scholarly journals Undergraduate Thesis and Plagiarism coping Strategies

2021 ◽  
Author(s):  
Lali Dzamukashvili
Keyword(s):  
Intellectual Property ◽  
Scientific Information ◽  
Bachelor's Degree ◽  
Academic Standards ◽  
Academic Environment ◽  
Working Process ◽  
Analytical Skills ◽  
New Knowledge ◽  
The University ◽  
Undergraduate Thesis

Bachelor's degree is a final step before graduating first four years of studying at the university. The students show off their knowledge and research skills acquired by the University that are based on their original vision and scientific information. Writing a bachelor's thesis is a responsible, interesting and at the same time stressful job. It requires formal characteristics of its performance, which determine the content, form and style of the paper.The researcher of the undergraduate thesis raises the problem, analyzes, substantiates and suggests the solutions, evaluates the research results and concludes. During the working process new knowledge is activated which is based on analytical skills and critical reasoning.Maintaining academic standards in the paper makes it more fruitful because it gives the reader a sense that the author of the paper depends on reliable academic sources to support his or her own reasoning and position.The completed paper will be checked for plagiarism. There are numerous programs which reveal the originality of the work. After all, there is a big temptation of plagiarism in the papers.Preventing plagiarism offers to protect someone else’s intellectual property and make the student aware that he or she has to respect the rights of intellectual property and distance himself or herself from plagiarism. Avoiding Plagiarism in the paper is possible if the student has been clearly informed about the mechanisms or responses that plagiarism may cause in his or her work. Awareness is largely responsible for preventing plagiarism, however, only the moral part of the problem is not enough. We need to pay more attention to proper implementation of the academic techniques in the academic environment.

A Lab-to-Market Ecosystem in an Academic Environment

2015 ◽  
pp. 123-142
Author(s):  
Craig W. Dye ◽  
David F. Barbe
Keyword(s):  
Intellectual Property ◽  
Conflicts Of Interest ◽  
Academic Environment ◽  
Entrepreneurial Ecosystem ◽  
University Of Maryland ◽  
Maryland College ◽  
Challenges And Opportunities ◽  
College Park ◽  
The University ◽  
University Setting

This chapter will examine the challenges and opportunities confronted in the commercialization of research-based technologies in a university setting. Particular focus will be brought to the identification and creation of a university-based entrepreneurial ecosystem and ways of sustaining it. To provide more detailed context, the authors will cite specific programs and outcomes from these programs, resources and strategies currently utilized and embodied by the Maryland Technology Enterprise Institute, Mtech, at the University of Maryland, College Park (UMD). Particular challenges and obstacles will be discussed including intellectual property issues, conflicts of commitment, and conflicts of interest. Finally, as a way of assisting others in creating a university-based entrepreneurial ecosystem, guidance will be given as to the resources necessary to create and sustain it.

scholarly journals DEVELOPMENT OF ANALYTICAL SKILLS OF UNIVERSITY STUDENTS: SCIENTIFIC AND ANALYTICAL REVIEW

2021 ◽  
pp. 68-75
Author(s):  
Людмила Александровна Саенко ◽  
Галина Николаевна Соломатина
Keyword(s):  
University Students ◽  
Professional Education ◽  
Comparative Characteristic ◽  
Low Level ◽  
Analytical Skills ◽  
New Knowledge ◽  
Analytical Review ◽  
Systemic Process ◽  
The University ◽  
Mental Actions

Представлен аналитический обзор проблемы развития аналитических умений студентов в вузе. Дана сравнительная характеристика понятий «аналитические умения» и «аналитические способности». Сделан вывод, что аналитические способности являются свойством личности, а аналитические умения – освоенный опыт деятельности. Рассмотрены основные мыслительные действия, лежащие в основе аналитических умений. Дается сравнение двух групп аналитических умений: аналитико-прогностические и аналитико-рефлексивные. Обосновывается тезис о том, что развитие аналитических умений невозможно без получения новых знаний. Значительное внимание уделено структуре понятия «аналитические умения». Определена необходимость развития аналитических умений у студентов для профессионального становления будущих специалистов. Сделан вывод о том, что для развития аналитических умений требуется время, это длительный, системный процесс в профессиональном образовании. Выявлены факторы (позитивные и негативные), влияющие на развитие аналитических умений студентов. Уделено внимание заданиям и упражнениям (кейс-заданиям), направленным на изучение развития аналитических умения студентов. Для диагностики уровня развития аналитических умений студентов разработаны показатели, а также представлена характеристика уровней развития аналитических умений студентов вуза – низкий, средний, высокий. Представлены результаты пилотажного исследования по выявлению уровня развития аналитических умений студентов гуманитарных направлений подготовки. Исследование проводилось в вузах городов Ставрополя и Краснодара. Результаты исследования показали, что у студентов преобладает средний и низкий уровень развития аналитических умений. На основе полученных результатов выявлены причины низкого уровня развития аналитических умений у современных студентов. An analytical review of the problem of the development of analytical skills of students at the university is presented. A comparative characteristic of the concepts «analytical skills» and «analytical abilities» is given. It is concluded that analytical ability is a personality trait, and an analytical skill is the acquired experience of activity. The main mental actions underlying analytical skills are considered. Comparison of two groups of analytical skills is given: analytical-prognostic and analytical-reflexive. The thesis is substantiated that the development of analytical skills is impossible without obtaining new knowledge. Considerable attention is paid to the structure of the concept of «analytical skills». The need for the development of analytical skills among students for the professional development of future specialists is determined. It is concluded that the development of analytical skills takes time, this is a long, systemic process in professional education. The factors (positive and negative) influencing the development of students’ analytical skills are revealed. In the article, the authors focus on assignments and exercises (case assignments) aimed at developing students’ analytical skills. To diagnose the level of development of analytical skills of students, indicators have been developed, as well as the characteristics of the levels of development of analytical skills of university students - low, medium, high. The authors present the results of a pilot study to identify the level of development of analytical skills of students in humanitarian areas of training. The study was conducted in universities in the cities of Stavropol and Krasnodar. The results of the study showed that students have a predominantly medium and low level of development of analytical skills. Based on the results obtained, the authors identified the reasons for the low level of development of analytical skills among modern students.

Intellectual Property in a Knowledge Society

1997 ◽  
Vol 11 (6) ◽  
pp. 341-348
Author(s):  
Vincent McBrierty ◽  
Raymond P. Kinsella
Keyword(s):  
Economic Growth ◽  
Intellectual Property ◽  
Intellectual Property Rights ◽  
Knowledge Society ◽  
Innovation Culture ◽  
New Knowledge ◽  
The Usa ◽  
New Ideas ◽  
The University

Ireland is currently experiencing burgeoning inward investment and economic growth. The ability to attract inward investment is largely due to a well-educated and trained workforce and a rapidly developing innovation culture in the universities and elsewhere. Accordingly, the role of the university has changed radically in the new innovation age because of the heightened strategic importance of education in a society which is now truly knowledge-driven. The ability to exploit new knowledge is intimately linked to the protection of new ideas. Ireland, like most of Europe, lags behind the USA in the area of Intellectual Property Rights (IPR). The authors discuss the importance of redressing this problem as a matter of urgency.

An Innovative Biotechnology Start-up Company Approach

2006 ◽  
Vol 7 (2) ◽  
pp. 99-103 ◽  
Author(s):  
Michel R.M. Rod
Keyword(s):  
Intellectual Property ◽  
Technology Commercialization ◽  
Biotechnology Company ◽  
University Environment ◽  
Innovative Biotechnology ◽  
Early Experiences ◽  
Start Up ◽  
University Technology Commercialization ◽  
The University ◽  
University Affiliation

This paper describes the author's involvement in the early experiences of a start-up biotechnology company created outside the university environment. In this case, two self-employed, entrepreneurial scientists with no university affiliation developed commercializable intellectual property. Falling outside the more common university technology commercialization process, there were a number of issues that were quite different from those a typical university start-up company might face, and these are illustrated. Most importantly, this case is an exemplar of how other non-university entrepreneurs might contemplate utilizing universities to further their technology commercialization objectives.

scholarly journals Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?

2021 ◽  
Vol 4 (2) ◽  
pp. p12
Author(s):  
Dr Warrick Long ◽  
Associate Professor Lisa Barnes ◽  
Professor Maria Northcote ◽  
Professor Anthony Williams
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Education Sector ◽  
Academic Environment ◽  
Challenges And Opportunities ◽  
Disruptive Change ◽  
The University ◽  
The Impact ◽  
Teaching Workload

Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.

scholarly journals Reading Habits of Users of Sardar Patel University: A Study

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Dr. Shishir H. Mandalia
Keyword(s):  
Data Collection ◽  
Vital Role ◽  
Human Beings ◽  
Reading Habits ◽  
Knowledge And Skills ◽  
Continued Education ◽  
New Knowledge ◽  
The World ◽  
The Individual ◽  
The University

Reading plays a vital role in life of a human. Reading provides experience through which the individual may expand his horizons of knowledge, identify, extend and intensify his interest and gains deeper understanding of himself, of other human beings and of the world. The study carried out to assess the reading habits of user of Sardar Patel University, VallabhVidyanagar, Anand, Gujarat. As a research tool; questionnaire was used for the data collection. Collected data were analyzed and tables were used to present the results of findings. Reading especially is a resource for continued education, for the acquisition of new knowledge and skills, for gaining information through media, especially newspapers, books, radio, television, and the computers. In this article investigator attempts to investigate the reading habits of users of the university.

scholarly journals Maks Samec and his adapting to academic standards after World War II

2018 ◽  
Vol 58 (3) ◽  
Author(s):  
Željko Oset
Keyword(s):  
World War Ii ◽  
Research Policy ◽  
Academic Career ◽  
Academic Standards ◽  
World War ◽  
Administrative Reforms ◽  
The 1950S ◽  
The University ◽  
Academy Of Sciences ◽  
Second Chance

The paper at hand deals with the academic career of Maks Samec (1881-1964) after World War II. Samec lost his habilitation upon the »purge« at the University of Ljubljana in August of 1945, but was offered a second chance as an irreplaceable scientist – he became the founder of the newly established Institute of Chemistry at the Slovenian Academy of Sciences and Arts (SASA). He has earned numerous recognitions and state decorations for his work. At the institute, he strived to apply his academic standards, but was not entirely successful, which was also a consequence of administrative reforms and changes to research policy in the 1950s.

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