Many academic decision makers rely on quantified ranking measures to estimate the quality of journal publications. The aim of this study was to map journals in Information Systems (IS) with regard to their topic and their rank and determine whether there is a relationship between the scope of a journal and its rank. The study used content analysis, applying both qualitative and quantitative methods. The results of the analysis show the existence of relationships between the journal rank, the research area, and the type as well as significant differences in ranking on the three lists. The findings illustrate that ranking measures, as indicators for the quality of research published in a journal ought to be considered only in the context of a particular research area and scientific community.

Das coisas que acontecem quando se pesquisa em uma pósgraduação. Das dimensões ética, estética e política em produzir uma dissertação de mestrado ou tese de doutorado nos tempos atuais. Da construção de um atelier de escrita em um programa de pós-graduação em Psicologia Social e Institucional. Dos efeitos e registros de um escrever-com: com os participantes do atelier, com autores e autoras (acadêmicos e/ou não), com as bobagens, bibliotecas, músicas e literaturas. Dos risos e embrulhos de escrever em meio à vida. Dos ingredientes e modos de usar uma pesquisa. Dos efeitos coletivos de escrita a partir de 10 figuras disparadas por Roland Barthes: abandono, apneia, assinatura, bissemia, centro, círculo, embrulhado, prosa, tranquilidade, violência. Da escrita acadêmica como uma política da bolha: frágil, torpe, singular mas em constante movimento. / About what happens when you engage in academic research. About the ethical, aesthetic and political dimensions of writing a thesis on times like these. About creating a writing workshop in a Social and Institutional Psychology graduate program. About the effects and records of weiting-with. with the participants of the workshop, with the authors (academic and/or not), with the nonsense, libraries, musics, literatures. About the laughter and nausea of writing immerse in life. About the ingredients and ‘how-to use’s of a research. About the collective effects of writing from Roland Barthes’s 10 abandoned figures: abandon, apnea, bissemia, center, circle, crammed, prose, signature, tranquility, violence. About academic writing as a politics of the bubble: fragile, nasty, singular but in constant movement.

Das coisas que acontecem quando se pesquisa em uma pósgraduação. Das dimensões ética, estética e política em produzir uma dissertação de mestrado ou tese de doutorado nos tempos atuais. Da construção de um atelier de escrita em um programa de pós-graduação em Psicologia Social e Institucional. Dos efeitos e registros de um escrever-com: com os participantes do atelier, com autores e autoras (acadêmicos e/ou não), com as bobagens, bibliotecas, músicas e literaturas. Dos risos e embrulhos de escrever em meio à vida. Dos ingredientes e modos de usar uma pesquisa. Dos efeitos coletivos de escrita a partir de 10 figuras disparadas por Roland Barthes: abandono, apneia, assinatura, bissemia, centro, círculo, embrulhado, prosa, tranquilidade, violência. Da escrita acadêmica como uma política da bolha: frágil, torpe, singular mas em constante movimento. / About what happens when you engage in academic research. About the ethical, aesthetic and political dimensions of writing a thesis on times like these. About creating a writing workshop in a Social and Institutional Psychology graduate program. About the effects and records of weiting-with. with the participants of the workshop, with the authors (academic and/or not), with the nonsense, libraries, musics, literatures. About the laughter and nausea of writing immerse in life. About the ingredients and ‘how-to use’s of a research. About the collective effects of writing from Roland Barthes’s 10 abandoned figures: abandon, apnea, bissemia, center, circle, crammed, prose, signature, tranquility, violence. About academic writing as a politics of the bubble: fragile, nasty, singular but in constant movement.

[pt] A presente tese tem como objetivo compreender, com maior profundidade, os processos emergentes na vida do acadêmico com a apropriação dos suportes digitais e seu formato específico de armazenamento, tratamento e acesso à informação. Essa apropriação ocorre especialmente a partir do início dos anos 90 em que se processa a expansão da computação pessoal e da rede internet em larga escala, em ritmo diferente em diversos países, com o aprofundamento da sociedade em rede nos anos 2000. Analisa-se o modo de agir dos intelectuais acadêmicos contemporâneos e suas práticas, em uma fase na qual a mídia tradicional analógica, representada pelos meios de comunicação impressos (livros e revistas científicas) é mesclada com a nova mídia digital, que redesenha os antigos formatos e propõe outros novos. Para isso foram selecionados dezesseis doutores ligados à área de Educação que se formaram entre os anos de 2005 e 2010, oito no Brasil (PUC-Rio) e oito na Itália (UCSC Milano), para compor um estudo de casos múltiplos (Yin, 2001) através de entrevistas semi-estruturadas. Pela exaustiva análise de conteúdo das transcrições (Bardin, 1977), emergiram sete grandes Eixos temáticos, a saber: (I) Trajetória de vida acadêmica e digital; (II) Usos da tecnologia; (III) Modo de leitura; (IV) Modo de escrita; (V) Uso de fontes; (VI) Modo de organização; (VII) Modo de comunicação. Entre os resultados encontrados, a atividade autoral do acadêmico usando tecnologias digitais possui inúmeros fatores de influência: o tema de pesquisa escolhido, os agentes de interesse inicial pelo uso das tecnologias, a predisposição em explorar novos recursos disponíveis, o tipo de empiria (presencial ou via internet) e o tipo de fontes necessárias para formar a base teórica. O modelo de análise aplicado a cada entrevista mostrou que esta multideterminação se traduz em inúmeras práticas individuais originais, como a busca circular contínua em diferentes suportes, a leitura de textos em tela, a escrita simultânea e em camadas, o uso das novas fontes empíricas e a re-análise de bases de dados disponíveis na internet. Embora o processo de digitalização de fontes e meios de buscá-las esteja em plena marcha através de buscadores generalistas e bases de dados universitárias, no que tange aos modos de leitura ainda persiste a conservação de hábitos ligados ao meio impresso e analógico e a subutilização dos potenciais oferecidos para a comunicação com outros pesquisadores, especialmente o receio de compartilhar projetos e resultados de pesquisa em meios informais e comunidades virtuais abertas. Visando traçar um conjunto de informações úteis que auxiliem nos futuros programas de formação do professor-pesquisador, esta tese pode servir para a construção de atividades e cursos que ajudem a desenvolver uma aprendizagem mais sólida no uso das mídias digitais nos cursos de doutoramento em Educação e nas ciências humanas em geral. / [en] This thesis aims to understand, in depth, the processes emerging in the academic life with the appropriation of digital media and its specific format storage, treatment and access to information. This appropriation is especially true since the early 90s in which proceeds the expansion of personal computing and internet network on a large scale in different countries, with the deepening of the network society in the 2000s. It analyzes the mood of the contemporary intellectual and academic practices in a phase in which the traditional analog media, represented by print media (books and journals) is merged with the new digital media, which redraws the old formats and proposes new ones. For this we selected sixteen doctors related to the field of Education who graduated between the years 2005 and 2010, eight in Brazil (PUC-Rio) and eight in Italy (UCSC Milano), to compose a multiple case study (Yin, 2001) through semi-structured interviews. Through exhaustive content analysis of the transcripts (Bardin, 1977), emerged seven major thematic axes, namely: (I) Trajectory of digital and academic life; (II) Uses of technology; (III) Reading mode, (IV) Writing mode; (V) Use of sources; (VI) Mode of organization; (VII) Communication mode. Among the findings, the author of scholarly activity using digital technologies has numerous influencing factors: the research topic chosen, the agents of initial interest in the use of technology, the willingness to explore new resources available, the type of empiricism (in person or via internet) and type of resources needed to form the theoretical basis. The analysis model applied to each interview showed that this multiplicity is reflected in numerous unique individual practices, such as continuous circular search in different media, reading texts on screen, writing and simultaneous layers, the use of new empirical sources and re-analysis of available databases on the Internet. Although the process of scanning sources ways to pick them up is well underway through general search engines and academic databases, with respect to ways of reading persists conservation habits linked to print and analog and underutilization of potential available for communication with other researchers, especially the fear of sharing projects and research results in informal ways and open virtual communities. Seeking to draw a set of useful information to assist in future training programs of teacherresearcher, this thesis can serve to build activities and courses that will help develop a stronger learning in the use of digital media in Education PhD courses and in the humanities in general.

Within postgraduate studies, learning is assessed through the examination of modules making up a taught programme and the writing of a dissertation. However, research, nationally and internationally, has shown that although students are generally able to complete the modules making up a postgraduate programme successfully, often difficulty arises in the writing of the dissertation which begins with the conceptualising and writing of the research proposal. It seems that students are considered poorly equipped for postgraduate study, which puts their academic success and completion of their studies in jeopardy, particularly those for whom English is not a first language. Since 1994 with wider access to higher education, a concern has arisen about National figures for postgraduate throughput rates, which on average, are quite low. This current research originated with concern about the unpreparedness of some postgraduate students in a specific master‟s programme in a Faculty of Education at a South African university and about offering them the foundations for the development of their academic research writing, an aspect so vital to achieve success at this level. It seems that programmes which incorporate academic writing are put into place in some honours programmes (see Henning, Gravett & van Rensburg, 2005; Thomson, 2008 for South African programmes) but once the student progresses to master‟s or doctoral level, this does not seem to be the case. The main aim of this study was to obtain insight and understanding of the demands of academic writing at postgraduate level and to develop an effective intervention to assist in the development of proficient academic research writing. Thus, the development of an academic research writing intervention deemed most appropriate for postgraduates in education was designed and developed to assist students during the first stages of their research, that of conceptualising, writing and successfully defending the research proposal. The premise is that during this first year of study, acquiring and developing academic literacies, in order to become competent academic writers would provide the scaffolding1 for the move into the second phase of the research process, that of academic research writing. Design Research was considered most appropriate for this research as it is interventionist, iterative, process-focused, utility-oriented and theory-driven (Van den Akker, Gravemeijer, McKinney & Nieveen, 2006, p.5) and in addition, requires the involvement of practitioners (Plomp, 2013, p. 20). The sample for this study was drawn from a specific master‟s programme in education and consisted of students, the supervision team and the academic research writing practitioner. A mixed methods approach was used where data comprised quantitative data (questionnaire, evaluations and assessments) and qualitative data (personal writing, evaluative writing, interviews and assessments). Findings emerging from the context of this particular master‟s programme point to a set of design principles that inform the development of a model for academic research writing which appears promising for supporting the postgraduate student effectively. It is hoped that the findings emerging from the research will fill a gap in the literature and add to the body of knowledge on postgraduate academic research writing. / Thesis (PhD)--University of Pretoria, 2014. / lk2014 / Science, Mathematics and Technology Education / PhD / Unrestricted

This thesis seeks to demonstrate that the new facilities of Web of Science (WoS) online can be used in new ways to enhance understanding of scholarly communication. It investigates four aspects of scholarly communication: characteristics of highly cited articles, citation levels of collaborative articles, citation levels of multi-disciplinary articles, and patterns of annual citation of highly cited articles. For the first two topics it investigates the WoS category of ‘Information Science & Library Science’ (IS&LS), whereas for the other topics it compares diverse WoS categories in science and social science. Although its main data source is WoS, its investigation of disciplinarity also uses Scopus. The thesis finds: (a) Highly cited IS&LS articles tend to be multidisciplinary and cited late, but are not necessarily first-authored by influential IS&LS researchers, (b) Amongst un-cite IS&LS articles the proportion of collaborative articles has remained almost constant over the past three decades whereas for higher cited articles it has grown steadily with time, (C) In social science subjects the level of citation of multi-disciplinary research are generally similar to that of mono-disciplinary research, whereas in science the citations levels for multi-disciplinary research are substantially lower than that of mono-disciplinary research, and (d) In both science and social science many very highly cited articles continue to be heavily cited more than twenty years after publication. This thesis also introduces and uses an indicator for measuring the extent of collaboration called ‘average partner scores’ and indicates a way in which the subject categories of WoS can be investigated without requiring a licence for the WoS database. Finally, it identifies and addresses some of the technical problems of using WoS online to investigate scholarly communication.

Digitalization is a fast paced phenomenon that is recognised to be of importance for the auditing profession’s future. This study has, through an innovative approach, gathered the ideas and perspectives on the perceived future role of digitalization in relation to the auditing profession. In order to ensure that these ideas and perspectives were to be practically relevant, 14 Swedish auditors were interviewed. This study was initiated through an evident need of research about the future role of digitalization, as this role is recognized as important but rather under-theorized according to both practitioners and academics.   In order to tackle the need for research within the relatively unexplored area of digitalization in relation to the auditing profession, a dialogue with practitioners led to the creation of the following research question:    -How do auditors expect digitalization to shape the future of the auditing profession?   In order to accurately answer the constructed research question, three sub-questions were established:   - How do auditors perceive past and current changes of the auditing profession? - How do auditors perceive futures changes of the auditing profession? - How do auditors perceive the future role of digitalization?   The underlying purpose of this study was to push for a unification between the academic and practice community. To achieve this, a follow-up sub-question was generated:   - How do auditors perceive the role of academic research to shape the future of the auditing profession?   And inductive research approach was adopted for this study, in line with the epistemological standpoint of interpretivism and a constructionism ontological approach. Furthermore, this thesis was a conducted qualitative exploratory research that employed semi-structured interviews. The research strategy of this study was a combination of narrative inquiry with grounded theory in order to collect data and to generate theories for building knowledge.   The results from the interviews with the auditors generated findings that were used to answer our four sub-questions, and therefore subsequently our main research question. It was concluded that academic research was not directly used by practitioners, since it was not found usable from a practical perspective. Furthermore, it was concluded through applying change theories that digitalization is, by auditors, expected to play an important role in the future of their profession and a list of driving forces was established. Moreover, discussions on how the auditing profession and digitalization will interact in the future are disclosed in this study.

Questioning GDP as dominant indicator for economic performance has become commonplace. For economists economic policy always aims for a broader array of goals (like income, employment, price stability, trade balance) alongside income, with income being the priority objective. The Stiglitz-Sen-Fitoussi Commission argued for extending and adapting key variables of macroeconomic analysis. International organisations such as the EC, OECD, Eurostat and UN have proposed extended arrays of macroeconomic indicators (see 'Beyond GDP', 'Compendium of wellbeing indicators', 'GDP and Beyond', 'Green Economy', 'Green Growth', 'Measuring Progress of Societies'). Despite these high profile efforts, few wellbeing and environmental variables are in use in macroeconomic models. The reasons for the low uptake of socio-ecological indicators in macroeconomic models range from path dependencies in modelling, technical limitations, indicator lists being long and unworkable, choices of indicators appearing ad hoc and poor data availability. In this paper we review key approaches and identify a limited list of candidate variables and - as much as possible - offer data sources. / Series: WWWforEurope

Este estudo originou-se do interesse em investigar a sensibilidade do IRDI-Questionário, adaptação do instrumento IRDI, para detecção de sinais iniciais de TEA (Transtorno de espectro de autismo). O autismo ou TEA caracteriza-se por severos déficits na interação social recíproca, na comunicação e na atividade imaginativa, assim como por padrões repetitivos e limitados de interesses e de comportamentos. Nesse sentido, deve-se ressaltar a indefinição de sua etiologia, pois, se trata de um distúrbio complexo e heterogêneo com graus variados de severidade, resultado provável de uma combinação de fatores ambientais e genéticos. Soma-se à ausência de um marcador biológico a acentuada heterogeneidade das manifestações clínicas do transtorno, daí o conceito de espectro que lhe foi atribuído. Tais condições terão como consequências dificuldades no próprio processo diagnóstico. Isso significa que o diagnóstico do autismo e as condições associadas ainda estão baseados em observações de confluência de anormalidades comportamentais nos campos social, de comunicação, do jogo e da imaginação. É importante pensar que a heterogeneidade do quadro implica que os sintomas podem não se expressar do mesmo modo em todas as crianças, apesar de apresentarem certa regularidade que permite a construção de um diagnóstico. Além disso, algumas crianças vão apresentar sinais de risco desde os primeiros meses de vida e, outras, apresentarão sintomas mais tardios. Nesse contexto, os instrumentos de avaliação são importantes ferramentas de auxílio na avaliação clínica da criança com TEA, sendo que vários pesquisadores ressaltam a importância de se realizarem triagens de crianças de até três anos de idade a fim de propiciar o diagnóstico e a intervenção ainda nos primeiros meses de vida. Com o intuito de instrumentalizar a detecção de sinais iniciais de TEA, diversos pesquisadores têm formulado protocolos com foco em diferentes formas de expressão de tais sinais e os instrumentos especializados para fins de rastreamento/ triagem têm se mostrado eficientes na detecção de sinais iniciais de TEA, além disso, são de fácil e rápida aplicação. Esta pesquisa, portanto, se propôs a investigar a sensibilidade de um instrumento para sinais iniciais de TEA, sendo que, para a investigação, participaram 72 pais de crianças/crianças divididos em 2 (dois) grupos: grupo pesquisa-TEA (32 pais) e grupo controle-típico (40 pais). Para ambos os grupos, foram utilizados o IRDI-Questionário e a CARS-BR, os quais tiverem seus resultados comparados. Utilizou-se o teste de inteligência não verbal SON-R 2½-7 no grupo pesquisa-TEA para controlar a variável DI (deficiência intelectual). Os dados foram submetidos a tratamento estatístico e as análises estatísticas demonstraram que as médias descritas pelo IRDI-Questionário foram diferentes, sendo que os IRDI do grupo TEA (85,09) são, em média, menores que os IRDI do grupo típico (129,32). Os grupos juntos mostraram alta correlação negativa entre os valores do IRDI-Questionário e da CARS-BR. Para o estudo de sensibilidade foi realizada uma análise através da curva ROC, que definiu um ponto de corte do escore gerado pelo instrumento IRDI-Questionário. A sensibilidade do IRDI-Questionário para sinais iniciais de TEA foi de 96,9%, resultado este que também indicou que o instrumento pode ser interessante para um instrumento para o rastreamento da condição estudada. Além do estudo de sensibilidade, apresentou-se, ainda, um breve estudo sobre o conceito de Intersubjetividade e suas rupturas, assim como algumas pesquisas atuais a ele referentes, relacionando-o aos indicadores IRDI e ao TEA. O conceito de intersubjetividade tem sido investigado por vários campos de conhecimento. A Psicologia do desenvolvimento é um desses campos, sendo que diversos autores nos apresentam diferentes interpretações sobre o conceito. Neste trabalho, destacou-se a importância de apresentar o conceito, pois, este guarda uma estreita relação com o autismo / This study originated from the interest in investigating the sensitivity of the IRDI - Questionnaire, adaptation of the IRDI instrument to detect early signs of ASD (autism spectrum disorder). Autism or ASD is characterized by severe deficits in reciprocal social interaction, communication and imaginative activity, as well as repetitive and restricted patterns of interest and behavior. His early appearance, profile and chronicity of symptoms are strong arguments for a biological causality, however, not defined a biological indicator present in all cases. In this sense, it should be noted the vagueness of its etiology, because it is a complex and heterogeneous disorder with varying degrees of severity, likely the result of a combination of environmental and genetic factors. Added to the absence of a biomarker a marked heterogeneity of clinical manifestations of the disorder, hence the concept of spectrum allocated to it. Such conditions will have as consequences difficulties in itself diagnostic process. This means that the diagnosis of autism and associated conditions are still based on observations of confluence of behavioral abnormalities in the social, communication, play and imagination. It is important to think that the heterogeneity of the picture implies that the symptoms can not express themselves in the same way in all children, despite having certain regularity that allows the construction of a diagnosis. In addition, some children will show signs of risk in the first months of life, and others, will present the later symptoms. In this context, the assessment tools are important aid tools in the clinical evaluation of children with ASD, and several researchers emphasize the importance of conducting trials of children under three years of age in order to provide diagnosis and intervention still in first months of life. In order to manipulate the detection of initial signs of TEA, many researchers have made agreements with focus on different ways of expressing such signals and specialized tools for tracking / sorting have been shown to be effective in detecting early signs of TEA, moreover, they are quick and easy application. This research therefore aims to investigate the sensitivity of an instrument for early signs of ASD, and for research, participated 72 parents of children / children divided into two (2) groups: research - TEA group ( 32 parents ) and control group - typical (40 parents). For both groups, we used the IRDI - Questionnaire and the CARS-BR, which have their results compared. We used the non-verbal intelligence test SON- R 2½ -7 in the search -TEA group to control the variable DI (intellectual disability). The data were subjected to statistical analysis and statistical analyzes showed that the average described by IRDI - Questionnaire were different, and the IRDI TEA group (85.09) are on average smaller than the typical group IRDI (129, 32). Groups together showed high negative correlation between the values of the IRDI - Questionnaire and the CARS- BR. For the sensitivity study was carried out through an analysis of the ROC curve, it defined a cutoff score generated by IRDI - Questionnaire tool. The sensitivity of the IRDI - Questionnaire for early signs of ASD was 96.9 %, a result which also indicated that the instrument may be interesting to a tool for tracking the condition studied. In addition to the sensitivity analysis presented is also a brief study on the concept of Intersubjectivity and their breaks, as well as some current research relating thereto, relating it to IRDI indicators and TEA. The concept of intersubjectivity has been investigated by several fields of knowledge. Developmental Psychology is one of those fields, and several authors present us with different interpretations of the concept. In this work, we stressed the importance of presenting the concept, because this is closely related to autism

Esta pesquisa tem como objetivo central identificar o que tem sido privilegiado nas pesquisas de mestrado e doutorado desenvolvidas no período de 2005 a 2009 nos Programas de Pós-Graduação em Educação acerca do processo ensino aprendizagem de geometria na educação básica mediada pelas tecnologias digitais. Metodologicamente, o presente estudo, configura-se na concepção de monografia de base proposta por Saviani (1991) que sugere um estudo completo e detalhado que se propõe a esgotar um assunto preciso relativamente restrito em que se organizam as informações disponíveis sobre determinado tema, preparando o terreno para futuros estudos mais amplos e aprofundados. Para o levantamento dos dados da pesquisa foram considerados os estudos realizados nos programas de Programas de Pós-Graduação em Educação com nota igual ou superior a cinco na avaliação da Capes. Alguns indicadores como título, autor, ano de defesa, nível (ME ou DO), orientador, sujeitos da pesquisa, objetivo, problema de pesquisa, metodologia de pesquisa e o foco de cada pesquisa foram coletados para subsidiar o processo de sondagem dos terrenos estudados. Foram escolhidas as seguintes variáveis para o aprofundamento desses estudos: especificidade das pesquisas, ensino da geometria e o uso das tecnologias. No detalhamento das pesquisas das pesquisas foram contabilizadas quinze (15) dissertações com sete (7) diferentes abordagens metodológicas. No terreno do ensino de geometria foram identificadas estratégias de ensino que abordaram (7) sete diferentes conceitos geométricos. Em relação ao uso das tecnologias digitais foram contabilizados onze (11) softwares de geometria dinâmica e três (3) ferramentas da Internet. Os resultados desta pesquisa buscam, desta forma identificar as principais estratégias de ensino de geometria com mediação das tecnologias digitais na educação básica e as lacunas existentes nas produções acadêmicas desta área. / This search has as main purpose identify what has been privileged master´s and doctors degrees searches developed from 2005 to 2009 in the graduate program about mathematics education about the process teaching and learning of geometry on the basic education mediated by digital technologies. methodologically, this study sets up the conception of a monograph based purposed by Saviani (1991) who suggests a whole and detailed study which proposes to exhaust an accurate theme relatively restricted in which organize the available information about given theme, laying the groundwork for future wider and detailed studies.To survey research data were considered the studies done in graduate programs about education which the grades were equates to or greater than five on Capes´ school evaluation. Some indicators as title, author, year of defense, Level (Master´s or Doctor´s), advisor, researchers, purpouse, research problems, research methodologies and focus of each research were gathered in order to subsidize the process of exploration of the studied groundworks. Were chosen the following variable to the deepening on these studies: specificities of the researches, teaching of geometry and the use of technologies. In the detailing of the survey were accounted fifteen (15) dissertations with seven (7) diferent methodological approaches. In the geometry groundwork were identified teaching strategies which approach seven (7) different geometric concepts. About the use of the digital Technologies were accounted eleven (11) softwares of dynamic geometry and three (3) internet tools. The results of these researches aims to identify the main geometry teaching strategy with the digital mediation of the technologies in basic education and the gaps wich there are in this area academic production.