuels a concomitant pursuit of research excellence by institutions of higher education.
In addition Altbach (2007) asserts that research has become increasingly competitive, with
researchers and universities rushing to present results and patent or licence potentially useful
discoveries or inventions. Science, in short, has become "high-stakes" and intensely competitive
international endeavour.
The South African research agenda
4. Corresponding with global trends, research success is also a major concern for universities in
South Africa. However, in the South African context this concern is deepened by the post-apartheid
government’s adoption of research as a national imperative. Seeking to redress pre-democracy
imbalances, the government introduced the Programme for the Transformation of
Higher Education (South African Department of Education, 1997) to encourage research
productivity. The white paper proposed increased research activity as a prerequisite for
national prosperity and a means to provide solutions to social, economic and political
challenges while also gearing the country for participation in the knowledge economy. The
Programme was backed up by statutory measures such the New Funding Framework (NFF) for
research and tuition, introduced by the Ministry of Higher Education and Training's (2003). The
NFF offered monetary incentives to higher educations based on research output and student
throughput. This course of events ignited a vibrant and competitive national research
environment.
Stellenbosch University quest for research excellence
To attain a frontrunner position in this competitive environment, Stellenbosch University adopted
the Strategic framework for the turn of the century and beyond (1999) which prioritised research
as an academic activity at the University (Stellenbosch University, 2000). The emphasis on
research brought about substantial accentuation of research output and innovation; the need to
increase of the ratio of postgraduate students and the reduction of research student’s
completion time, as strategic objectives (Stellenbosch University, 2008).
Indeed, a few years down the line, Stellenbosch University emerged as one of the leading
research institutions in South Africa and on the continent. The University currently enrols 28 000
students, of which 34 % are postgraduate. The staff component numbers 3 085 of which 975
are academic personnel. The eminent research status of the University is illustrated by it having
the highest number of weighted research outputs per academic staff member of all South
African universities. The University also appears on three reputable international ranking lists -
the QS World University Ranking, The Times Higher Education World University Ranking and
the Leiden Ranking (Stellenbosch University, 2013).
Research support services respond
The elevation of research productivity in the new higher education research paradigm presents
both a challenge and an opportunity for libraries. Indeed, this disposition is well documented in
library science literature. Authors such as Wang (2013), Stokker (2013), Borchert and Young
(2010), Radar (2002) and Strong (2012) all echo the sentiment that libraries face a vast, open
canvas of new service possibilities in the changing research paradigm. To date, university
libraries have responded to the challenge in various manners. Examples include the escalation
of research-focused workshops and consultations; greater alignment of library collections with
research strategy and practice; general overhauling of service structures (Mamtora, 2011);
embeddedness in research teams (Monroe-Gulick, O’Brien, & White, 2013); data services and
institutional repositories (Brandt, 2007). Parker (2012) describes a comprehensive approach to
research support encompassing the entire research cycle being followed at Swinburne
University of Technology. Following suit, SULIS has introduced various new-research focused
services. The most prominent being the hosting of an Open Access publishing service;
institutional repository services; and research productivity workshops (Raju & Schoombee,
2013).
Cross-divisional collaboration
Importantly, in the new higher education paradigm, possibilities also exist for creating new
alliances and for greater intimacy with campus stakeholders. Gardner, Napier and Carpenter
(2013) advocate this notion fervently, declaring that collaboration paves the way for creating
innovative campus spaces and services. They argue that through the forging of alliances and
merging of services and resources among campus partners, user needs are addressed and
transformational changes initiated - changes that are broader in scope than those of traditional
library functions. They argue that collaboration allows for constant revision and reinvention
based foremost on needs, complemented by further research and assessment. These notions
are supported by Stebelman, Siggens, Nutty & Long (1999) who include university
administrators as important library partners.
5. Harbouring similar sentiments, SULIS created a grassroots level research support forum in
2012 to engage on research service related topics of mutual interest. The forum includes the
Writing Lab, Postgraduate and International Office, Research Development Division,
Information Technology, Teaching and Learning and Community Interaction. The group gathers
quarterly to discuss diverse issues based on the respective members’ focus, emphasis and
interest. Service topics dominant in discussions include synchronisation of workshops;
communication with users; mutual awareness of services and resources; and reciprocal
marketing. Despite the advantages of closer relations, collaboration has yet to be optimised
though, as respective divisions still tend to weight service demands according to their own
perspective and go about addressing it accordingly.
What do researchers want?
Whether services for researchers are integrated (through partnerships or collaborative efforts)
or provided independently by the library, alignment with user needs is crucial. According to
Simons, Ke & Wallace (2013) it is essential to understand how users’ needs are changing in the
transforming research environment. Brown and Dumouchel (2007) vow that “the user is
powerful and changing”. They emphasise the fact that we must attend to what our users are
requiring of us and consider how can we adapt our services to correspond. Understanding what
researchers want in the transforming information domain has however proven to be a difficult
quest. The RIN and RLUK report Researchers’ Use of Academic Libraries and their Services
Determining (2007) notes that the needs of researchers are notoriously difficult to determine.
The report quotes a librarian saying “It’s hard to serve researchers properly because it’s almost
impossible to find out what they want”. The reason is attributed to researchers’ independence;
the fleetingness of individual relationships; and the increasing tendency for researchers to use
services remotely. Foster and Gibbons (2005), to the contrary, were of the opinion that it was
obvious what faculty members and university researchers wanted. They wanted to do their
research, read and write about it, share it with others, and keep up in their fields!.
In addition to determining researchers needs, the Stellenbosch University IT Division wanted to
prioritise researchers’ service. Kriel (2013) expressed her concern as follows: “The IT Division
does not have an effective means of gauging the needs of individual researchers, except by
consulting the divisions that support the community. The mapping [of service requirements]
tends to indicate a lack of input from individual researchers who may well prioritise very
differently with a bias towards actions that would serve to improve their personal productivity”.
Following this declaration, an objective and systematic assessment of service needs, from a
users perspective, became a serious aspiration.
Research life cycle
To understand researchers’ needs from the viewpoint of prioritising support service design and
uncovering cross-divisional collaboration potential, a systematic approach is vital. According to
the OCLC’s Support for Research Workflows (2011) the research life cycle provides an ideal
model to systematically map a wide range of research activities from the development of the
investigative hypothesis through to final dissemination and evaluation. Wiklund (2013) agrees
that using the research life cycle as a model provides an effective map to structure and analyse
research activities and develop the support required to flourish in this environment. Added
advantages of the research life cycle, are that it presents research activities in a researcher-centred
manner and is able to concisely relate library (and other divisions’) support services to
the standard stages of research with which researchers are familiar (Vaughan et al. 2013).
Methodology
A “Library Research Week” in 2013 presented a fitting opportunity to address a number of the
issues identified. In particular it presented the opportunity to engage with researchers and to
determine their support needs while ultimately contributing to the research success of the
University. Through informal discussion, staff members of the Library and IT Division gradually
developed the idea for an activity to determine researchers’ needs in a researcher-centric way
using a systematic and contextual framework to guide the process.
6. At first, dominant methods for garnering user needs such as ethnographical, quantitative and
qualitative were considered. Bolduc (2007) provides a valuable summary of these approaches
highlighting the benefits and drawbacks of each. He points out those ethnographical studies
permits the understanding of user needs by observation of how they use equipment and
services and how they interact. However, ethnographical studies do not reveal what users really
think or what their attitudes and are only useful for studying users in relation to pre-existing
services and products. Quantitative studies in the form of questionnaires is another useful
approach to get input from many users produces data relatively easy to analyse afterwards.
However, this approach constrains users to respond to only the questions asked. The highly
structured nature also makes it inflexible and does not expose the users’ attitudes which inform
the answers given. Bolduc (2007) therefore notes qualitative studies as the most appropriate
means for analysing the attitudes of users on a more in-depth level. However, direct interaction
with users (through focus groups or interviews) requires special skills and training, and take
more time to administer and analyse.
However, noting the disadvantages of each of the methods, and since a large scale LibQual
survey had been administered by the Library the previous year, it was decided to follow a fresh
approach. The final proposal comprised of a visual display for soliciting intuitive feedback from
researchers about the obstacles they encounter in the research process.
To collect data, a large pin board (Figure 1) was created depicting the research lifecycle and
associated research activities. Using signage, respondents were invited to point out obstacles in
the research process on the pin board anonymously and voluntarily. In pointing out obstacles,
respondents could also articulate their particular frustration on a “poll card” (Figure 2) by pinning
the card to the activity which presented the obstacle. The back of the “poll card” recorded basic
demographic information required for meaningful analysis, such as faculty, research status
(researcher, master’s student, doctoral student) while the front was left blank for respondents to
write comments.
Figure 1: Interactive, visual poll
7. Figure 2: Poll card (back)
The back of the “poll card” also provided information to prospective participants about the study
using the following “what, who, how, why and when” format:
- What? An interactive, visual poll which allows respondents to point out obstacles they
experience in their research project anonymously and voluntarily.
- Who? Researchers, Doctoral students, and Master’s students are invited to take part in the
poll. The results will be made available to interested research support divisions upon
request.
- How? If you are experiencing any obstacles as you progress with your research, write
them down on the cards provided. Please use one card per obstacle. Use the drawing pins
provided to pin your card/s to a corresponding activity on the research activities diagram.
- Why? To give SU research support divisions added insight into the obstacles faced by
individuals doing research.
- When? The poll will be available during the course of the Library and Information Service’s
Research Week (12-16 Augustus). An initial discussion of the feedback will take place on
15 August at 14:00 in the JS Gericke Library Auditorium and is open to all interested
parties.
With the poll, a small-scale study was intended, making use of a convenience sample involving
“readily available respondents” (Boone and Kurtz, 2005:267) whom in this case were
researchers present in the Library and Information Service’s Research Commons and foyer
during Research Week. The aim of the study was therefore not to produce “generalisable
knowledge” but rather to generate insights useful to IT and the Library about the needs of
researchers. The design of the study was intended to attract attention and to solicit
spontaneous participation. Individuals therefore self-selected to participate. A pre-testing with
five student researchers indicated that the question posed and participation method was
intuitively clear to them.
The research life cycle
The diagramme of the research lifecycle and its subjacent processes on the pin board was
intended to provide respondents with a systematic and contextual framework to guide their
responses. It also aimed to encourage intuitive participation. The life cycle model posed as an
analytical tool as well as a way to structure the information collected. Through its visualisation
of research activities, it was considered an ideal way to garner information about researcher
needs throughout their research endeavours.
8. Figure 3: Graphic representation of the research life cycle
The graphic representation of the research lifecycle drew on various lifecycle diagrammes such
as developed by the University of Curtin (n.d), University of Minnesota Libraries (2006), Patel
(2011) and the JISC Research 360 Project (n.d). The final version of the life cycle presented in
the survey was however a unique diagramme featuring thirty four activities within six life cycle
phases.
The six phases and subjacent activities were as follows:
1) Ideas and planning: choose a topic; formulate research question; develop budget; secure
funding; Identify a supervisor/advisor; Background reading; Suitable work space; Plan
project; Attend relevant skills workshops.
2) Gather: Research methods & design; Literature review; Proposal; Collect data; ethics
approval.
3) Create - Proofread; comply with copyright; avoid plagiarism; referencing and bibliography;
writing and editing; interpret results
4) Manage and preserve - Back up your research; make datasets discoverable; archive
output; manage and archive datasets for future use; share datasets
5) Share and collaborate - optimise your visibility; build your research network; publish;
collaborate with other researchers; secure funding to publish
6) Measure - Use metrics to support funding applications; use metrics to demonstrate impact;
use metrics to decide where to publish
Data collection
The interactive, visual survey was administered during the Library’s research week in August
2013 alternating between the Research Commons and the foyer of the JS Gericke Library as
conducive locations. Administering the survey as part of a marketing event had multiple
intentions. The poll demonstrated the Library’s alignment with researchers as the primary
audience of the research week; it alluded to services related to various stages of the research
process; solicited feedback about user needs; and established dialogue with respondents by
encouraging researchers to articulate their frustrations. The holistic scope of the survey
demonstrated a cohesive approach to supporting researchers as opposed to the more
pervasive silo-based research support model generally experienced on campus. The poll also
satisfied our requirements in terms of being creative, innovative, low-cost and it did not require
staff time. The Library, perceived as a central and politically neutral space, therefore presented
an appropriate setting to engage with researchers about their needs, while, as a Research
Week activity the poll served both as a feedback instrument and a promotion of library services.
9. Results
In total, 89 respondents participated in the poll. Although respondents were asked to indicate
their study level or user status, almost half failed to do so. Of the respondents who did indicate
their user status, 47 % were master’s students, 10% were doctoral and 1% was honours.
Respondents represented nine faculties of which the Arts and Social Sciences faculty (30%)
surpassed other faculties by a large margin. Again, a large number (37%) of respondents failed
to indicate their faculty relation. Practically all respondents (97%) provided written comments on
the cards they pinned to the notice board.
Masters students Status not indicated Phd students Hons
10%
1%
Figure 4: Respondents by study level
47%
42%
0 5 10 15 20 25 30
Arts and Social Sciences
Econ & Management Sciences
Medicine and Health Sciences
Science
Theology
AgriSciences
Education
Law
Engineering
Figure 5: Respondents by faculty (excluding where none indicated)
Responses were categorised in three groups. Firstly, by the research life cycle phase that was
indicated as posing an obstacle; secondly by the specific activity within the phase; and thirdly
by the respondents’ comments.
10. Research phases presenting obstacles
As illustrated in Figure 6 below, the research phase identified as presenting the most obstacles
was “Create”. The three most troublesome activities in this phase were “writing and editing”;
“referencing and bibliography”; and “interpreting results”. Following closely was the “Ideas and
planning” phase, where activities such as “secure funding” and “choose a topic” were
emphasised as presenting obstacles. The third most obstacles appeared in the “Anything else?”
category where many comments related to finding motivation and fighting procrastination. The
“Gathering” phase presented the fourth most obstacles with “literature review” identified as the
most problematic activity. With regards to “Share and collaborate” phase, respondents
commented on difficulties regarding “collaboration with other researchers”, “building a research
network”, “optimising visibility” and “secure funding to publish”. No obstacles were identified in
the measuring phase. This may possibly stem from the fact that respondents were
predominantly postgraduate students who were not yet active authors and also not involved
with research evaluation practices.
Figure 6: Research phases presenting obstacles to research activity
Research activities presenting obstacles
In listing the identified troublesome research activities, irrespective of the phase concerned,
“general” came out on top of the list. In this category, respondents referred predominantly to
emotional issues and personal skills such as lack of motivation, feelings of inadequacy,
procrastination, time management and the student-supervisor relationship. “Writing and editing”
emerged as the second most problematic research activity, followed by “securing funding”,
“interpreting results” and “IT”. Also ranked relatively high, were “referencing and bibliography”,
“choosing a topic” and “suitable space”. A complete list activities considered as presenting
obstacles is ranked in Figure 7.
11. Figure 7: Specific research activities indicated as obstacles in the research process
Analysis of respondents’ comments
The comments provided by respondents were categorised using In Vivo codes. In Vivo coding
facilitates the practice of assigning a label to a section of data using a word of short phrase
taken from that section of the data (King, 2008). The aim being to ensure that concepts stay as
close as possible to research participants’ own words or use their own terms because they
capture a key element of what is being described.
Thirty seven phrases were selected as In Vivo codes to represent the obstacles mentioned in
the comments received. The codes were subsequently ranked according to the number of
comments which corresponded with the phrase. According to this process, the five main
obstacles were identified as “writing” (14 comments), “funding” (12 comments), “supervisor” (7
comments), “motivation” (6 comments) and “feel inadequate (5 comments). Figure 8 presents a
graph of the twenty obstacles mentioned most often.
12. Figure 8: Obstacles most frequently identified in respondents’ comments
It is clear from the results of the poll that writing; finding funds; the supervisor-student
relationship; and emotional and personal skills such as confidence, motivation and time-management
present the most challenges for students in the course of completing a research
project. This feedback corresponds to a large degree with a report on ‘The Research
Experience of Young Scientists in South Africa’ published by the South African Young Academy
of Science (SAYAS) in 2013 where funding and mentorship/supervisory issues were
emphasised as significant challenges for postgraduate students in South Africa. If an integrated
service model was desired, it was clear that the Library should investigate its role in addressing
these blatant and crucial needs of research students.
Figure 9: A word cloud representing comments organised in In Vivo Codes
Traditional library services, such as referencing and finding information, were also identified as
obstacles although these were not the greatest stumbling blocks. Referencing obstacles
referred to both referencing standards (Harvard, APA, etc.) and reference management
systems (Endnote, RefWorks, etc.). Frustration with “finding information” referred mainly to
information overload and sources not available in the Library. Obstacles manifested in terms of
complying with copyright; building a research network; researcher visibility; finding suitable
workspace; choosing a topic; and the literature review.
These obstacles can be suitably addressed by optimising resources which the Library has to its
disposal. In particular, Scopus to address difficulties experienced with literature review;
Mendeley to alleviate hurdles related to reference management; and Scival to improve research
13. network building, finding funding opportunities, getting to know a subject area and to elevate
researcher visibility.
Conclusion
Research success, both in terms of student through-put and research output, is a major concern
for all universities as it forms a vital component of a university’s overall performance. In the
South African context this concern is intensified by a robust national agenda and an incentive
scheme aimed to accelerate output and productivity. In this compelling and demanding
research context, it is critical for academic libraries, along with other research support divisions,
to examine current services for researchers and to upscale according to new trends and
demands.
If regarded as a preliminary exercise, the interactive visual poll showed great potential as a
holistic and systematic manner to reveal researchers’ service needs and opportunities for cross-divisional
collaboration. Responses to the small scale project showed that young scientists
seem not to be struggling so much to find subject-related information but that they are battling
important peripheral issues which may ultimately impede their success. In this, an opportunity is
presented for the Library to work in tandem with other support divisions to contribute to the
overall success of researchers. For example, the central position of the library makes it an
excellent platform to expose funding opportunities; provide career-related information; create
awareness for mentorship programmes; host industry talks and soft skills workshops; and
provide opportunities for young scientists to create support structures among themselves.
The poll yielded additional benefits such as creating awareness for the library’s role through-out
the entire research life cycle. For some participants it even revealed processes and activities of
which they were unaware. On the whole it enhanced the Library’s visibility among researchers
and created a lively dialogue between the Library and IT Division and researchers. Further
administering of the poll is therefore recommended.
In order to respond to the challenges of the contemporary research environment, libraries must
move beyond traditional library services and an independent style of functioning. The
interactive, visual poll presents a strategy for unconventional engagement and an integrated
and comprehensive approach to service delivery to ensure research success for both
individuals and the University as a whole.
14. Acknowledgements
I would like to thank my research partner, Hilda Kruger who contributed immensely to the
concept, design and practical materialisation of the project. Also for her unabiding enthusiasm,
humour and creativity which made the visual, interactive poll a fun experience!
I would also like to acknowledge Elsevier for providing me with the opportunity to report on a
project initiated prior to my joining the company.
15. References
Altbach, P. G. (1998). Comparative higher education: knowledge, the university, and
development. Greenwood Publishing Group. Retrieved from
http://books.google.com/books?id=bUcfz-xGr2EC&
printsec=frontcover&source=gbs_ViewAPI
Altbach P.G. & Balan J. (eds). (2007). World class worldwide: transforming research universities
in Asia and Latin America. Baltimore, MD: Johns Hopkins University Press
Bolduc, A. P. (2008). Surveying user needs in an international context: A qualitative case study
from the ILO, Geneva. The International information & Library Review, 40(1), 1-9.
Boone, L. E., & Kurtz, D. L. (2005). Contemporary Marketing, Thomson South-Western.
Stamford, CT.
Borchert, M., & Young, J. (2010). Coordinated research support services at Queensland
University of Technology, Australia. Paper presented at the IATUL 2010 Conference on
June 22, 2010, at Purdue University in West Lafayette, Indiana.Retrieved from:
http://docs.lib.purdue.edu/iatul2010/conf/day2/4/
Brandt, D. S. (2007). Librarians as partners in e-research Purdue University Libraries promote
collaboration. College & Research Libraries News, 68(6), 365-396. Retrieved from:
http://crln.acrl.org/content/68/6/365.full.pdf
Brown, S., & Swan, A. (2007). Researchers' use of academic libraries and their services: a
report commissioned by the Research Information Network and the Consortium of
Research Libraries. Retrieved from http://eprints.soton.ac.uk/263868/
Brown, D., & Dumouchel, B. (2007). Understanding user behaviour and its metrics. Information
Services and Use, 27(1), 3-34. Retrieved from
http://iospress.metapress.com/index/2670640842337747.pdf
Covert-Vail, L., & Collard, S. (2012). New roles for new times: Research library services for
graduate students. Association of Research Libraries. Retrieved from
http://dfdf.dk/dmdocuments/ARL%20Library%20Services%20for%20Graduate%20Stud
ents%202012%20december.pdf
Foster, N. F. & Gibbons, S. (2005). Understanding Faculty to Improve Content Recruitment for
Institutional Repositories. D-Lib Magazine 11(1). Available from
http://www.dlib.org/dlib/january05/foster/01foster.html
Gardner, B., Napier, T. L., & Carpenter, R. G. (2013). Reinventing Library Spaces and Services:
Harnessing Campus Partnerships to Initiate and Sustain Transformational Change.
Advances in Librarianship, 37, 135-151. Doi: http://dx.doi.org/10.1108/S0065-
2830(2013)0000037010
JISC. (2014). Research lifecycle diagram. Retrieved January 25, 2014, from
http://www.jisc.ac.uk/whatwedo/campaigns/res3/jischelp.aspx
Kearney, M. & Lincoln, D. (2013). Research universities: networking the knowledge economy.
Studies in higher education, 38(3), 313-315
King, A. (2008). In Vivo Coding. In Lisa M. Given (Ed.), The SAGE Encyclopedia of Qualitative
Research Methods. (pp. 473-475). Thousand Oaks, CA: SAGE Publications, Inc. doi:
http://dx.doi.org/10.4135/9781412963909.n240
Kriel, H. (2013). The curious instance of the travelling interactive visual poll. Unpublished
feedback presented at the Stellenbosch University Research Support Forum on 30
October 2013
16. Mamtora, J. (2013). Transforming library research services: towards a collaborative partnership.
Library Management, 34(4/5). Retrieved from: http:/www.emeraldinsight.com
Monroe-Gulick, A., O'Brien, M., & White, G. W. (2013). Librarians as Partners: Moving from
Research Supporters to Research Partners. Paper presented at the ACRL 2013
Conference in Indianapolis, Indiana, April 10-13, 2013. Retrieved from:
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/201
3/papers/GulickOBrienWhite_Librarians.pdf
A multi-dimensional framework for Academic Support: a final report. (2006). Retrieved January
25, 2014, from http://conservancy.umn.edu/bitstream/5540/1/UMN_Multi-dimensional_
Framework_Final_Report.pdf
New to research. (n.d.). Retrieved January 25, 2014, from
http://libguides.library.curtin.edu.au/content.php?pid=417087&sid=340908
OCLC Research. (2011). Support for Research Workflows. Retrieved from:
http://www.oclc.org/research/activities/support/.
Parker, R. (2012). What the library did next: strengthening our visibility in research support
[Electronic]. Unpublished paper delivered at the VALA 2012 16th Biennial Conference
and Exhibition. Melbourne, Australia. Retrieved from:
http://www.academia.edu/1419201/What_the_library_did_next_strengthening_our_visib
ility_inresearch_support
Patel, M. ( 2011). I2S2 Idealised Scientific Research Activity Lifecycle Model. Retrieved January
25, 2014 from
http://opus.bath.ac.uk/35186/1/I2S2_ResearchActivityLifecycleModel_110407.pdf
Radar, H. (2002). Managing academic and research libraries partnerships. Library
Management, 23(4/5), 187-191. http://dx.doi.org/10.1108/01435120210429916
Raju, R., & Schoombee, L. (2013). Research support through the lens of transformation in
academic libraries with reference to the case of Stellenbosch University Libraries. South
African Journal of Libraries and Information Science, 79(2), 27-38. Retrieved from:
http://sajlis.journals.ac.za/pub/article/view/155
Research Information Network (RIN) & Consortium of University Research Libraries (CURL).
(2007). Researchers’ use of academic libraries and their services. Retrieved from:
http://www.rin.ac.uk/system/files/attachments/Researchers-libraries-services-report.pdf
Simons, A., Ke, I. & Wallace, L. (2013). From the Outside In : Using Environmental Scanning for
Evidence-based Planning. Paper presented at the ACRL 2013 Conference in
Indianapolis, Indiana, April 10-13, 2013. Retrieved from:
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/201
3/papers/SimonsKeWallace_FromOutside.pdf
Soehner, C., Steeves, C., & Ward, J. (2010). E-Science and Data Support Services: A Study of
ARL Member Institutions. Association of Research Libraries. Retrieved from
http://www.arl.org/bm~doc/escience_report2010.pdf
South African Department of Education. (1997). Programme for the Transformation of Higher
Education. Retrieved from:
http://sun025.sun.ac.za/portal/page/portal/Administrative_Divisions/INB/Home/Docume
ntation/Documentation_National/Education%20White%20Paper%203.html
South African Ministry of Higher Education and Training. (2003). New Funding Framework
(NFF).
17. South African Young Academy of Science (SAYAS). (2012). The research experience of young
scientists in South Africa. Pretoria: SAYAS. Retrieved from: http://www.assaf.co.za/wp-content/
uploads/2013/11/24-Oct-Ver2-K-11038-ASSAF-SAYAS-Report_DevV11.pdf
Stebelman, S., Siggins, J., Nutty, D., & Long, C. (1999). Improving library relations with the
faculty and university administrators: the role of the faculty outreach librarian. College &
Research Libraries, 60(2), 121-130. Retrieved from
http://crl.acrl.org/content/60/2/121.full.pdf+html
Stellenbosch University. (2000). A strategic framework for the turn of the century and beyond.
Retrieved from
http://www.sun.ac.za/english/_layouts/15/WopiFrame.aspx?sourcedoc=/english/Docum
ents/Strategic_docs/statengels.pdf
Stellenbosch University. (2008). Research Report of Stellenbosch University. Retrieved from
http://www0.sun.ac.za/research/assets/files/Policy_Documents/Research_Policy.doc
Stellenbosch University. (2013). Research and Innovation. Retrieved from
http://www.sun.ac.za/english/research-innovation
Stokker, J. (2008). eResearch: access and support to university researchers. Paper presented
at the 29th IATUL Annual Conference at AUT University, Auckland, New Zealand April
2008. Retrieved from: http://docs.lib.purdue.edu/iatul/2008/papers/11/
Strong, G. E. (2012). Transforming the academic library for the future. Chinese Journal Of
Library And Information Science, 5(4):1-8. Retrieved from:
http://ir.csdl.ac.cn/bitstream/12502/5625/3/Gary%20E.%20Strong.pdf
Vaughan, K. T. L., Hayes, B. E., Lerner, R. C., McElfresh, K. R., Pavlech, L., Romito, D., ... &
Morris, E. N. (2013). Development of the research lifecycle model for library services.
Journal of the Medical Library Association: JMLA, 101(4). Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3794687/
Wang, M. (1997). Academic Library, e-Science/e-Research, and Data Services in a Broader
Context. Paper presented at the ACRL 2013 Conference in Indianapolis, Indiana, April
10-13, 2013. Retrieved from:
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/201
3/papers/Wang_AcademicLibrary.pdf
Wiklund, G., & Voog, H. (2013). It takes two to tango–making way for relevant research support
services at Lund University Libraries (LUB). ScieCom Info, 9(1). Retrieved from:
http://cts.lub.lu.se/ojs/index.php/sciecominfo/article/view/6125