scholarly journals GEO-C: ENABLING OPEN CITIES AND THE OPEN CITY TOOLKIT

2018 ◽  
Vol XLII-4/W8 ◽  
pp. 61-68 ◽  
Author(s):  
C. Granell ◽  
D. Bhattacharya ◽  
S. Casteleyn ◽  
A. Degbelo ◽  
M. Gould ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Best Practice ◽  
Early Stage ◽  
Doctoral Program ◽  
Open Data ◽  
Public Information ◽  
Media Analysis ◽  
Data Provenance ◽  
Multiple Perspectives ◽  
Online Social Media

<p><strong>Abstract.</strong> The GEO-C doctoral programme, entitled “Geoinformatics: Enabling Open Cities”, is funded by the EU Marie Skłodowska-Curie actions (International Training Networks (ITN), European Joint Doctorates) until December 2018, and is managed by three European universities in Germany, Portugal and Spain. 15 doctoral grantholders (Early Stage Researchers) were selected to work on specific three-year projects, all contributing to improving the notion of open cities, and specifically to an Open City Toolkit of methodologies, code, and best practice examples. Contributions include volunteered geographic information (VGI), public information displays, mobility apps to encourage green living, providing open data to immigrant populations, reducing the second-order digital divide, sensing of quality of life, proximity based privacy protection, and spatio-temporal online social media analysis. All doctoral students conducted long-term visits and were embedded in city governments and businesses, to gain experience from multiple perspectives in addition to the researcher and users’ perspective. The projects are situated within three areas: transparency, participation, and collaboration. They took mostly a bottom-up (citizen-centric) approach to (smart) open cities, rather than relying on large IT companies to create smart open cities in a top-down manner. This paper discusses the various contributions to enabling open cities, explains in some detail the Open City Toolkit, and its possible uses and impact on stakeholders. A follow-up doctoral program has been solicited and, if successful, will continue this line of research and will strengthen aspects of privacy, data provenance, and trust, in an effort to improve relations between data (e.g. news) publishers and consumers.</p>

scholarly journals Supporting PhD Students to Become Faculty in Gerontological Social Work: AGESW’s Fellowship Program

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 549-549
Author(s):  
Rebecca Mauldin ◽  
James Lubben
Keyword(s):  
Program Evaluation ◽  
Social Work ◽  
Doctoral Students ◽  
Early Stage ◽  
The United States ◽  
Multiple Perspectives ◽  
Fellowship Program ◽  
Retrospective Survey ◽  
Gerontological Social Work ◽  
Idiographic Approach

Abstract In the United States, the field of social work faces a critical shortage of students and faculty with expertise in gerontology needed to meet the growing needs of an aging society. To help recruit, train, and retain aging-related social work practitioners, researchers, and educators, the Association for Gerontological Education in Social Work (AGESW) created the Pre-Dissertation Fellowship Program in 2010. AGESW provides leadership in the areas of gerontological social work education, research, and policy and its PDFP was designed to support doctoral students in their education and future careers. In this 10th anniversary year of the PDFP, this symposium presents multiple perspectives of PDFP program evaluation. The first paper uses qualitative data from eight years of PDFP evaluations to identify types of professional skills attained through the program and areas of professional development missing from PDFP fellows’ home doctoral programs. The second paper uses quantitative data from a retrospective survey administered to PDFP alumni to describe their perspectives on the effects of the program. The third paper uses data from a retrospective survey of three cohorts of PDFP alumni to demonstrate the use of social network analysis for program evaluation. The fourth and final paper uses an idiographic approach to explain benefits of the PDFP from the perspectives of early stage scholars who participated in the program. Overall, the symposium provides evidence that suggests the effectiveness of the PDFP in building professional networks, mentoring doctoral students, and teaching academic skills and discusses using the PDFP model in other gerontological fields.

scholarly journals Doctoral Students’ Learning Experiences in Ghana: Exploring a New Curriculum Using Bourdieu’s Concepts

10.28945/4879 ◽  
2021 ◽  
Vol 16 ◽  
pp. 777-794
Author(s):  
Inusah Salifu ◽  
Joseph Seyram Agbenyega
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Doctoral Students ◽  
Learning Experiences ◽  
Doctoral Program ◽  
Sampling Technique ◽  
Qualitative Inquiry ◽  
Future Research ◽  
Multiple Perspectives ◽  
Higher Education System

Aim/Purpose: To utilize Pierre Bourdieu’s (1984, 1986) concepts of capitals, habitus, and field to explore and critically analyze doctoral students’ learning experiences with a new doctoral curriculum introduced by a Ghanaian university. Background: Global competition and labor market reforms have ignited the need for higher education institutions to reimagine their doctoral programs, develop and align them with labor market demands and national priorities. Methodology: The research was conducted as a qualitative inquiry based on which the purposive sampling technique was used with 18 doctoral students from a Ghanaian university. Participants took part in individual interviews and data were analyzed using thematic coding procedures developed based on Bourdieu’s (1984; 1986) theorization of capital, habitus, and field Contribution: The study may benefit universities in monitoring the quality of doctoral students’ learning experiences. Findings: The research found that, although the participants were broadly satisfied with some aspects of their programs, the additional cost associated with its duration, the lack of quality and timely feedback from supervisors, and difficulty accessing conference funding were key challenges to achieving the ultimate goals of the new doctoral curriculum. Recommendations for Practitioners: The paper draws attention to human dispositions, values, and beliefs (habitus) which operate with different forms of capital in fields of doctoral training. Recommendation for Researchers: Researchers may focus on tools that help to transform supervisor habitus and the kinds of support that work for individual students. Impact on Society: The strongest message gleaned from this study is that to improve doctoral students’ learning experiences, it is necessary first to develop a student-supervisor relationship built on mutual respect, clear timelines for achieving supervision targets, and commitment to achieving the targets. The research further challenges the higher education system in Ghana and in deed, the world at large, to look beyond the objectified capital (certificates) and to develop relevant skills that students require to be professionally ready for the labor market. Future Research: One of the study’s limitations is that the sample was selected from one university in Ghana. Future research may compare doctoral curriculums and students’ learning experiences across several Ghanaian universities. Again, this research used the perspectives of only students. A future study may draw on multiple perspectives to provide depth and breadth of knowledge on the doctoral program.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

scholarly journals 343 - Best Practice Guidance on Human Interaction with Technology in Dementia – Recommendations from the INDUCT Network

2020 ◽  
Vol 32 (S1) ◽  
pp. 103-103
Author(s):  
Rose-Marie Dröes ◽  
Yvette Vermeer ◽  
Sébastien Libert ◽  
Sophie Gaber ◽  
Sarah Wallcook ◽  
...  
Keyword(s):  
Best Practice ◽  
Early Stage ◽  
Human Interaction ◽  
Target Groups ◽  
Web Based ◽  
Policy Makers ◽  
International Training ◽  
People With Dementia ◽  
Informal Carers ◽  
Care Technology

The Interdisciplinary Network for Dementia Using Current Technology, INDUCT, is a Marie Sklodowska Curie funded International Training Network that aims to develop a multi-disciplinary, inter-sectorial educational research framework for Europe to improve technology and care for people with dementia, and to provide the evidence to show how technology can improve the lives of people with dementia. Within INDUCT (2016-2020) 15 Early Stage Researchers worked on projects in the areas of Technology to support every day life; technology to promote meaningful activities; and health care technology.Three transversal objectives were adopted by INDUCT: 1) To determine the practical, cognitive and social factors needed to make technology more useable for people with dementia; 2) To evaluate the effectiveness of specific contemporary technology; and 3) To trace facilitators and barriers for implementation of technology in dementia care.The main recommendations resulting from the research projects are integrated in a web-based digital Best Practice Guidance on Human Interaction with Technology in Dementia which will be presented at the congress. The recommendations are meant to be helpful for different target groups, i.e. people with dementia, their formal and informal carers, policy makers, designers and researchers, who can easily select the for them relevant recommendations in the Best Practice Guidance by means of a selection tool. The main aim of the Best Practice Guidance is to improve the development, usage and implementation of technology for people with dementia in the three mentioned technology areas.This Best Practice Guidance is the result of the intensive collaborative partnership of INDUCT with academic and non-academic partners as well as the involvement of representatives of the different target groups throughout the INDUCT project.Acknowledgements: The research presented was carried out within the Marie Sklodowska Curie International Training Network (ITN) action, H2020-MSCA-ITN-2015, grant agreement number 676265.

Academic Integrity and Audiobooks

LOGOS ◽  
2021 ◽  
Vol 32 (2) ◽  
pp. 34-42
Author(s):  
Sarah Bacaller
Keyword(s):  
Academic Integrity ◽  
Best Practice ◽  
Aesthetic Experience ◽  
Publishing Industry ◽  
Early Stage ◽  
Significant Issue ◽  
Industry Standards ◽  
Practice Framework ◽  
To Receive ◽  
Case Basis

Abstract Audiobooks offer increased accessibility and new ways of engaging with scholarly texts. Although the development of academic audiobooks is in a relatively early stage, one significant issue that is yet to receive appropriate attention is the presentation of referenced materials in audio form. Presently, this is approached on a case-by-case basis with no centralized industry standards, and so protocols are either set by individual publishers or negotiated between rights-holders and narrators. Narrators usually adopt one of four options for dealing with notes or other referencing tools: complete omission; addition of audio effects to differentiate the reading of references from the primary narrative; reading the reference notes at the end of a chapter or the book; or including with the audiobook files an optional PDF download with reference details. These options give consideration to aesthetic issues, but it is uncertain whether they do justice to questions of academic integrity. The purpose of this article is to encourage scholarly dialogue and a conversation between the audio publishing industry and academia on this issue, and to begin working towards a ‘best practice’ framework that satisfies questions of both aesthetic experience and academic integrity.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

scholarly journals Archaeological Digital Archiving in Turkey

2021 ◽  
Author(s):  
Nurdan Atalan Çayırezmez ◽  
Piraye Hacıgüzeller ◽  
Tuna Kalayci
Keyword(s):  
Best Practice ◽  
Open Data ◽  
Legal Framework ◽  
Digital Archives ◽  
Semantic Technologies ◽  
Online Publishing ◽  
Controlled Vocabularies ◽  
Digital Resources ◽  
Digital Archiving ◽  
Know How

This article provides a brief overview of archaeological digital archiving in Turkey. It introduces the legal framework and the stakeholders involved in conducting archaeological excavations and surveys. The current situation in archiving born-digital and digitised documentation produced during archaeological fieldwork is then introduced. Existing repositories serving as hubs for archaeological and heritage archiving are listed and briefly discussed. Analysis of online publishing practices for archaeological digital resources points to an eclectic landscape that only minimally complies with the FAIR (Findable, Accessible, Interoperable, Reusable) principles. We conclude that guidelines for best practice in metadata and semantic technologies, locally applicable standards (especially controlled vocabularies), technical know-how, and a larger acceptance of open data and scholarship remain much-needed assets for archaeological digital archiving in Turkey. We also conclude that the future promises progress towards more interoperable archaeological digital archives thanks to international training, network and knowledge transfer opportunities (e.g. SEADDA Project).

scholarly journals Listening to and Crafting Stories: Cultivating Activism in Online Doctoral Students

2021 ◽  
Vol 6 (1) ◽  
pp. 33-36
Author(s):  
Carey Borkoski ◽  
Brianne Roos
Keyword(s):  
Doctoral Students ◽  
Mixed Methods Research ◽  
Relevant Literature ◽  
First Year ◽  
Multiple Perspectives ◽  
Course Content ◽  
Research Paradigms ◽  
Agents Of Change ◽  
Free Language ◽  
Analyze Data

The Johns Hopkins online EdD program prepares students as scholar-practitioners who become leaders and agents of change across educational contexts.  Advocating for equity and social justice requires our students to not only immerse themselves in the relevant literature and learn the traditional skills of applied research but to master the art of communication through a sort of storytelling. Storytelling, in this sense, represents a means to gather and analyze data and understand and integrate diverse perspectives to engage and persuade relevant stakeholders (Moezzi, Janda, & Rotmann, 2017). The Hopkins first-year EdD programming and coursework emphasize the use of deficit-free language to understand people and problems, consideration of diverse perspectives and structuring inquiry with a systems-approaches to explore contextual problems using a mixed methods research paradigms.  Together, the program's approach to student learning and practice-oriented courses and dissertation research contribute to training scholar-practitioners as activists who ask relevant questions, draw on multiple perspectives to craft potential solutions, adapt to a variety of contexts and circumstances, engage with diverse stakeholders, reflect on their own assumptions, and admit to and learn from mistakes throughout the process. Through a detailed accounting and examination of the JHU onboarding features and processes, particular course content and assignments, as well as the interplay of these elements, this paper will demonstrate how attending to language, perspective taking, context, and research inquiry support the development of scholar-activists.

scholarly journals Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Ingrid Mary Provident ◽  
Joyce Salls ◽  
Cathy Dolhi ◽  
Jodi , Schreiber ◽  
Amy Mattila ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Doctoral Program ◽  
Learning Activities ◽  
Cohort Model ◽  
Online Program ◽  
Learning Context ◽  
Online Curriculum ◽  
Work Settings ◽  
Curricular Design

Written reflections of 113 occupational therapy clinical doctoral students who graduated from an online program between 2007 and 2013 were analyzed for themes which reflected transformative learning and characteristics of curricular design which promoted transformative learning. Qualitative analyses of written reflections were performed. Several themes emerged which are presented using the framework of Person/Learner, Environment/Learning Context, and Occupation/Engagement in Learning Activities. Strategies such as active learning; assignments that directly apply to students’ work settings; implementation of a cohort model; and use of reflection, dialog, and project implementation appear to be effective in facilitating transformative learning in an online clinical doctoral program.

scholarly journals Transparencia y Gobernanza en la Gestión de la Crisis de COVID-19

2021 ◽  
Vol 39 (68) ◽  
pp. 23-50
Author(s):  
Lorayne Finol Romero
Keyword(s):  
Public Management ◽  
Open Data ◽  
Public Information ◽  
Political Conflict ◽  
Social Needs ◽  
Open Government ◽  
Necessary Condition ◽  
State Of Emergency ◽  
Health Crisis ◽  
Collective Benefit

The state of emergency at COVID-19 tests the capabilities of the world's governments, in contexts of increasing political conflict, where social needs and aspirations for justice and equity grow exponentially, all which impact on the structuring of a post-coronavirus order with uncertain characteristics. In this sense, through a documentary methodology and the analysis of official government management data, the objective of the article is to describe the meaning of transparency and governance policies implemented within the framework of the health crisis of the pandemic of the new coronavirus, from the perspective of the open government with special emphasis on the cases of Chile and Colombia. The main findings of the research emphasize that open data policy is a necessary condition for qualitatively increasing the levels of governance and transparency of public management in crisis management, all of which makes it possible to conclude that the open government model makes public information available to the citizen that positions him as a watchdog for government activities but, at the same time, the data, being timely and comprehensive, promote the creation of initiatives for collective benefit.

Sign in / Sign up

Export Citation Format

Share Document