The research journal especially in marketing, is now not only the primary communication method, but is also used to evaluate an academic's research contribution. Measuring the quality of research journals has also become more complex as a result of the rapid increase in the number of journals published. In marketing research, scientists have professed the use of sophisticated or more sensitive techniques yet little has been done to improve the measurement of research journals. This thesis investigates the use of alternative measurement techniques to explore this important aspect of the academic environment. Historically two dominant methodologies have been used to measure the quality ofjournals: Peer review and Citation Analysis. However these methods have been criticised and academics have been sceptical of the results, taking the opinion that these methods create, bias in the results. Previous methods have also taken a one-dimensional view of journal quality with little time devoted to uncovering the criteria that governs that quality. The research applied marketing methodologies that combined qualitative and quantitative research techniques to explore the problem. Four critical research questions were examined in this study. What are the important elements of journal research standing? 38 items were found to be important elements ofjoumal research standing. Is journal research standing a multi-dimensional construct? Three underlying dimensions represented the construct journal research standing, these were Reputation, Reviewing Standards and Content Quality. Do academics acknowledge the multiple dimensions of journal research standing? Academics acknowledged the -differences -between dimensions for ten selected marketing journals. What moderating factors affect academic opinions of journal research standing? Academic attitudes towards a joutnal's research stdtiding are moderated by their country of origin, familiarity and research fit. Attitudes towards a journal may also be moderated when academics have a paper rejected from that particular journal.

Este estudo investiga o status da produção acadêmica sobre alfabetização em 2 (dois) programas de Mestrado e Doutorado em Educação no Estado do Rio de Janeiro. Partiu-se da concepção de que a organização e a sistematização das contribuições originárias das pesquisas realizadas nesses programas permitiriam um olhar mais apurado sobre a alfabetização enquanto objeto de estudo acadêmico no contexto do Rio de Janeiro. Busca-se, assim, demarcar a trajetória dessa mesma produção, destacando os aspectos que foram privilegiados ao longo do tempo. Toma-se como referência principal para a análise e entendimento das especificidades do lugar da alfabetização na produção acadêmica no Rio de Janeiro, a história da alfabetização no Brasil, demarcada em seus diferentes períodos. Em outras palavras, através da análise da produção acadêmica sobre o tema, buscou-se compreender a partir de que momento (quando) e de que modo (como) a alfabetização se constitui objeto de estudo (acadêmico) no contexto do Rio de Janeiro. / This study investigates the status of research on alphabetization in two MEd and PhD in Education programs in Rio de Janeiro. This study is based on the assumption that the organization and systematization of contributions that originate from research in these programs would allow a more accurate view of alphabetization as the object of academic study in Rio de Janeiro. The aim is to portray the trajectory of this type of research, emphasizing the aspects that were favored over time. The main reference for the analysis and understanding of the specificities of the place of alphabetization in the research in Rio de Janeiro is the history of alphabetization in Brazil, in its different periods. In other words, through the analysis of the research on the topic, an attempt was made to understand when and how alphabetization becomes the object of (academic) research in Rio de Janeiro.

Este estudo investiga o status da produção acadêmica sobre alfabetização em 2 (dois) programas de Mestrado e Doutorado em Educação no Estado do Rio de Janeiro. Partiu-se da concepção de que a organização e a sistematização das contribuições originárias das pesquisas realizadas nesses programas permitiriam um olhar mais apurado sobre a alfabetização enquanto objeto de estudo acadêmico no contexto do Rio de Janeiro. Busca-se, assim, demarcar a trajetória dessa mesma produção, destacando os aspectos que foram privilegiados ao longo do tempo. Toma-se como referência principal para a análise e entendimento das especificidades do lugar da alfabetização na produção acadêmica no Rio de Janeiro, a história da alfabetização no Brasil, demarcada em seus diferentes períodos. Em outras palavras, através da análise da produção acadêmica sobre o tema, buscou-se compreender a partir de que momento (quando) e de que modo (como) a alfabetização se constitui objeto de estudo (acadêmico) no contexto do Rio de Janeiro. / This study investigates the status of research on alphabetization in two MEd and PhD in Education programs in Rio de Janeiro. This study is based on the assumption that the organization and systematization of contributions that originate from research in these programs would allow a more accurate view of alphabetization as the object of academic study in Rio de Janeiro. The aim is to portray the trajectory of this type of research, emphasizing the aspects that were favored over time. The main reference for the analysis and understanding of the specificities of the place of alphabetization in the research in Rio de Janeiro is the history of alphabetization in Brazil, in its different periods. In other words, through the analysis of the research on the topic, an attempt was made to understand when and how alphabetization becomes the object of (academic) research in Rio de Janeiro.

abstract: Construction industry performance (schedule, budget, and customer satisfaction) has not improved over the last 20 years. This investigation proposes that academic/industry research using actual project data may have more impact on improving industry performance than traditional survey-based research. The authors utilize the CIB and CIB W117 platforms to proliferate the concept of academic/industry test results to increase the impact on the construction industry. The authors propose to use the existing journal and then share the journal papers on an online platform (ResearchGate.net) ensuring a faster proliferation of the key academic/industry test results into the academic research community. The mechanism of the academic/industry test results will have more of an impact on industry practices than the traditional publication systems, which concentrate on literature reviews and surveys to collect industry opinions and analyze the information to change industry practices. The proliferation of industry research results will create transparency in the construction industry and the academic research community. / Dissertation/Thesis / Masters Thesis Construction Management 2017

Gender inequality in Research and Innovation exists to date even though the issue has been well acknowledged over time and has an enormous negative impact on science. There is also wide recognition that the issue, whether based on individual, organisational or institutional factors, can only be effectively addressed through an approach emanating from a strong drive to transform Research and Innovation, in a way to ensure seamless integration of gender equality and diversity. / FP7

No / FP7

No / In the field of ethnic relations the complex, often tortuous, interactions among academic researchers, research funders and those who use the research often result in social policy interventions that are poorly conceived and flawed in their implementation. In this unique book, the contributors seek to develop a dialogue about the multiple constraints that skew research and its findings, and to kick-start a wider debate about the political context of current research and policy. In doing so, they aim to produce a renewed awareness of the current links between research and social policy in ethnic relations and to provide a critically reflexive basis for shaping interventions. It will be of interest to academics working in higher and further education as well as to students at higher undergraduate and postgraduate level, and to a wide range of people working in ethnic relations policy fora. - See more at: https://policypress.co.uk/research-and-policy-in-ethnic-relations#sthash.HlA8LbMW.dpuf

<p>In the dynamic landscape of modern warfare, innovation stands as a critical driver of military prowess and strategic advantage. This research initiative embarks on a comprehensive exploration. Seeking to elucidate the intricate interplay between academic research, effective leadership traits, and their combined influence on fostering innovation within the U.S. military. Through an integrated methodology that encompasses surveys and interviews, this study aims to unravel the complex mechanisms that underpin innovation and to provide insights that can enhance the U.S. military’s efficiency and effectiveness.</p> <p>Innovation has emerged as an indispensable component of military success, enabling armed forces to adapt swiftly to evolving challenges. The purpose of this research is to dissect the relationships between academic research, leadership efficacy, and innovation, with the overarching goal of identifying the key factors that drive innovation within the military sphere.<br> </p> <p>The research methodologies include a thoughtful blend of approaches, combining both qualitative and quantitative methods to capture a holistic understanding of the intricate connections between academic research, leadership, and innovation. A comprehensive literature review forms the cornerstone of this study. This allows for the synthesis of existing theories and empirical insights pertaining to military innovation and leadership dynamics.</p> <p>Supplementing the theoretical framework, an in-depth examination will provide contextualized insights into how effective leadership and academic contributions have synergistically fueled innovation within the military domain. Surveying and conducting interviews will constitute the crucial mechanisms for gathering primary data in this research endeavor. These two principal methodologies, thoughtfully selected for this study, will elevate the insights obtained from the literature review and the existing case studies drawn from related domains. This deliberate approach facilitates an immediate and unmediated investigation into the perspectives and experiences of active-duty military personnel, spanning both officers and enlisted members.</p> <p>The central drive of this research lies within surveys and interviews conducted among active-duty military personnel. This diverse participant pool encompasses officers and enlisted members, offering a cross-sectional perspective that illuminates innovation dynamics at multiple levels of the military hierarchy. The survey instrument meticulously addresses various dimensions of military innovation, including participants’ assessment of the prevailing level of innovation within their specific roles, the noticeable influence of commanders on innovative practices, leadership attributes that contribute to innovative outcomes, and the extent to which collaborations with external entities engender effective problem-solving and process enhancement.<br> </p> <p>The research project holds the promise of generating insights with real-world applicability. By combining the insights obtained from active-duty personnel, this study endeavors to construct a comprehensive narrative that explains the multifaceted aspects of military innovation. These insights have direct implications for policy formulation, potentially influencing decisions that facilitate and amplify innovative initiatives within the U.S. military.</p> <p>In summary, this research project aspires to shed light on the intricate relationship between academic research, leadership efficacy, and innovation within the U.S. military. Through the perspectives of military personnel, this study aims to decode the essential elements that catalyze military innovation. The outcomes of this research are envisaged to contribute to informed decision-making, fostering an environment where academic research and effective leadership synergistically fuel innovation. This, in turn, is anticipated to strengthen the efficiency and efficacy of the U.S. military, empowering it to navigate the complexities of contemporary security challenges with resilience and ingenuity.<br> </p> <p><br></p> <p>Keywords: Academic Research, Leadership Effectiveness, Collaboration.<br> </p>

Young Adult (YA) literature is widely read and published, yet few linguistic studies have researched it. With an increasing push to include YA texts in the classroom, it becomes necessary to thoroughly research the linguistic nature of the register. A 1-million-word corpus of YA fiction and non-fiction texts was created. Children's and adult fiction corpora were taken from a subset of the Corpus of Contemporary American English (COCA) database. The study noted differences in use of modals and pronouns among children's, YA, and adult registers. Previous research has suggested that children's literature focus more on spatial relations, while adult literature focuses on temporal relationships. However, the results of this study were unable to verify such relationships. The study also found that YA varied from children's and adult literature in regards to expletives, body part words, and familial relationships. The findings of this study suggest that YA is linguistically distinct from children's and adult. This indicates that future studies should focus more on target audience age. These results could also be applied to L1 reading pedagogy.

This thesis aims to contribute to the understanding of research higher degree supervision and thereby its enhancement. My study departs from the current emphasis on issues of practice to offer a set of scholarly understandings embedded in the beliefs that supervisors and candidates hold about supervision and closely related academic mailers. It is aligned with the movement over the past two decades towards concentrating on understanding why teachers and students behave in particular ways, rather than describing what they do and how they do it. I draw on the literature of research higher degree (RI-ID) supervision, the conceptual framework of beliefs research and Gadamer's concept of the hermeneutic circle to argue that supervision is best understood as a plexus of closely related educational beliefs about research, teaching, learning and supervision. Research from this perspective acknowledges supervisions plural, multifunctional character and its holistic nature. The beliefs construct recognises the powerful effect that individualsibeliefs and attitudes have on the way they define educational tasks, make related decisions and prefer to act. Thirty-four participants from one engineering faculty were interviewed about their beliefs about the four components of the supervision plexus. Entire transcripts were coded, using a three-phase, inductive method of analysis incorporating constant-comparative techniques and conceptual field principles, to reveal individuals integrated thinking about the whole process of supervision. This method ensures that the findings remain embedded in the data and retain the richness of individual experience. I identified four different core tendencies to the plexus, based on two bipolar frames - controlling/guiding and task-focussed/person-focussed kinds of beliefs. The result is four global orientations to supervision: controlling/task-focussed, controlling/person-focussed, guiding/task-focussed and guiding/person-focussed. Subcategories accommodate individuals whose beliefs differ in specific aspects but whose focal beliefs fit the global group. Each orientation is elaborated by an orientation belief profile - an integrated system of beliefs about the aspects of the plexus that are common to the individuals in that category iso the profiles describe the orientations as much as they describe the individuals in each category. The beliefs in each profile are organised into six belief clusters and different dimensions of the beliefs describe each orientation. To show the location, density and type of inter-linkages among beliefs and belief clusters orientation webs were drawn. The four webs exhibit a high degree of interconnectedness among beliefs, confirming my contention of a supervision plexus of co-dependent and logically interrelated components. Research findings indicate that practitioners beliefs about teaching are central and powerful in determining their supervisory goals and their predisposition towards particular pedagogical approaches to achieving them. With this advanced understanding of the pedagogy of supervision, a case is built for viewing research higher degree supervision as a teaching activity within the university, and positing its management as a 'joint portfolio' between the teaching and learning centre and the research centre of the university. Other findings are that controlling/task-focussed beliefs are generally favoured by RI-ID candidates and that guiding/person-focussed beliefs more commonly describe the way supervisors think about supervision. Although their strategic enactment may differ according to circumstance, beliefs were found to be consistent across contexts. The supervisors role in shaping candidates' beliefs is seen to be diminished by the influence of candidates' preexisting beliefs about teaching. The study establishes a variety of understandings about supervision within this one engineering faculty, suggesting that pedagogical understandings may be more powerful than disciplinary expectations and attitudes as determinants of supervisory behaviour. The view of RI-ID supervision discussed in this thesis builds on the earlier research in meaningful ways that enhance our understanding of the process as a whole. The thesis provides possibilities for linking that research with more fruitful and rewarding doctoral experiences for supervisors and candidates.