Coauthorship Networks and Institutional Collaboration in Farmacia Hospitalaria

<p class="3">This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing knowledge about institutional collaboration on e-learning can be used in MOOC collaboration. The review is based on a literature search in databases and on snowballing techniques. It concludes that collaboration on MOOCs can be advantageous in terms of ensuring quality and innovation in the common learning designs, and that—in order to succeed—such projects need strategic and institutional support from all partners involved. Moreover, the review points out barriers concerning the reluctance of individual institutions to engage in national collaboration due to fear of potential loss of their own national branding and the teachers’ hesitancy or passive resistance to new educational platforms and formats.</p>

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Coauthorship networks: A directed network approach considering the order and number of coauthors

Journal of the Association for Information Science and Technology ◽

10.1002/asi.23361 ◽

2015 ◽

Vol 66 (12) ◽

pp. 2685-2696 ◽

Cited By ~ 8

Author(s):

Jinseok Kim ◽

Jana Diesner

Keyword(s):

Directed Network ◽

Network Approach ◽

Coauthorship Networks

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Pipeline for Progress: Multi-Level Institutional Collaboration for Engineering Education

10.18260/1-2--22354 ◽

2020 ◽

Author(s):

Caye Drapcho ◽

Lib Crockett

Keyword(s):

Engineering Education ◽

Institutional Collaboration ◽

Multi Level

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Anti-Oppressive Composition Pedagogies

The Radical Teacher ◽

10.5195/rt.2019.729 ◽

2019 ◽

Vol 115 ◽

pp. 1-4

Author(s):

Julia Havard ◽

Erica Cardwell ◽

Anandi Rao

Keyword(s):

Working Group ◽

Community Building ◽

University Of California ◽

Community Transformation ◽

Institutional Collaboration ◽

Multiple Levels ◽

Composition Pedagogies ◽

The University

The project of creating an anti-oppressive composition issue began with multi-disciplinary, multi-institutional collaboration between Julia Havard, Erica Cardwell, Anandi Rao, Juliet Kunkle and Rosalind Diaz, who crafted a call for community-building and community-transformation: to build tools, resources, and spaces for transforming our classrooms, specifically our writing classrooms; and to approach the teaching of composition in community, with accountability, and with urgency. This collaboration started as a working group at the University of California Berkeley, Radical Decolonial Queer Pedagogies of Composition, as a number of instructors at multiple levels of the academic heirarchy struggled with the differences between our writing classrooms and our research. Following Condon and Young (2016), Inoe (2015), and Gumbs (2012), our editing team wanted to create a context and process for rich unraveling of un-teaching oppressive systems through composition.

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