Congratulations, You Got a Revise and Resubmit! Now What? The Impetus Behind and Lessons Learned from a Successful Years-long PDW Focused on the Peer Review Revision Process

2019 ◽  
Vol 29 (4) ◽  
pp. 367-373 ◽  
Author(s):  
Gretchen Vogelgesang Lester
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Best Practices ◽  
Peer Review ◽  
Lessons Learned ◽  
Revision Process ◽  
Publication Process ◽  
Qualitative Exploration

For all the experiences researchers have with the publication process, questions continue to arise about how to best navigate the revise and resubmit gauntlet. This dialog captures insight from six years of Academy of Management professional development workshops, an action editor’s perspective on the process, and a qualitative exploration of revision derailers—topics focused on understanding and improving the predictability of the revise and resubmit process. In doing so, this dialog serves as a resource for new and accomplished scholars, reviewers, and editors to refocus the revision process on creating and disseminating knowledge throughout business-related fields. The three articles in this dialog first summarize the planning and execution of six professional development workshops (PDWs), the process from the perspective of an action editor, and a content analysis of rejections after an R&R, in order to highlight best practices authors can take to increase success throughout this process

scholarly journals Publish or Perish! Sharing Best practices for a Writing Instructor Led “Writing for Publication” Course

2020 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Sarbani Sen Vengadasalam
Keyword(s):  
Best Practices ◽  
Peer Review ◽  
Doctoral Students ◽  
Writing For Publication ◽  
Publication Process ◽  
Publish Or Perish ◽  
Peer Reviews ◽  
Break Up ◽  
Writing Instructors ◽  
The Way

There is an urgent need to teach “Writing for Publications” classes to graduate and doctoral students. Though the debate about who should instruct such classes continues, the paper proffers best practices for writing instructors to use while teaching it. The paper highlights the need for scholar-participants to opt for modeling as a way to familiarize themselves with disciplinary and journal conventions. The paper expands on the way online peer review workshops could be conducted at milestone points in the semester to elevate and formalize peer reviews, so integral to the publication process. A sample syllabus with week-by-week activity break-up is offered.

Lessons Learned from Designing and Implementing a Three-Year Professional Development Program

2017 ◽  
pp. 415-427
Author(s):  
Jennifer V. Jones ◽  
Cecilia C. Arias
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Professional Learning ◽  
Development Program ◽  
Lessons Learned ◽  
Professional Development Program ◽  
Upper Elementary ◽  
Revision Process ◽  
Initial Design ◽  
Program Components

This chapter highlights a process of creating, revising, and evaluating a professional development (PD) program for in-service upper elementary teachers (grades 3-6), titled the Central New Jersey Partnership to Enhance Mathematics Achievement (CNJ PEMA). Beginning with the research base that informed the initial design of the multi-year program, a description of the program components and implementation, a discussion of the revision process, and lessons learned from formal evaluation (daily feedback forms) and teacher reflections are provided. In particular, attention is focused on how the program sought to include teachers as partners in the creation and revision process as a way to provide them with a voice and choice in their own professional learning.

scholarly journals Personas for the translational workforce

2020 ◽  
Vol 4 (4) ◽  
pp. 286-293 ◽  
Author(s):  
Sara Gonzales ◽  
Lisa O’Keefe ◽  
Karen Gutzman ◽  
Guillaume Viger ◽  
Annie B. Wescott ◽  
...  
Keyword(s):  
Public Health ◽  
Professional Development ◽  
Best Practices ◽  
Software Development ◽  
Basic Science ◽  
Lessons Learned ◽  
Development Projects ◽  
Evidence Based ◽  
Translational Science ◽  
Professional Development Needs

AbstractTwelve evidence-based profiles of roles across the translational workforce and two patients were made available through clinical and translational science (CTS) Personas, a project of the Clinical and Translational Science Awards (CTSA) Program National Center for Data to Health (CD2H). The persona profiles were designed and researched to demonstrate the key responsibilities, motivators, goals, software use, pain points, and professional development needs of those working across the spectrum of translation, from basic science to clinical research to public health. The project’s goal was to provide reliable documents that could be used to inform CTSA software development projects, educational resources, and communication initiatives. This paper presents the initiative to create personas for the translational workforce, including the methodology, engagement strategy, and lessons learned. Challenges faced and successes achieved by the project may serve as a roadmap for others searching for best practices in the creation of Persona profiles.

scholarly journals Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?

2018 ◽  
Vol 17 (3) ◽  
pp. ar43 ◽  
Author(s):  
Emma C. Goodwin ◽  
Jane N. Cao ◽  
Miles Fletcher ◽  
Justin L. Flaiban ◽  
Erin E. Shortlidge
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Graduate Students ◽  
Teaching Assistants ◽  
Training Programs ◽  
Graduate Training ◽  
Critical Role ◽  
Evidence Based ◽  
Graduate Training Programs ◽  
Qualitative Exploration

Graduate students hold a critical role in responding to national calls for increased adoption of evidence-based teaching (EBT) in undergraduate classrooms, as they not only serve as teaching assistants, but also represent the pool from which future faculty will emerge. Through interviews with 32 biology graduate students from 25 institutions nationwide, we sought to understand the progress these graduate students are making in adopting EBT through qualitative exploration of their perceptions of and experiences with both EBT and instructional professional development. Initial inductive content analysis of interview transcripts guided the holistic placement of participants within stages of Rogers’s diffusions of innovations model, which we use as a theoretical framework to describe the progress of EBT adoption. We found that most graduate students in our sample are aware of and value EBT, but only 37.5% have implemented EBT. Many who were progressing toward EBT adoption had sought out supplementary instructional experiences beyond the requirements of their programs, and 72% perceived an institutional lack of support for teaching-related professional development opportunities. These data indicate that, while many graduate students are already engaged with the movement to adopt EBT, graduate training programs should emphasize increasing access to quality training in EBT strategies.

Benefit Clubs as a Tool for Loyalty Marketing. Study of Brazil’s Main Insurance Companies

2019 ◽  
Vol 10 (3) ◽  
pp. 216-226
Author(s):  
Guaracy Carlos Da Silveira ◽  
◽  
Fernando Augusto Carvalho Dineli Da Costa ◽  
Keyword(s):  
Content Analysis ◽  
Best Practices ◽  
Relationship Marketing ◽  
Insurance Companies ◽  
Brand Value ◽  
Analysis Methodology ◽  
Loyalty Marketing

: This paper considers Relationship Marketing as a business strategic tool and seeks to verify the existence of Benefit Clubs and their structure offered by the major insurance companies in Brazil, analyzing the presence and formatting of the programs. Through the content analysis methodology, we seek to infer its uses for the strengthening of the positioning of these companies. At the end of the paper we compare the best practices identified. The result of the analysis considers the differential obtained by the employment of programs that seek to create brand value and loyalty.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

Adapting Tactical Military Structures to the Current and Future Operational Environments

2020 ◽  
Vol 26 (1) ◽  
pp. 157-162
Author(s):  
Paul Tudorache ◽  
Lucian Ispas
Keyword(s):  
Best Practices ◽  
Lessons Learned ◽  
Organizational Adaptation ◽  
Common Denominator ◽  
Military Operations ◽  
The Future ◽  
Military Units

AbstractUsing the lessons learned from recent military operations such as Operation Inherent Resolve (OIR) from Syria and Iraq, we proposed to investigate the need for tactical military units to adapt operationally to grapple with the most common requirements specific to current operational environments, but also for those that can be foreseen in the future. In this regard, by identifying the best practices in the field that can be met at the level of some important armies, such as USA and UK, we will try to determine a common denominator of most important principles whose application may facilitate both operational and organizational adaptation necessary for tactical military units to perform missions and tasks in the most unknown future operational environments.

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