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It is well documented in both the British press and mathematics education literature that many considerA-levels (qualifications for secondary school leavers in England,Wales and Northern Ireland) to be insufficient preparation for undergraduate mathematics study in theUK. A-levelMathematics and FurtherMathematics are not solely intended for those wishing to go on to study undergraduatemathematics, though this is often the onlymathematics study and preparation available to, and done by, most students. A number of British universities now require applicants to perform well on entrance examinations or 'extension' papers in addition to achieving certain grades in A-level Mathematics and, sometimes, Further Mathematics. This article outlines research which used the Mathematical Assessment Task Hierarchy (Smith et al., 1996) and builds upon the work of Darlington (2014) to describe the mathematical skills required to answer the questions in extension papers.These are then contrasted with skills required at A- and undergraduate level. Each of the three extension papers analysed (Advanced Extension Awards, Sixth Term Examination Papers and university admissions tests) were found to differ from each other, as well as from A-level and undergraduate examinations. This suggests that there are benefits for students doing such papers before university mathematics study. The advantages of doing these papers are not only for admissions tutors, who can use them as additional indicators of candidates'aptitudes, but also for the students themselves as they gain insights into the nature of undergraduatemathematics and related furthermathematical challenges. [ABSTRACT FROM AUTHOR]

European countries in which universities rely on public funding increasingly follow the lead of the United Kingdom and run Research Assessment Exercises. Given the subjective nature of such evaluations, some scientists prefer verifiable measures such as citation counts. This, however, also is prone to problems since the number of cites is correlated, among others, with the order of appearance in an issue. In particular, leading papers are more cited. It is, thus, difficult to assess whether they are of better quality, or whether this happens because they appear first in an issue. We make use of a natural experiment that was carried out by a journal in which papers are randomly ordered in some issues, while this order is at the editors’ discretion in other issues. Our estimates suggest that approximately two thirds of the additional cites are due to going first, and one third to higher quality. [ABSTRACT FROM PUBLISHER]

Previous research on university--industry collaboration in Canada, using mean impact factors as a proxy, concluded that the scientific impact of such research is not inferior to that of university research. Using field-normalized impact factors and citation counts, this paper re-examines the Canadian case. It shows that, when impact factors are field-normalized, university--industry papers are published, on average, in journals with lower impact factors than papers originating from universities only. However, field-normalized citation values reveal the opposite: the average scientific impact of university--industry papers is significantly above that of both university-only papers and industry-only papers. Collaboration with industries is, thus, far from detrimental to the scientific impact of university research and even increases it significantly. [ABSTRACT FROM AUTHOR]

Clickto view article. [ABSTRACT FROM AUTHOR]

The article provides a note on the research work conducted by writer Stanley Rothman and his colleagues about enrollment diversities and race relations found in American universities. They found that the higher the proportion of black students, the lower was the quality of education perceived by students, faculty and administration and the less satisfied the students were with their university experience. Further more at high-diversity colleges, more students report being unfairly treated because of race, ethnicity, gender, sexual orientation, religious beliefs or political views. According to the author the study does not demonstrate that the presence of more black students, either reduces or fails to improve the quality of education for either white or black students because the perceptual measures used may not correspond to actual effects of the college on students' knowledge, abilities, values, intentions or future behavior. The study requires further examination of measures of social and educational consequences which are highly subjective in nature.

Published by Oxford University Press on behalf of President and Fellows of Harvard College. Copyright of Quarterly Journal of Economics is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. Acknowledgement, The Quarterly Journal of Economics,gratefully acknowledges the help of the people listed below who refereed four or more papers in 2020. [Extracted from the article]

Reviews the Web site Thomas A. Edison Papers from the State University of New Jersey in Piscataway.

Despite their significance, firms created by students have been the subject of little research. Adopting the entrepreneurial ecosystem framework, this paper examines the growth of student start-ups, especially those that participate in university accelerators. Focused on the University of Toronto, this paper contributes to an understanding of how university accelerators can better support the entrepreneurial efforts of students. It is clear that firms that participate in accelerators with a screening process have a stronger performance in both employment and product growth. Moreover, a habitual entrepreneur director or a more intensive accelerator program is found to have more positive effects on product growth at firms than on employment growth. [ABSTRACT FROM AUTHOR]

Provides an update on the field of American history research as of March 1983. Collections accessioned by the Virginia Historical Society; Information on the collections opened by the Eastern Kentucky University Archives for research; Suggested information resources on U.S. history.

This paper examines the new phenomenon of writing centres being made a part of universities, particularly the liberal arts private universities, in India, as growing in a way that lends it to consciously choosing queer pedagogy and to building it as a politically queer space. While some aspects of the queering of writing centres mirror the invisibilizing and the burden of proving the worth of their existence in the way queer communities are, other aspects build on what queer theory enables in terms of understanding what it takes to build communities where what is normative will continually shift what it excludes. Queer theory reminds us of the fluid and constantly reconstituting nature of identity formation whether it is based on non-binary gender identity or identities caught in the debilitating intersections of class, caste, religion, ability and sexuality. This has led to a recognition that communities formed around the learning of reading, writing and thinking, as writing centres are, are predisposed to shift focus from product to process as a move in the practice of teaching writing because it considers the individual reading-and-writing-selves present in the classroom as subjects-in-formation. This paper argues that writing pedagogy is creating queer communities because it invites and supports unsettled subjective selves to the process of knowledge production. [ABSTRACT FROM AUTHOR]

This paper argues that public pedagogy—an educational activity that takes place outside of the traditional classroom setting—has had a potent impact on the history of racism in the United States of America (USA). Yet this paper questions why the education academy's scholarship has not shown a commensurate focus on the subdiscipline of public pedagogy, particularly racialized public pedagogy. I explore these topics by first examining a fateful confluence of historical circumstances involving slave codes and indentured servant laws governing low-income white workers, laws passed by the Barbados Assembly in 1661, that made their way across the Atlantic to be lifted, word for word, by leaders of colonial territories that became the USA. These laws ended up regulating not only the legal status of black slaves and white indentured servants in the USA, but also regulating social relations between those same black and white people. The resulting black–white social relations led to the evolution of racialized customs in what eventually became the USA, inspiring practices that undergirded black inferiority and white superiority for hundreds of years. Those customs contributed to the construction of what I have labelled a United States (US) values infrastructure dominated by racism, which I contend is a racialized values infrastructure that exists to this day. To gain more insight into this phenomenon, this paper considers the question: how might the complexity of racialized public pedagogy be addressed in the scholarship of education literature and be imagined in a way to fit into an anti-racist curriculum? [ABSTRACT FROM AUTHOR]

This paper explores the meaning of 'decolonization' in relation to the school curriculum and the role of the philosopher of education in this task. Taking the Philippines as an example, this paper illustrates how coloniality has underpinned not only school curricula, but also entire systems of formal education in the post-colony. Following from this, it argues that decolonization in education must transcend the diversification of curricula and aim at a broader vision of justice. Drawing from the author's own attempts to reimagine the teaching of national identity, the paper proposes that philosophers of education who wish to participate in the work of decoloniality view their contribution as the three-fold task of historical critique, conceptual retrieval, and creative reimagination. [ABSTRACT FROM AUTHOR]

Information on the 4th International Symposium on Heat Transfer and Energy Conservation (ISHTEC2012) held in Guangzhou, China on January 6-9, 2012 is presented. It says that the conference was organized by Key Laboratory of Heat Transfer and Energy Conservation at the Education Ministry of the South China University of Technology. Moreover, a warm response from researchers in the heat transfer was received by the conference.

Pocket electronic dictionaries (PEDs) are gaining in popularity with an increasing number of EFL learners in Chinese colleges and universities and making an impact on the Chinese dictionary scene which is too great to ignore. This study compares patterns of use and perceptions of PEDs and paper dictionaries (PDs). It also examines the effects of dictionary use on vocabulary acquisition under PED and PD conditions. Some different patterns of use between PEDs and PDs are identified, which seem to result from design features of different types of dictionaries. PEDs and PDs are perceived as with different advantages and disadvantages. It is also found that there are no significant differences between PED and PD use in comprehension, production and retention of vocabulary although the speed of the former is significantly faster than the latter. [ABSTRACT FROM PUBLISHER]

This paper reports a study of university lecturers' and students' experiences of teaching and learning mathematics following the abrupt requirement to switch to online teaching in 2020. A goal of the study is to share experiences that could be useful to improve the teaching and learning of mathematics in online settings. The qualitative research described is a phenomenological study and draws on interviews with ten mathematics lecturers and six undergraduate students who were enrolled in at least one university mathematical course during the lockdown in 2020. The interview data were analysed using a thematic approach. This paper reports findings regarding perceptions of lecturers and students about the challenges and benefits of online teaching and learning of mathematics, how the transition to online education has influenced assessment and sharing useful approaches for teaching and learning mathematics in online settings. [ABSTRACT FROM AUTHOR]

The article focuses on the study which attempts to employ curricular reformation in undergraduate biological education. The study is done through the use of two exercises, which are both part of a course in developmental biology at the University of Toledo. The first exercise is "Cytodifferentiation: Formation of Multinucleated Myotubes in vitro," in which students are asked to observe changes in the experimented cells. The second exercise is "Cell Aggregation: Formation of Multicellular Systems," in which students are asked to investigate one or two influences on aggregation. Through these exercises, the students were able to realize that more exercises should be adapted in other subjects as well for learning purposes.

Multilateral conferences are the bread-and-butter of international politics. In such settings, countries may pursue their interests individually, but most of the time they prefer to act through coalitions. Such coalitions are overlapping, creating a network structure. States build and utilize networks to get agenda items pushed through or to block unfavorable ones. While sometimes they are formed on the basis of formal institutions (such as the NAM or the EU), frequently their membership is based on either ad hoc cooperation or existing informal bodies (such as the NSG, New Agenda Coalition, or Zangger Committee). The attention to such networks is, however, still in its infancy. This paper looks at how state networks within one of the most important recurring diplomatic conferences—the quinquennial NPT Review Conference—develop and transform over time. By doing so, the paper maps the existing networks and explains their transformation as an instrument of global governance. [ABSTRACT FROM AUTHOR]

Despite a growing interest in research collaboration, few studies have examined the influences of policy measures on collaboration practices and on the scientific outcome of the research. By analyzing individual-level panel data of researchers in humanities and social sciences in a Korean university, the present study shows that adopting a partial discount system for the number of coauthors, which has been designed in such a way as to reward coauthored publications, could redirect researchers' attention away from working alone to collaborating with others, as proposed by advocates of team-based incentives in principal-agent theory. In addition, the present study shows that, although collaboration was positively correlated with the impact factors of the journal and the total number of publications, the fractional count of publications, which divides the number of publications by the number of authors, showed a negative relationship with participation in collaboration. [ABSTRACT FROM AUTHOR]

Background and Objectives The age-friendly university (AFU) initiative embodies the collaborative efforts of promoting age inclusivity and diversity in higher education, embracing lifelong learning and civic participation in older people. This scoping review aims to explore the conceptualization of AFU, the experiences, and the strategies used in operationalizing the AFU principles of participating universities in becoming members of the age-friendly university network. Research Design and Methods A search of peer-reviewed papers published from 2012 to July 2021, conducted in nine databases using JBI scoping review methodology, found 1,752 articles. Of these, 13 papers were eligible for inclusion. Results Three themes were identified as key to becoming an AFU: (a) interdisciplinary collaboration within the university; (b) strong partnership with the community; and (c) alignment with global priorities and initiatives. Furthermore, identifying barriers to physical access in universities, such as signage, walkways, and transportation, addressing the less tangible issues of ageism and promoting intergenerational learning were essential to promote engagement of older people. Discussion and Implications This review underscores the need for a multidisciplinary approach within the university, the reciprocal benefits of authentic university–community collaborations, and the advantages of harnessing international resources and global influence to becoming an AFU. Although the principles of the AFU remain aspirational, the ideals championed by the pioneering universities in the AFU network brought the mutual benefits of intergenerational learning, the challenges and support required for older learners to the fore, propelling the AFU agenda forward. [ABSTRACT FROM AUTHOR]

Tutors play an important role in effective Mathematics Learning Support, and ensuring good initial training and development is key. Typically, in the UK and Ireland, tutors do not gain any formal recognition for the training they receive. This paper details a four competences model of training for tutors and presents the analysis of feedback from 11 tutors and two staff involved in piloting the model at two institutions. The model, which is informed by professional development guidelines, consultation across the mathematical sciences community, and enabled by a national Mathematics Learning Support Network, provides immediate recognition of the professional development undertaken and is amenable to formal accreditation. A structure of four digital badges is used to assign immediate value to the training and development of tutors. To add further value for tutors, a capstone tutor badge has been established for those completing all four competences. Thematic analysis of feedback from the piloting of the model identifies three overarching themes: the importance of community, developing as a professional, and motivating and enabling professional development. Although primarily of interest to those involved in Mathematics Learning Support, the innovative structure of the model and the insights gained from its piloting are such that it offers potential for genuine transferability across other subject disciplines. [ABSTRACT FROM AUTHOR]

The objective of this paper is to establish comparisons between the Linear Algebra (LA) approach practiced in Engineering courses offered by Chilean and Brazilian Higher Education Institutions and, for that, teachers from both countries were interviewed. From a methodological point of view, the research consists of two case studies. For the analysis of the interviews, we used the precepts of Content Analysis. The data were qualitatively analyzed considering the MTSK theoretical model. In this analysis, we sought to identify what specialized knowledge these teachers have regarding AL and about its teaching and learning. The results have shown that, in relation to the Mathematical Knowledge (MK) domain, which refers to content knowledge, the Knowledge of Topics subdomain (KoT), linked to the way that teachers know the topics they teach, is the most present among interviewees. In the Pedagogical Content Knowledge (PCK) domain, covering specific pedagogical knowledge linked to Mathematics, the Knowledge of Mathematics Teaching (KMT), regarding strategies, teaching theories, resources and materials, and Knowledge of Mathematics Learning Standards (KMLS) subdomains, concerning the curricular specifications and the moments in which the student must or can learn certain content and with what level of depth prevail. [ABSTRACT FROM AUTHOR]

This document is a correction to a previously published article titled "The U.K. as a Technological Follower: Higher Education Expansion and the College Wage Premium." The correction addresses a coding error that affected some of the descriptive trends in the article. The error specifically impacted Figure 2 and Figure 3 in the published paper, as well as 5 additional descriptive figures in the online appendix. The correction shows that the trend of the graduate wage premium is still flat over most of the sample period, with a small decline near the end of the period, particularly in the private sector. The error did not affect any regression tables or the main findings and conclusions of the article. [Extracted from the article]

A recent paper in this journal compares the Norwegian model of using publications counts for university funding with a similar intervention in Australia in the mid-1990 s. The authors argue that the Norwegian model (taking into account the quality of publications) performs better than the Australian (which did neglect paper quality other than being peer reviewed). We argue that these conclusions are in contrast to the evidence provided in the article, and therefore should be considered incorrect. [ABSTRACT FROM AUTHOR]

This special issue explores the operationalization of the triple helix system in developing countries by examining the university-industry relationship and its implications for national and regional innovation systems. The five papers in this issue attempt to set in perspective the role of universities in capacity building in four developing countries (India, Mexico, Chile and Thailand). The papers are based on in-depth case studies drawing on system theories such as the national and regional systems of innovation, national innovative capacity, and the triple helix system. They draw useful lessons of policy import for university managers and higher education policy-makers, local government officials and regional industry associations. They also underline the importance of policy initiatives for networking and collaboration between industry, university and government agencies. The key factors that would need to be taken into account by policy-makers and university authorities in order to ensure continuing, effective, working relationships with industry are also highlighted. [ABSTRACT FROM AUTHOR]

Mathematics Learning Support (MLS) has been widely available in Higher Education Institutions in the United States (US) for decades. However, until recently, there has been little research that considered the extent of provision. In this paper, we present the results of a survey of MLS with responses from 268 institutions across the US, which indicate that such support is well established across responding institutions. To place these results in context, we compare them to other recent international surveys of provision. We discuss what these findings mean and the collaborative opportunities that are available for US and international practitioners and researchers in this area. [ABSTRACT FROM AUTHOR]

The Capsule Reviews are intended to provide a short succinct review of each paper in the issue, in order to bring the content to a wider readership. This issue's Capsule Reviews were compiled by Fairouz Kamareddine. Professor Kamareddine is an Associate Editor of The Computer Journal and is based in the School of Mathematical and Computer Sciences at Heriot-Watt University, Edinburgh, UK. [ABSTRACT FROM AUTHOR]

As well as serving as a critic and conscience for societies, universities are elite sites of privilege which, at a surface level, are unlikely locations for health promotion interventions. This paper provides a critical review of the existing health promoting universities (HPU) approaches which is informed by health promotion values. It explores the silence in the global literature around issues of structural discrimination such as the sexism, homophobia and institutional racism that can thrive within university settings. The existing literature also reveals a very limited engagement about positive mental health or indigeneity. In response, this paper brings together these three factors—structural discrimination, mental health, and indigeneity—all of which the authors consider are criterial to health and its promotion. The authors introduce the New Zealand university landscape, in which there are eight Western universities and three whare wānanga (Māori universities), and, drawing on a survey of their Charters and other official statements, offer a moemoeā (vision or dream) of an HPU that addresses structural discrimination, is based on holistic conceptions of health, and is centred on indigenous worldviews and concerns. [ABSTRACT FROM AUTHOR]

The performance-based research evaluation focusing exclusively on the number of publications and citations has been used in almost all nations. The use of only quantitative indicators, however, provides insufficient information for evaluating a country's strategic research areas. Understanding the universities' fields of specializations and research strengths based on content-based analysis is also crucial for supporting areas of research excellence and promoting collaboration in a country. In this study, a multiphase analysis beginning with benchmarking of research performance and then identifying research strengths of the Thailand National Research Universities (NRUs) via a content-based co-citation analysis was performed. The data were retrieved from the ISI-Web of Science during 2009-13. The main findings show that most core research strengths of the high-performing NRUs were in common with the national S&T strategic plan announced in 2006. Each university also has the expertise related to its organizational path dependence and research infrastructures. In addition, we can identify the research areas which the NRUs still lack or have low performance. Rather than providing only the broad mission and general information about the university's research fields, a university should also promote its expertise and the up-to-date core research interests. On the other hand, policymakers need to understand the international trend, monitor the universities' research strengths dynamically, and balance them with the domestic needs. They should also act as intermediaries in research collaboration by matching the universities' useful research for other actors in the national innovation system. [ABSTRACT FROM AUTHOR]

The Capsule Reviews are intended to provide a short succinct review of each paper in the issue, in order to bring the content to a wider readership. This issue's Capsule Reviews were compiled by Fairouz Kamarreddine. Professor Kamarreddine is an Associate Editor of The Computer Journal and is based in the Department of Computing and Electrical Engineering at Heriot-Watt University, Edinburgh, UK. [ABSTRACT FROM PUBLISHER]

Sexual violence is common on US college campuses and can result in negative health and academic outcomes. Credit-bearing courses are a possible innovative intervention, but few have been studied, and little is known about enrolled students' experiences. Our institution, located in the Southern United States, developed a semester-long class as a curricular intervention after our institutional climate survey results showed high rates of sexual violence among undergraduate students. Students enrolled in the course wrote a final reflection paper on what they found meaningful about the class (N  = 62). Qualitative conventional content analysis was used to examine what students found most salient. Three overarching categories emerged: course content, course delivery and course impact, each with multiple themes. For course content, students wrote about 22 different topics from the class. For course delivery, students discussed the open forum to discuss sexuality, the importance of taking the course in their first year of college and the course structure. For course impact, students discussed gaining new knowledge, questioning prior assumptions, experiencing personal transformation and feeling empowered to act. Results indicated that students had a powerful class experience and that this kind of educational intervention has the potential to positively impact enrolled students. [ABSTRACT FROM AUTHOR]

The popularity of social networks turns them into a legal method for promoting a healthy lifestyle, which benefits not only people but also different countries' governments. This research paper aimed to examine the Keep fitness app integrated into WeChat, Weibo and QQ as regards long-term improvements in health-related behaviors (physical activity, nutrition, health responsibility, spiritual growth, interpersonal relationships and stress management) and assess the associated risk of increased social media addiction. Students from Lishui University in China (N  = 300) participated in this study, and they were formed into control and experimental groups. The Healthy Lifestyle Behavior Scale and Social Media Disorder Scale were used as psychometric instruments. The Keep app was found to improve respondents' scores on the parameters of physical activity, nutrition and health responsibility (P  = 0.00). However, the level of dependence on social media did not change in either the control or the experimental group during the year of research (P  ≥ 0.05). It is concluded that fitness apps can be an effective tool to promote healthy lifestyles among young people in China and other countries. The feasibility of government investment in fitness apps to promote healthy lifestyles is substantiated. [ABSTRACT FROM AUTHOR]

This paper will reflect on the possibility of epistemic decolonization, particularly in terms of curriculum, as a transformative educational process in the context of the South African university, and with respect to my own positionality. The argument will centre around two difficult interdependent positions. On the one hand I will argue for the university's task as transformational, even offering, via Cornel West, the 'salvific' possibility that knowledge offers those who seek it. To develop this claim, I will draw on and develop the notion of paideia though the work of Plato and Heidegger. On the other hand, within the postcolonial African university, the question of decolonization in the tertiary space cannot be elided, particularly since the 2015 #RhodesMustFall and #FeesMustFall movements. The university is a powerful colonial relic, and it can be used to reinforce and perpetuate epistemic violence through unreflective or unconscious pedagogical and curriculum decisions. Here I draw on decolonial thinkers such as Santos, Mignolo, Maldonado-Torres, and Mbembe: I argue for a reckoning with the forces of coloniality, and advocate for epistemic justice and criticality, as part of the decolonizing project. In conclusion, working with ideas from Cornel West, I argue to reconcile paideia , as the 'turning of the soul', with the decolonizing African university. [ABSTRACT FROM AUTHOR]

This paper is a reflective piece on the thought processes individuals and teams have when engaging in decoloniality work in Teacher Training/Education. We argue that until the self is decolonized, the process of decolonialization becomes rhetoric. We also question how much we can decolonize whilst working in the academy whose very culture, symbols and practices are borne out of colonialism and the period of enlightenment; whose very raison d'être is to elevate some knowledge over others and to claim cultural and academic superiority. The current political landscape in England approaches anti-racism as a political ideology that must be avoided in schools and education and this ideological battlefield is evident in teacher education. We aim to recognize the tensions and resistance to decolonialize, which demonstrates the messy and contingent process of moving between shifting positions and subjectivities. It confronts the challenge of the teacher–practitioner who must balance their own moral and philosophical grounding whilst attending the political imperatives of the work. This can take the form of according with the policies and procedures of the institutions in which they are situated which can often be balkanizing and debilitating. [ABSTRACT FROM AUTHOR]

The article presents information on the seventh Annual Association of Adaptation Studies Conference held at the University of York in York. It is noted that the relationship between acts of authoring and the ongoing lives of adapted texts was reflected in the papers presented at the conference. Philosopher Kamilla Elliott presented her paper "12 Fallacies in Contemporary Adaptation Theory, 2012."

In our study we exploit digital tools in order to foster a relational approach to mathematics undergraduate students. Specifically, we designed formative assessment workshops based on peer feedback, with the aim to promote self-assessment and reflection on one's own mathematical activity. In the paper we describe the design of an educational activity and investigate how the students perceived their experience with the designed formative assessment workshops. Furthermore, we provide evidence of the effectiveness of the designed workshops in terms of aligning students' feedback with the teacher's criteria. [ABSTRACT FROM AUTHOR]

A central theme in the literature has been the identification of the factors that drive the creation of entrepreneurial universities. The application of these factors and university institutional commitment become essential to overcome the institutional barriers that may exist. Moreover, some authors have warned that in some university systems, transformation becomes a challenge due to high dependence on the State. In this paper, we have examined whether the dependence of Spanish universities on the State can be interpreted as an inhibitor of the transformation process, as well as the institutional commitment of several universities to become entrepreneurial entities, in a national framework that—considering the literature—would not seem the most optimal to achieve it. We note that the State is not an inhibitor, but not all universities show the same internal commitment. When universities are committed to change, the process is accelerated by the sum of two impulses. [ABSTRACT FROM AUTHOR]

Provides an update on the American history archives as of March 1986. Papers opened by the Atkins Library of the University of North Carolina in Charlotte; Official records accessioned by the Division of Archives and Manuscripts of Pennsylvania Historical and Museum Commission; Manuscript collections accessioned by the Virginia Historical Society in Richmond.

In response to the challenges presented by the COVID-19 pandemic, this paper proposes an exam system for STEM students that effectively test higher-order thinking skills, such as the ability to apply, create, evaluate, and analyse. Higher education institutions (HEIs) must incorporate all three strands of democratic STEM pedagogy, namely student voice, shared and transformational authority, and STEM criticality, according to empathy interviews with educators. It is imperative that these strands are reflected in the assessments of students within HEIs. During the pandemic, it became evident that the lack of a suitable proctored online examination system impeded the accurate and fair evaluation of students. This circumstance was in stark contrast to the offline mode of examination, which permitted monitoring and control. Notably, many students struggled to answer questions requiring higher-order thinking, with responses frequently identical in unproctored online examinations or settings with insufficient proctoring mechanisms, especially in contexts with limited resources. Consequently, there is an urgent need to redesign the online proctored test system in accordance with STEM criticality and student voice. To address this need, this paper proposes the creation of OPERHOT, a proctored online exam system integrated with random questions requiring higher-order thinking. This system employs a timed assessment methodology and requires students to keep their cameras on throughout the examination. By implementing OPERHOT, a proper and secure online evaluation of students can be made possible. In addition, this system will strengthen the online education and assessment systems in HEIs, thereby promoting integrity and enhancing the learning experience. In addition, the adoption of OPERHOT will also improve the assessment process and contribute to the enhancement of online education and assessment in HEIs as a whole. This reimagined system will catalyse the development of a robust and inclusive learning environment that encourages students' voices and equips educators to foster the growth of critical thinking and problem-solving skills. This perspective aims to address the pressing need for an updated and effective proctored assessment system in the online educational landscape while promoting STEM critical thinking and student voice. The OPERHOT platform is at the ideation stage, and once developed, it may be tested in a few HEIs. Based on the feedback from educators and other stakeholders, it can be further modified to make it more inclusive and accessible and can be offered to other HEIs for wider piloting. [ABSTRACT FROM AUTHOR]

Higher education has recently been identified as a sector of concern by the UK National Cyber Security Centre (NCSC). In 2021, the NCSC reported that universities and higher education institutions (HEI) had been exponentially targeted by cyber-criminals. Existing challenges were amplified or highlighted over the course of the global pandemic when universities struggled to continue to function through hybrid and remote teaching provision that relied heavily on their digital estate and services. Despite the value of the sector and the vulnerabilities within it, higher education has received relatively little attention from the cybersecurity research community. Over 2 years, we carried out numerous interventions and engagements with the UK higher education sector. Through interviews with cybersecurity practitioners working in the sector as well as roundtables, and questionnaires, we conducted a qualitative and quantitative analysis of threat intelligence sharing, which we use as a proxy for measuring and analysing collaboration. In a unique approach to studying collaboration in cybersecurity, we utilized social network analysis. This paper presents the study and our findings about the state of cybersecurity in UK universities. It also presents some recommendations for future steps that we argue will be necessary to equip the higher education sector to continue to support UK national interests going forward. Key findings include the positive inclination of those working in university cybersecurity to collaborate as well as the factors that impede that collaboration. These include management and insurance constraints, concerns about individual and institutional reputational damage, a lack of trusted relationships, and the lack of effective mechanisms or channels for sectoral collaboration. In terms of the network itself, we found that it is highly fragmented with a very small number of the possible connections active, none of the organizations we might expect to facilitate collaboration in the network are playing a significant role, and some universities are currently acting as key information bridges. For these reasons, any changes that might be led by sectoral bodies such as Jisc, UCISA or government bodies such as NCSC, would need to go through these information brokers. [ABSTRACT FROM AUTHOR]

Background and Objectives There are increasing numbers of older academics working in Higher Education Institutions worldwide. It is essential that academics' retirement experiences are clearly understood as they tend to have different retirement trajectories than other occupational groups. This meta-ethnography aims to answer the research question "what are the experiences of academics transitioning to retirement" by identifying and synthesizing qualitative research using a meta-ethnographic approach. Research Design and Methods A systematic literature search was conducted from January 2000 to September 2016 to identify qualitative studies focusing on academics' experiences of retirement. Two reviewers independently assessed the methodological quality of included papers. Concepts from each study were translated into each other to form theories, which were then combined through a "line-of-argument" synthesis. Results Twenty papers were included. Five themes were identified: (a) continuing to work in retirement, (b) the impact of the retirement transition on the academics' identity, (c) changing relationships through the retirement transition, (d) experiencing aging processes, and (e) planning for retirement. For most, retirement is characterized by continuing to work in aspects of their role, maintaining associated relationships, with gradual disengagement from academic activities. For another smaller group, the retirement pathway is experienced as an event, with complete detachment from academic activities. Discussion and Implications The review highlights that academics transitioning to retirement experience varying retirement pathways. Awareness of the benefits of comprehensive retirement planning programs could enable academics to choose a retirement pathway that facilitates a smooth transition to retirement. [ABSTRACT FROM AUTHOR]

The article focuses on Robert Ferber and the creation of the Association for Consumer Research's Robert Ferber Award. It states that Ferber was born in New York City in 1922 and had a college education in mathematics and economics. It mentions he was hired as an assistant professor at the University of Illinois, publishing 17 books and a number of articles and monographs. It comments on research he did about consumer behavior and in marketing research. It states that in the early 1960s he was the editor of the "Journal of Marketing Research" where he encouraged the publication of papers concerning consumer research and behavioral articles.

The author discusses the role of publishing firm Publons on popularizing the Scientific Peer-Review Process. Topics discussed include increase in online academic journals with increase in rate of publications, fewer rewards for referring a paper being a factor that affects peer review, need for researchers, academic institutes, and the scientific community greater incentives for reviewing papers, and academic social media platforms such as Publons provides its members with scholarly metrics.

Due to improving information technology, the growing complexity of research problems, and policies designed to foster interdisciplinary research, the practice of science in the United States has recently undergone significant structural change. Using a sample of 110 top US universities observed during the late 20th century we find that knowledge flows, both in total and in their major components, are a significant and positive determinant of research output. Outside knowledge-flows from other universities have increased at a faster rate than inside flows from the same university. Over time, the importance of outside flows for research output has risen, and it has done so at a faster rate than the importance of inside flows has decreased. Thus the overall contribution of knowledge-flows has increased and has shifted towards outside flows. Turning to knowledge-flows by field, we find that interdisciplinary knowledge-flows have increased only slightly relative to same field flows, despite policy initiatives that favor interdisciplinary research. Moreover, the importance of interdisciplinary flows for research output, while positive and statistically highly significant, has stayed about the same, even as same field flows have become more important, probably because of growth in cyber infrastructure. Although a final verdict is yet to be reached, one interpretation is that interdisciplinary research is still in its early stages. While interdisciplinary flows have begun to increase, the resulting discoveries, and their influence on subsequent research, may still lie in the future. [ABSTRACT FROM PUBLISHER]

Recent developments in the relationships between R&D in US industry and research in US universities, especially in the growth of university patenting and licensing of technologies to private firms, have attracted considerable attention. This paper discusses the history of an important institution in the history of these relationships, the Research Corporation. The ultimate withdrawal of the Research Corporation from its major role reflected shifting federal policies towards philanthropic organizations as well as the Bayh-Dole Act. The evidence provided in this paper, however, suggests that the seeds of decline had been planted well before 1980 and were apparent in the growing deficits of the Research Corporation during the 1970s. Since some of these factors are also apparent within many US university licensing offices it is likely that some 'shake-out' will occur in the future as a number of these universities reduce or terminate their activities in this area. Those that survive are likely to pursue a broader set of goals than royalty income alone. [ABSTRACT FROM AUTHOR]

Universities in English medium instruction (EMI) settings are generally reticent about the linguistic diversity of their student body. Very often, a monolingual mindset dominates institutional thinking that casts linguistic diversity as obstacle rather than asset for the EMI curriculum. This has given rise to deficit models of English language provision in which language tutors are viewed as offering language support and 'fixing' language problems. It is timely to address these anachronistic views. In this paper, I do so by making the case for the multilingual agenda in EMI higher educational institutions. From a plurilingual perspective, I examine three narratives for developing the multilingual agenda: (1) 'the institution as anglophone and multilingual'; (2) 'students as plurilingual speakers'; and (3) 'EMI curriculum and pedagogy informed by language-as-resource'. I argue that the significance of these narratives lies in treating them as interrelated and demonstrating their salience for enacting wider higher education agendas at the institutional level. [ABSTRACT FROM AUTHOR]

Higher education has undergone far-reaching changes in most countries in recent years. University systems are in the midst of profound transformation and institutions are under growing competitive pressure to improve their performance. This tendency to introduce market mechanisms in education and extend more professional management systems to universities has translated into the appearance on the scene, unprecedented in some countries, of private universities, many as for-profit organizations. This article aims to assess the impact of private universities’ activity on academic research. To this end, it conducts a case study of the Spanish university system, comprising 78 universities, 49 public and 29 private. Most of the latter were founded in the 1990s or later in response to a policy geared to enhancing performance in higher education by heightening competition. The conclusion drawn is that private universities, particularly the for-profit kind, conduct research less intensively than public institutions. Their contribution to this, the public good dimension of the university mission, is consequently still scant, for their focus is on teaching. [ABSTRACT FROM PUBLISHER]

This paper takes as its starting point Kant's analysis of freedom in the Critique of Pure Reason. From this analysis, two different types of freedom are discerned, formative and instrumental freedom. The paper suggests that much of what passes for the pedagogy of learning in UK universities takes the form of an instrumental freedom. This, however, involves the neglect of formative freedom--the power to put learning to question. An emancipatory concept of education requires that formative freedom lies at the heart of the educative endeavour, to which learning must be seen as secondary. The proposal of the two types of freedom is based on a relatively detailed consideration of Kant's Critique--this is necessary in order to ensure that the concepts of instrumental and formative freedom have a credible philosophical basis. [ABSTRACT FROM AUTHOR]

The Capsule Reviews are intended to provide a short succinct review of each paper in the issue in order to bring to a wider readership. The Capsule Reviews were compiled by Fairouz Kamareddine. Professor Kamareddine is an Associate Editor of The Computer Journal and is based in the Department of Mathematical and Computer Sciences at Heriot-Watt University, Edinburgh, UK. [ABSTRACT FROM AUTHOR]

Thies, Cameron G. and Marijke Breuning. (2011) Integrating Foreign Policy Analysis and International Relations through Role Theory. Foreign Policy Analysis, doi: 10.1111/j.1743-8594.2011.00169.x © 2011 International Studies Association We argue that role theory offers the possibility of integrating Foreign Policy Analysis (FPA) and International Relations (IR) theory. While role theory was originally adapted for use by U.S.-based FPA scholars, it was later picked up by European scholars as well as the Constructivist IR community. The ISA Workshop that generated this special journal issue was designed to bring together scholars from these various research traditions to pursue integration and synthesis. The resulting papers contained in this issue have set the stage for a productive conversation that has continued well beyond the initial workshop. Role theory does appear to offer the possibility of integration and even synthesis across FPA and IR as demonstrated in the following papers. We believe that this special issue highlights numerous avenues to continue the fruitful development of this research program. [ABSTRACT FROM AUTHOR]

This paper examines the role of normative ideals in contemporary critiques of the university. It begins by suggesting that the normative ideal of the university advanced by Immanuel Kant in The Conflict of the Faculties is particularly relevant to current critiques, as exemplified by a manifesto produced at the University of Aberdeen entitled 'Reclaiming our University'. The second portion of the paper notes that such critiques cannot however encompass all aspects of the modern university. The paper thus concludes that a Kantian framework enables a narrower, but more powerful critique of New Public Management, which foregrounds issues of legitimate conflict within the university and its institutional reproduction over time instead of speaking to broader concerns about the university's civic/humanist origins [ABSTRACT FROM AUTHOR]