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Over the last decade, British universities have become increasingly reliant on an instrumentalist rhetoric to defend the ongoing relevance of research and teaching in the Humanities. This has resulted in a new chapter in the long-running saga concerning the crisis (purported or real) of Modern Languages alongside the study of literature. The very flexibility condemning traditional Modern Languages curricula to the past nevertheless offers new opportunities for literary study when used for the development of new skills. In this article, I employ my experience of a research-led undergraduate project on the UK stage legacy of Federico García Lorca as a case study to suggest ways in which the study of literature and theatre might be revamped. [ABSTRACT FROM AUTHOR]

International collaboration is one of the effective ways to enhance the impact of scientific research papers. In this research, international research collaboration papers published by world-class universities in the field of humanities and social sciences from 2015 to 2019 were selected as the research object, and the effective enhancement of the impact of international research collaboration papers was found to not be dependent on expanding the scale of international research collaboration, but rather on selecting researchers with different international backgrounds and from high-level institutions for collaboration. It was also discovered that, in the field of humanities and social sciences, despite a relatively low proportion of international research collaboration papers being led by Chinese scholars, the Chinese research is characterized by a higher impact compared with the research led by non-Chinese scholars. In light of this, a series of proactive measures should be taken by China's world-class universities, such as actively participating in and initiating international collaboration, selecting high-level research collaborators, and attracting scholars from different countries to engage in research collaboration in the field of humanities and social sciences. [ABSTRACT FROM AUTHOR]

The political, social, and institutional environments in which contemporary universities operate have changed rather dramatically over the past two decades in ways that threaten the resilience of the academic core, both in its ability to map knowledge comprehensively and also to maintain a balance between the branches of the humanities, social sciences, and natural sciences. This paper traces historical changes (2003–2019) in the academic core of two "flagship" research-intensive universities located in Northern Europe. The results show that some branches of the academic core are undergoing dynamic processes of program churn that make them resilient. Furthermore, the data show that this resilience is enabled in large part by bridging different branches of knowledge by establishing what we term interbranch programs. In addition to the abovementioned findings, the paper links ongoing discussions regarding change in HE systems and institutions to the literature on organizational resilience, and it advances insights for a possible future theory of how adaptation plays out in the academic core over time. [ABSTRACT FROM AUTHOR]

Due to an unclear definition and a lack of strict quantitative studies, impact of academic inbreeding on research outputs is still controversial. In this paper, the single teacher academic inbreeding index (STAII) was defined to measure the degree of inbreeding by simultaneously considering the educational background and mobility of a teacher. A quantitative study using STAII was carried out to reveal the impact of academic inbreeding on research outputs for 1,715 faculty members from 50 universities or departments of humanities ranked in the top three higher education tiers in China over the last 5 years. Regression analysis indicated positive contributions of academic inbreeding to research outputs with some detailed insights. The STAII was demonstrated to be a reasonable, straightforward and flexible index to quantify academic inbreeding, which would be useful to evaluate and compare academic inbreeding and to provide a reference for talent management in research institutions. [ABSTRACT FROM AUTHOR]

Higher education in Australia is in a period of crisis and transition. While COVID-related events and their impacts have made it difficult for all areas of university academic endeavour, among the hardest hit have been humanities. Drawing on live interviews with professors in a range of humanities disciplines, the paper elucidates various elements of the crisis, which includes a summary of the impacts of the last three decades' rise in neoliberalist imperatives within the university sector. The paper then argues that a robust defence of the humanities needs to be made and uses literary studies as its focus. Today, we are more in need of the humanities than ever. But this is a complex undertaking as research in higher education and live interviews reveal; the dictates of measurement, accountability, and questions of value within the humanities remain vexed; and while the aims and requirements of humanities studies may be at odds with neoliberalist demands and corporatisation, the humanities themselves may also be contributing to their own demise. Therefore, I offer future directions: I argue for the urgent need for the humanities to reinvigorate their ethical and critical functions, the need to demonstrate the connections between the humanities and wellbeing, the imperative to slow down and to eradicate the over-casualisation of academia, and the necessity for the humanities to articulate more clearly their connections with employment outcomes for a dynamic and evolving future. [ABSTRACT FROM AUTHOR]

Copyright of Angles: French Perspectives on the Anglophone World is the property of Societe des Anglicistes de l Enseignement Superieur 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. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the recent growth of experiential learning (EL) and the university-community (or so-called town-gown, TG) connections created as a result of this expansion. The research is framed by critical scholarship on the nature and role of the university and the place of liberal education specifically, as well as policy drivers aimed at social and economic impacts from EL. Two subthemes are also examined: first, the role of the arts, humanities and social sciences disciplines in EL expansion and, second, the extent to which TG connections focus on the university's local host community as opposed to more distant and even international arrangements. Mixed research methods including public document analysis and key informant interviews are used to document and interpret EL developments across nine varied universities in Ontario, Canada. The results underline broad sector commitment to EL that in turn creates new and different TG connections for the university. Rapid expansion has brought a variety of challenges identified both by universities and community EL partners. The paper concludes with discussion of policy implications and consideration of the future of EL in light of the 'digital pivot' of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The status of French as a language has improved to some extent in recent years as a result of the exchange and blending of cultures from various nations. Each language, including French, must undergo a protracted process in order to become more widely spoken. It is essential to develop top-notch French interpreters in order to lower the barriers preventing cross-border communication. The teaching of French interpretation has recently received more attention in many colleges, but the issue of a single teaching method has long persisted. In recent years, a new approach to teaching the liberal arts has emerged. Its main goal is to implement comprehensive interdisciplinary teaching by fusing contemporary information technology with traditional liberal arts instruction. This paper conducted a cutting-edge study on the teaching method of French interpretation against the backdrop of the new liberal arts in order to alter the teaching strategy and increase teaching effectiveness. In this paper, an intelligent interpretation teaching system was constructed using information technology. Through text classification algorithms, it incorporated and optimized teaching resources. According to the experimental findings, the teaching process was optimized, and the teaching efficiency increased by 7.94% when French interpretation was taught against a backdrop of new liberal arts. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to explore the information behaviour of early career academics (ECAs) within humanities and social sciences (HSS) disciplines who are starting their first continuing academic position. The proposed grounded theory of Systemic Managerial Constraints (SMC) is introduced as a way to understand the influence of neoliberal universities on the information behaviour of ECAs.Design/methodology/approach This qualitative research used constructivist grounded theory methodology. Participants were 20 Australian and Canadian ECAs from HSS. Their information practices and information behaviour were examined for a period of five to seven months using two interviews and multiple “check-ins”. Data were analysed through two rounds of coding, where codes were iteratively compared and contrasted.Findings SMC emerged from the analysis and is proposed as a grounded theory to help better understand the context of higher education and its influence on ECAs’ information behaviour. SMC presents university managerialism, resulting from neoliberalism, as pervasive and constraining both the work ECAs do and how they perform that work. SMC helps to explain ECAs’ uncertainty and precarity in higher education and changing information needs as a result of altered work role, which, in turn, leads ECAs to seek and share information with their colleagues and use information to wield their personal agency to respond to SMC.Originality/value The findings from this paper provide a lens through which to view universities as information environments and the influence these environments can have on ECAs’ information practices and information behaviour. [ABSTRACT FROM AUTHOR]

Incentives for improving research productivity at universities prevail in global academia. However, the rationale, methodology, and impact of such incentives and consequent evaluation regimes are in need of scrutinization. This paper explores the influences of financial and career-related publishing incentive schemes on research cultures. It draws on an analysis of 75 interviews with academics, senior university administrators, and journal editors from China, a country that has seen widespread reliance on international publication counts in research evaluation and reward systems. The study focuses on humanities and social sciences (HSS) as disciplinary sites, which embody distinct characteristics and have experienced the introduction of incentive schemes in China since the early 2000s. Findings reveal tensions between internationalization and indigenization, quality and quantity, integrity and instrumentalism, equity and inequity in Chinese academia. In particular, we argue that a blanket incentive scheme could reinforce a managerial culture in higher education, encourage performative objectification of academics, and jeopardize their agency. We thereby challenge 'one-size-fits-all' policymaking, and suggest instead that institutions should have the opportunity to adopt an ethical and 'human-oriented' approach when developing their research incentives and evaluation mechanisms. [ABSTRACT FROM AUTHOR]

This paper examines patterns of knowledge production in the social sciences (SS) and in the arts and humanities (A&H) in Latin America (LATAM). We report on a longitudinal analysis of 127,515 journal articles published between 2002 and 2018. The analysis reveals six major patterns: (i) a rapid growth in the production of journal articles; (ii) large differences in article production across nations; (iii) significant variations in the magnitude and the growth of articles across disciplines within the SS and the A&H; (iv) a present predominance of single-authored articles that has nevertheless been declining in favour of collaborative articles; (v) a significant variation in the magnitudes of collaborative articles with researchers outside LATAM, a collaboration that tends to be with the global North; and (vi) differences in research leadership across LATAM nations. A set of possible explanations is offered for each of these patterns, set within a dynamic global knowledge production context. [ABSTRACT FROM AUTHOR]

Copyright of Scientific Papers of Silesian University of Technology. Organization & Management / Zeszyty Naukowe Politechniki Slaskiej. Seria Organizacji i Zarzadzanie is the property of Silesian Technical University, Organisation & Management Faculty 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. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The purpose of this paper is to outline the structures of collegial governance in Australian universities between 1945 and the "Dawkins reforms" of the late 1980s. It describes the historical contours of collegial governance in practice, the changes it underwent, and the structural limits within which it was able to operate. Design/methodology/approach: The analysis is based upon the writings of academics and university administrators from the period, with more fine-grained exemplification provided by archival and other evidence from Faculties of Arts and their equivalents in newer universities. Findings: Elements of hierarchy and lateral organisation coexisted in the pre-Dawkins university in ways not generally made explicit in the existing literature. This mixture was sustained by ideals about academic freedom. Research limitations/implications: By historicising "collegiality" the research problematises polemical uses of the term, either for or against. It also seeks to clarify the distinctiveness of contemporary structures—especially for those with no first-hand experience of the pre-Dawkins university—by demonstrating historical difference without resort to nostalgia. Originality/value: "Collegiality" is a common concept in education and organisation studies, as well as in critiques of the contemporary corporate university. However, the concept has received little sustained historical investigation. A clearer history of collegial governance is valuable both in its own right and as a conceptually clarifying resource for contemporary analyses of collegiality and managerialism. [ABSTRACT FROM AUTHOR]

This paper presents findings of a Mellon Foundation-funded study conducted at Penn State University in University Park during Fall 2012 that explored scholars' information practices across disciplines encompassing the sciences, humanities, and social sciences. Drawing on results of the Web-based survey and ethnographic interviews, we present findings related to academics' practices in discovering, storing, citing, and archiving information, as well as their views on the role of library in the digital age. The paper harvests a comparative multidisciplinary perspective of our study, identifying principles and technical architecture that support digital scholarship and facilitate the development of literacies for faculty personal information management. [ABSTRACT FROM AUTHOR]

Research and the dissemination of scholarship are increasingly global enterprises, engaging scholars throughout the world. In what will be a story familiar to many academics in the West, as well as their inherent desire to disseminate and receive recognition for their research, Chinese scholars face pressures from their institutions to publish in highly cited journals. Journals indexed by the Web of Science are by and large published in English. As a result, young Chinese scholars in the Social Sciences and Humanities face significant hurdles, beginning with, but not limited to the need to disseminate their research in a language other than their own. This interview-based study, undertaken at a research-intensive university in China, investigates the experiences of these scholars, looking at both their challenges and the strategies they use to overcome these difficulties. This investigation of the experiences of young scholars in China contributes to our knowledge of the internationalization of scholarship. [ABSTRACT FROM PUBLISHER]

Using statistical data, scholarly research, institutional models from higher education, and highlighting key personages from the academy and the business world, we argue that including Buddhism-related content into the general education of students can offer a powerful avenue of reform for the humanities in American universities. The article shows how humanities-based skills are becoming more desirable in today's business environment, and demonstrates how the skills that Buddhist Studies—and religion more broadly—provide are consistent with those needed in today's global and integrated technological world. Utilizing the Universities of Harvard and Arizona to help frame the discussion, the paper outlines the history of the American general education system, the ongoing crisis in the humanities, how Buddhism fits within the humanities viz. religion, and specific ways to implement Buddhism-related content into the academy domestically and internationally. [ABSTRACT FROM AUTHOR]

Background: Norwegian public health nurses prevent diseases and promote health in children and young people aged 0–20 and their families. Public health nursing programs prepare students for their practical role and provide relevant theoretical knowledge. Objectives: To gain knowledge of the literature in the Norwegian public health nursing curricula, and to examine further the nursing base in these curricula. Design: An explorative and descriptive design was chosen. Sample: Reading lists based on syllabus documents from the 10 higher educational institutions in Norway offering programs in public health nursing. Measurements: A summative content analysis and a categorization of content from reading lists were performed. Results: Numerical information on the content and categorization of reading lists shows that social science and humanities literature dominates, followed by psychology and medicine. Nursing texts, theories and philosophy comprise only a minor part of the curricula. Conclusion: The paper provides valuable data on the theoretical focus in Norwegian public health nursing and raises important questions about the paucity of nursing texts in the curriculum. The imbalance in reading lists in Norway should be studied further and similar studies conducted in other countries to encourage reflection on the theoretical content of public health nursing education globally. [ABSTRACT FROM AUTHOR]

Since its inception in 1978, the China National College Entrance Exam has consisted of two different exams: the humanities exam and the science exam. In September 2014, the State Council decided to abolish the two-exam system in 2017 to adopt a single-exam system. This paper studies if and how abolishing the two-exam system would affect both humanities and science students in terms of their probabilities of being qualified for the first-tier university pool and ultimately being admitted to their respective first choice, first-tier universities. Based on micro-level student data from an anonymous province from 2004 to 2007, we find that adopting a one-exam system is likely to significantly help the humanities students in their probability of being admitted to their first choice institutions. [ABSTRACT FROM AUTHOR]

How much university students learn in their studies is highly debated and important to understanding the value of higher education. Yet, information on learning gains at this level are scarce. Our paper contributes to the debate by using unique data for Brazil to estimate absolute test score gains across various fields of study in higher education and to assess whether students who attend certain categories of programs (public/private, research/non-research, highly selective/less selective) make greater relative gains than in others. Our results suggest that students in STEM fields tend to have higher absolute achievement gains compared to students in humanities and pedagogical programs, and that in a few fields, such as civil engineering and history, the relative gains for students in highly selective programs in that field of study are significantly higher than if they had attended somewhat less selective programs. However, students attending lowest quintile selective programs in a field of study have consistently lower gains across a range of study fields than similar students attending programs just one quintile higher. The results have important implications for the equity effects of higher education. [ABSTRACT FROM AUTHOR]

Ambrose Bierce once described the freshman as a 'student acquainted with grief'. First year students are, indeed, subject to a series of rude shocks in their first weeks at University, chief among them the results of the first assessment. This is particularly the case in those disciplines that require students to produce a piece of sophisticated research writing (essay, research report, literature survey) within weeks of setting foot on campus. Such assessments require that students exhibit a complex synthesis of research and writing skills they are assumed to know, but may not have been explicitly or effectively taught. The panic over this process and the 'shock' felt by students when their results are not as they predicted play a large role in attrition, a problem experienced widely in universities across Australia and internationally. This paper considers the demanding array of expectations placed on first-years writing in Humanities subjects, where discursive analysis is not just about 'writing' but about research, critical analysis, dialogue and collaboration and self-direction. The paper reviews and synthesises key insights from pedagogic literature about the first-year experience, about the effect first assessment experiences have on students' integration into tertiary learning environments, and about the implications of those insights for designing new approaches to helping students succeed. The paper outlines the theoretical basis for an experiment that is to be trialled in two Australian universities in 2008. The experiment's design synthesises online learning, peer learning and incremental research skill development activities to put the emphasis on preparing students for research-based assessment before the fact. This reverses the typical approach of providing feedback afterwards (which, research demonstrates, is often ineffective). The paper outlines an innovative and systematic method for intervening in student skills development in a timely, explicit, and, hopefully, more effective way. [ABSTRACT FROM AUTHOR]

This paper employs a qualitative method to analyze a successful spin-off from a university's humanities department. We offer insight into (a) how sociospatial contexts may be structured to better evaluate the entrepreneurial facilitation process and (b) why academic entrepreneurship in the social sciences and humanities may differ from that in the hard sciences. Our findings illustrate the importance of bridging innovation using twin skills to balance research and commercial goals, and the need for codifying knowledge capacities and creating new or changing existing institutional structures to legitimize and facilitate entrepreneurial activity. The research also demonstrates the great value of auto-ethnographic techniques to bring fresh insight to the study of entrepreneurship. Directions for future research are offered. [ABSTRACT FROM AUTHOR]

This short paper argues that the #RhodesMustFall movement, which originated at the University of Cape Town, has brought renewed attention to the need to decolonise the academy in South Africa. It further argues that the Humanities are ideally placed to engage with the intellectual problems and questions presented by the decolonisation debate. Deep understanding of these questions are necessary to prevent more of the same ‘techno-bureaucratic fixes’, which, until now, have left South Africa’s universities largely untransformed. While seeking change, however, scholars should avoid performing what Tack and Yang call ‘moves to innocence’ – strategies that distract or deflect attention away from conversations about decolonisation to assuage White guilt. [ABSTRACT FROM AUTHOR]

There can be little doubt that today's university student is quite different from students of the past. Less informed and less well read, many students come to the classroom ill prepared to employ the analytical skills necessary for courses in the Humanities and Social Sciences. Confronting this new reality in an effective and timely manner seems to be one of the greatest challenges for contemporary academics. In a course entitled "Politics and Literature," I have attempted to address this problem by having students engage in thematically broad and diverse reading curriculum, from the ancient to the modern world, in an effort to demonstrate the interconnectedness of those ideas and concepts present in the works of philosophy, literature, and contemporary politics. By uncovering the universal and transcendent themes of the diverse texts and applying them to contemporary events through class discussion, students begin to understand the complicated, shared, and lasting perils of the human condition. To this end, this paper provides a roadmap for textual examination and class discussion of Aristotle's philosophic analysis of the "mean," as it manifests itself through the characters of Turgenev's "Fathers and Sons." Standing out among other novels as one of the most useful texts for providing an understanding of political extremism and the possibility of its resolution, Turgenev's work offers students a "literary" example of how political extremism betrays those who embrace its ideology, all the while reinforcing Aristotle's teachings on moderation. This paper illustrates how an instructor may utilize noteworthy literary characters to reveal a philosophic tenet to students through class discussion, close textual analysis, and application to current political events. Use of this method will reinforce the goal of having students become more historic, better critical readers, and more knowledgeable about their place in the world today. [ABSTRACT FROM AUTHOR]

Undergraduate civil engineering students have access to a rich and diverse bank of textual and graphic knowledge concerning their chosen profession. However, over a number of decades, commentators have raised concerns that students have insufficient understanding of the role of civil engineering in society. Indeed, the call for universities to educate 'global engineers' emphasises the need for students to be schooled in the humanities, in parallel with their core computational studies. Unfortunately, engineering students in particular are not accustomed to regular exploratory reading. This paper considers the use of the magazine as a means to ignite students' curiosity in the world around them. The results from a pilot study and a content analysis of a number of editions from over a decade show that this periodical regularly carries themes directly concerning the impact of civil engineering in society, be it political, financial, environmental, social or ecological. [ABSTRACT FROM AUTHOR]

This paper aims to present a series of arguments that support the importance of humanities in business education. In a complex, dynamic and extremely competitive business environment, functioning in a society where market rules tend to expand into more and more areas, including higher education, graduates of universities involved in business education need to deeply understand the social and political phenomena, the cultural environment and the human nature, and this desideratum can be achieved only through genuine and complete higher education. [ABSTRACT FROM AUTHOR]

The article analyses the impact of the development studies (DS) programme at Zimbabwean higher education institutions on development work in Zimbabwe. It describes how development studies became one of the most popular subjects in the humanities, offered by more than 10 universities and colleges in Zimbabwe. More than two decades later, there is convincing evidence that the programme's influence on the development sector in Zimbabwe is diminishing. The article contends that the programme has been essential in sparking policy debates and incubating development theory among students and academics. However, the discipline has provided little in terms of actual practice and expertise in development work and community implementation. Therefore, development studies in Zimbabwe is an academic discipline with limited relevance to community development on the ground. This research is qualitative in nature. Qualitative data collected using purposive sampling is used to illustrate the rise of the discipline and its disparate effects on development activities in Zimbabwe. The article recommends a revision of the DS curriculum so that it fits the practical requirements for development work in Zimbabwe. [ABSTRACT FROM AUTHOR]

In the past, humanists and scientists have held very different views about the role of collaboration in scholarly research. From the point of view of a Principal Investigator in a scientific laboratory, this article examines the increasingly dominant role of collaboration in scientific research. In contrast to the ‘consensus research’ model of the sciences, humanists have often viewed the role of collaboration in research with considerable skepticism and have placed greater value on the traditional model of the solitary scholar pursuing knowledge and truth. An examination of some of the distinctive cultural differences between the humanities and sciences suggests that the benefits of collaboration may come to play an increasingly significant role in the future of humanistic research. [ABSTRACT FROM PUBLISHER]

A problem facing most universities is how best to adapt time-honoured teaching methods to the skills and needs of new generations of students. There is strong evidence that employers, particularly in the professions, still expect graduates to have the same skills which have long been taught in law schools (see e.g. E. Peden and J. Riley, 'Law Graduates' Skills -- A Pilot Study into Employers' Perspectives' Sydney Law School Legal Studies Research Paper No. 07/81, 5). However, increasing numbers of students in the United Kingdom show weaknesses in skills which used to be assumed to be provided by schools and other secondary education providers. The issue is what and who is it that needs to change: expectations of universities and employers, or assumptions and practices of students. As noted by many employers of graduates in the United Kingdom, strong grades at university level are not necessarily an indication of having the necessary skills for entering the job market in any profession. Similarly, strong grades at secondary education level are not necessarily an indication of having strong skills for entering a particular field of study, such as law, at university level; the assumptions which universities make about their incoming students need to be revisited regularly and adjustments to provisions made accordingly. Many academics report that undergraduate students seem to perform far better in the classroom than in written assessments. In our paper, we will look at changes in secondary education which lead to different student expectations and skills, appropriate assessment methods and feedback at universities, and whether different models of skills support are now necessary for even the strongest student at university level. We will primarily use the examples of British law degrees throughout the paper , but it will be of relevance to many disciplines in many countries. [ABSTRACT FROM AUTHOR]

This paper describes a flaw in the teaching of issues related to market economics and social justice at American institutions of higher learning. The flaw we speak of is really a gap, or an educational disconnect, which exists between those faculty who support market-based economies and those who believe capitalism promotes economic injustice. The thesis of this paper is that the gap is so wide and the ideas that are promoted are so disconnected that students are trapped into choosing one or the other position (or neither) and are left unable to link the two sides of the discussion. Such an educational process is not one that produces free and reasoned discernment. In this paper, we briefly relate how we came to be aware of the disconnect and its harms. We present evidence that a pedagogical gulf exists within the teaching of markets and capitalism at American universities – faculty interviews, course syllabi, portions of the corpus of material generally referred to as Catholic Social Thought, as well as references to traditional, mainstream economic theory. Further, we give evidence of the confusion and frustration among students this gulf causes. We suggest possible reasons for the gulf–primarily through an investigation of the differences in underlying assumptions and misperceptions that exist between two divisions within universities. We conclude by suggesting a set of curricular changes designed to improve teaching. The authors’ aim is not to change people’s minds. It is to change their teaching. The authors believe that these curricular changes will leave students less frustrated and better prepared for a life of significant service – with improved critical thinking skills. [ABSTRACT FROM AUTHOR]

In this paper the authors discuss the benefits of history and literature in the teaching of medical humanities. They suggest that human sciences produce a common effect, which they call distancing. Distancing is the awareness that one natural way to describe a given situation does not exist and that any point of view-scientific or not-is context dependant and culturally shaped. Distancing is important to medical students, by allowing them to become aware of the specificity of their own professional point of view. The authors offer a reflection on the specificities of both historical and literary approaches and on the tools they provide for medical students. This paper assumes there is a close link between the theoretical debate on the benefits provided by human sciences and the concrete framework of a given programme. The authors describe team teaching, which has been the solution adopted in the School of Medicine at the University of Geneva to obtain the most from history and literature. [ABSTRACT FROM AUTHOR]

The study attempts to analyse research contributions of the Guru Nanak Dev University, Amritsar in physics and astronomy during the period 2006-15. The data for this study was extracted from Scopus. The study analyses the year-wise research productivity, national and international collaborations, top collaborating institutions, most prolific authors, journals used for communication, most preferred journals for publication, number of citations received by the University during the period under study. This paper analyses that the university has published 652 papers in physics and astronomy. The University had registered the average citation impact per paper of 7.01 per cent and 6 publications received 51 to 100 citations. Among the Indian universities, University stood at 23rd rank in term of publications output (652) and h-index (29), 16th rank in average citation per paper (7.01 per cent) and 18th rank in share of high cited papers (1 per cent) and 19th rank in terms of international collaborative papers (27.45 per cent) during 2006-15. Around 68.71 per cent publications of the University in physics and astronomy were in national collaboration between GNDU and several other Indian organisations. The study clearly indicates that journals are the most preferred form of publication to communicate research works by the researchers. [ABSTRACT FROM AUTHOR]

This paper explores disciplinary patterns of assessment and feedback, using data from the Transforming the Experience of Students through Assessment project. Its central research question concerns the effect of disciplinary assessment patterns on student learning. Audit data from 18 degree programmes at 8 UK universities showed variations in assessment patterns across three disciplinary fields: Humanities, Professional and Science courses. There were variations in assessment demands; in the quantity of feedback and in the proportion of examinations. Statistical analysis of Assessment Experience Questionnaire data (n = 762) explored whether these differences influenced students' perceptions of learning across the disciplines. Findings showed that there were no significant differences in students' perceptions of learning from examinations. Humanities students evaluated the appropriateness of their assessment lower than other discipline groups; professional students were less clear about goals and standards. The researchers propose explanations for these findings and suggest avenues for further research. [ABSTRACT FROM PUBLISHER]

This paper describes a multidisciplinary creative and research project at a South Florida public university. “Stories on the Skin: Tattoo Culture at FAU” has explored and presented tattoos as a shared cultural experience, rather than as a symptom, or a fad. Considering relevant scholarship in various disciplines, tattoo emerges as a repository of memories and a site of affirmations, but also a significant form of creative self-expression beyond temporary fashion. Proposing a positive value to connecting mind and body, story and skin, the project offers a model for other universities to engage a diverse student body in the complexities of living an embodied self in a virtual world. It also offers a way to open the minds of those who would discriminate. It is not about promoting, but about understanding, this moment of ink, deploying the arts and humanities for the sake of self-knowledge and tolerance. [ABSTRACT FROM AUTHOR]

Aim: To fill the gap in research that historically has been limited by focusing on the health problems experienced by people of color. Method: A simulation exercise was developed for senior pre-licensure nursing students in their senior year of a pre-licensure nursing program at a Midwest liberal arts college to intervene when a health-care provider in the hospital acted in an oppressive manner toward a client. Results: Qualitative findings suggest the value of addressing structural racism during a simulated learning experience to facilitate an understanding of the extent of racism inherent in the health-care system and biases that can be perpetuated by health-care providers. Conclusions and Implication for Practice: This simulation on the topic of implicit bias and racism in the health-care system provided an opportunity to open and deepen important conversations about equity, belonging, and justice. Additional work is needed in training professional nurses to lead meaningful change in dealing with the current inequities in our health-care system. [ABSTRACT FROM AUTHOR]

Humanities within universities faced challenges in the latter half of the twentieth century as their value in the modern world was questioned. This paper argues that there is strong potential for the humanities to thrive in the twenty-first century university sector. It outlines some of the managerial implications necessary to ensure that this potential is delivered. Study of humanities provides an education offering skills to tackle the problems facing the twenty-first century world. The importance of clear communication of the value of the humanities to different constituencies, especially policy makers, institutional governing bodies and prospective students is emphasised. [ABSTRACT FROM AUTHOR]

This introductory essay contextualizes and meditates on the three articles—Bhattacharya, Day, and Waller—presented in this special section on “Knowledge Management in Postmodern Society.” In the process it reflects on following points: (1) the capacity the university had in the past to incorporate the irregular and its loss in the contemporary university, (2) the devaluation of humanities and social sciences because of the reduction of the narrative as well as the reflective and critical thinking to mere doxa, (3) the competition from mass media on university's traditional role in knowledge dissemination and the building of the public sphere, (4) the oscillation of academy between Taylorism and post-Taylorism, (5) the possible role students can play in overcoming crisis faced by the university, and (6) the evolution of the binomial writing/reading in the shift to digitalization and the information society. [ABSTRACT FROM PUBLISHER]

The aim of this paper is to show why the humanities are more necessary than ever as part of the university education in our contemporary cosmopolitan age. We need the humanities if our educational institutions are to overcome the threats from narrow-minded politicians and business people to reduce education in schools and universities to simple instruction in management without guidance from the cultures of the world as expressed in art and literature, knowledge of languages, history, and philosophy. [ABSTRACT FROM AUTHOR]

Abstract The German science and higher education system is characterized by federalism, multi-level governance and interwoven regulatory competences of different levels of government. Establishing binding standards and harmonized policies for German higher education institutions and non-university research institutions is a complex task that requires concerted action and co-operation between the federal and state governments. In 2013, the German Council of Science and Humanities recognized the need for research information (RI) standards in order to reduce the efforts in and to create an incentive for optimized RI management as well as to enhance the quality and informative value of RI. For this reason, the science council issued recommendations that called for the specification of the so-called research core dataset (RCD) – a set of standard definitions and concepts as well as data formats for RI – and recommended its (voluntary) implementation in the German science system in 2016. This paper is intended as a descriptive case report with the aim to provide insights from a national standardization project and to share experiences made during this project. Particular emphasis is on the support structures currently in place to facilitate the dissemination and implementation of the RCD in the federal and multi-level governed German science system. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the impact of the University on regional development. Reference is made to the case of the School of Humanities, University of the Aegean, and its effect on the economic, social and cultural life of the island of Rhodes. The assumption under investigation is that the University in this area brings changes in the local economy, society and culture, acting as a lever that improves quality of human capital. The methodological approach adopted includes: (a) an assessment of some dimensions of the effect of the university on regional variables and (b) a qualitative analysis of the influence on development of some parameters related to the operation of the university. [ABSTRACT FROM AUTHOR]

There is increasing pressure for university researchers to secure 'end-user' support for their research projects. Yet the ways in which this imperative affects humanities researchers, operating in a science-centric funding environment, have not yet been fully explored. This paper presents the findings of an empirical study into the experiences of humanities researchers in securing competitive national funding for research involving collaborations with the private and public sector. It also provides quantitative data as to the funding behaviour of one of Australia's peak research funding bodies, the Australian Research Council (ARC). The findings clearly show that humanities researchers struggle to secure support for their research. There is also evidence to suggest that, despite rhetorical support from the ARC that it values research which provides cultural benefit, it too particularly prioritises research that promises economic advantages for both the project's partners and wider community. [ABSTRACT FROM AUTHOR]

This paper highlights an innovative approach taken by Special Collections at the University of Colorado at Boulder to collaborative teaching and learning in the humanities. Working with the instruction librarian and a professor of Italian, ten Italian majors and minors curated an exhibit in Special Collections titled "The Printed Page and Early Modern Italy". Students were responsible for all aspects of the exhibit including selection of materials, intellectual content, the writing of captions (bi-lingual), preservation of materials, layout, design, and installation. The goal was not just to help the students hone their language skills but to provide them with a 'global' learning experience, one in which new knowledge and skills were put to immediate real-world use. The outcome was overwhelmingly successful and suggests a new and exciting area for collaboration between special collections and departments in the humanities. [ABSTRACT FROM AUTHOR]

Millions of people cross political borders yearly without having the proper documents. This has led to increased detention and deportation practices in destination countries for reasons related to security and sovereignty. The objective of the current study was to analyze and visualize research publications on the detention and deportation of migrants to identify current research hotspots, research gaps, and potential future research in the field. Relevant research articles were obtained from the Scopus database for the study period from 1900 to December 31, 2022. The analysis included presentations of key contributors to the field and visualization of topics, themes, and international collaboration. In total, 906 articles were found. The earliest was in 1982. The majority of articles were published in journals within the subject areas of social sciences and humanities. The number of publications showed a steep rise from 2011 to 2022. The Journal of Ethnic and Migration Studies was the most prolific, but publications in the Citizenship Studies journal received the highest number of citations per article. Researchers from the United States contributed the most. Mexico ranked fifth in the number of publications. Oxford University was the most prolific institution, followed by three universities in Australia. The majority of articles were single-authored, indicative of limited author-author collaboration. Research hotspots in the field were "human rights" and "mental health". The detention and deportation of Mexican and other Latino migrants in the United States constituted a distinct research theme in the field. International research collaboration was limited by geographical proximity (e.g., the United States and Mexico) or common language (e.g., the United Kingdom and Australia). Future research topics should focus on alternatives to detention, family separation, and healthcare services for detained migrants. Research activity on detention and deportation is required from all world regions, including the source countries of migrants. Future research should promote alternatives to traditional detentions. The contribution of countries in Africa, the Middle East, and South-Eastern Asian regions needs to be encouraged. Future research on the detention and deportation of non-Latino migrants is highly required. [ABSTRACT FROM AUTHOR]

This commentary identifies and discusses the three issues that have driven the turn to the term Global Anglophone in literary studies: the demand by institutions for tags that signal diversity of bodies and forms of knowledge; the desire for a new descriptive term for English literatures outside Britain and North America; and the need to rethink the long history of the discipline within the cultures of the British empire. The commentary focuses on the possibilities and limits of recent debates on Global Anglophone literature in the institutional politics of North American universities. [ABSTRACT FROM AUTHOR]

The article focuses on the Global Studies program related to Arts and Humanities at World Grant University. Topics discussed include traditional liberal arts fields such as social science, conception of comparative literature that puts it into international relations, and transformation of national literature.

As participants in the Association of College and Research Libraries’ (ACRL) Distance and Online Learning Section (DOLS) Mentoring Program, two librarians collaborated to deploy a pilot library video tutorial program at the mentee librarian’s small liberal arts college in the Southeastern United States. Drawing on the mentoring librarian’s experience with tutorials at their largely online university, the mentee librarian maintained instructional support and faculty engagement during the height of the COVID-19 pandemic. Additionally, the authors compared statistics between this pilot video tutorial program with the mentoring librarian’s more established program and discussed the benefits of the mentoring relationship for both librarians. [ABSTRACT FROM AUTHOR]

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What are the ways in which library-provided bibliometric services add value to the research enterprise? Tasked with developing a program to assess and improve research impact services at Indiana University Bloomington, the open scholarship librarian launched a research impact offering in fall 2019, with positive results. Research impact services help faculty see the full significance of their work, equip them with tools to demonstrate and advocate for the value of their scholarship, and often provide unexpected insights. Bibliometric analysis can also benefit library units, particularly in supporting administrative decision-making in interactions with publishers and in seeing publishing trends to make collection management decisions. Service development in this area has the potential to deepen library engagement with the campus community. It might also promote collaboration between librarians in functional roles and those who serve as subject specialists. [ABSTRACT FROM AUTHOR]

Introduction: The aims of the study were to investigate the four‐factor structure of the German version of the Aging Semantic Differential (ASD) and to gain initial insights into the attitudes of nursing, medical and humanities students towards older people in Austria. Method: A cross‐sectional study design with a convenience sample was chosen. Results: The ASD was completed by 255 Austrian nursing, medicine, and humanities students, who described their attitudes towards persons who are 80 years of age and older. The applicability of the four‐factor structure (instrumentality, autonomy, acceptability and integrity) of the German version was confirmed by performing a confirmatory factor analysis. The mean age of students in our sample was 23.6 years; 79% of these were female. The sample displayed negative attitudes regarding the factors of autonomy and instrumentality, but more positive attitudes regarding the factors integrity and acceptability. The attitudes of the students in the three study programmes differed, with the medical students displaying the most negative attitudes. Students who displayed positive attitudes had statistically significantly higher levels of knowledge about ageism and better possibilities to hold personal conversations with older people (80+) in the family or circle of friends. Conclusion: We conclude that having more knowledge about ageism and close personal contacts to older persons can support positive attitudes towards older individuals. [ABSTRACT FROM AUTHOR]