The quality of doctoral-level biochemistry (N=139), botany (N=83), cellular/molecular biology (N=89), microbiology (N=134), physiology (N=101), and zoology (N=70) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: (1) program size; (2) characteristics of graduates; (3) reputational factors (scholarly quality of faculty, effectiveness of programs in educating research scholars/scientists, improvement in program quality during the last 5 years); (4) university library size; (5) research support; and (6) publication records. Chapter I discusses (...) prior attempts to assess quality in graduate education, development of the study plans, and the selection of disciplines and programs to be evaluated. Chapter II discusses the methodology used, focusing on each of the assessment measures. Chapters III to VIII present, respectively, findings from the analyses of the biochemistry, botany, cellular/molecular biology, microbiology, physiology, and zoology programs. Chapter IX includes a summary of results, correlations among measures, several additional analyses, and suggestions for future studies. Among the findings reported are those indicating that cellular/molecular biology programs had, on the average, the largest number of faculty and that students in cellular/molecular biology, biology, biochemistry, microbiology, and physiology received a relatively high fraction of financial support. (Survey instruments and supporting documentation are included in appendices.) (JN). (shrink)

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run (...) “cyber education program of research ethics” in KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

It is one sign of the lack of understanding of the value of the humanities, to educational research and inquiry as well as to our world more widely, that such justifications of them as are offered frequently take a crudely instrumental form. The humanities are welcomed insofar as they are beneficial to the economy, for example, or play a therapeutic role in people's physical or mental well-being. In higher education in the UK, they are marginalized for similar reasons, (...) on the grounds that they neither appeal to the lucrative overseas student market nor constitute a significant source of grant income from research councils, industry, or other funding sources. While their place in educational research is still defended in many quarters, the increasing demand that research should have “impact” can leave the humanities appearing ineffectual. Furthermore, the very idea of research is widely taken to mandate empiricist and “scientific” approaches. Although there are no easy solutions to this state of things, Richard Smith argues in this essay that those of us who value the humanities in and for themselves might adopt two approaches in particular: to pursue vigilant criticism of the rampant instrumentalism and scientism of our time, and to emphasize the importance of that distinctive feature of humane inquiry: interpretation. (shrink)

Purpose Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this study aims to explore the factors influencing educators’ acceptance and utilization of chat generative pretrained transformer (ChatGPT) in the context of higher educational institutions. This study additionally examines the moderating influence of trust on the association between intention and adoption of ChatGPT. Design/methodology/approach A structured questionnaire was disseminated to 1,214 educators following the purposive sampling method. The hypothesized relationships between the extended UTAUT model constructs (...) and ChatGPT adoption were examined using structural equation modeling. Findings The results of this study indicate positive impact of ChatGPT adoption and its use behavior (UB) among educators. Performance expectancy, effort expectancy, hedonic motivation, facilitating conditions and habit have a positive impact on behavior intention to use this tool among educators in higher education institutions, However, the educators intend to use ChatGPT in a personal capacity and are negatively influenced by the social groups. Moreover, behavior intention to adopt ChatGPT has a larger effect on the UB due to the higher involvement of trust. Practical implications This research adds to the literature on technology adoption by emphasizing the significance of trust in the adoption of emerging technologies, such as big language models. This study’s findings have implications for ChatGPT technology developers, legislators and academics considering the implementation of ChatGPT for teaching and research. Originality/value This research investigates ChatGPT adoption among higher education educators using the UTAUT model. It emphasizes the role of trust in adoption, highlights key adoption factors and reveals a paradox: educators are personally inclined to use ChatGPT but hesitant due to negative social influence. This study's novelty lies in its focus on trust and its implications for developers, legislators and educators, offering valuable insights for integrating ChatGPT in education. (shrink)

Dialogic or dialogical education is an umbrella term that encompasses a myriad of different and at times conflicting approaches. As there is no agreed-upon definition of ‘dialogue’ (not that there is or should be one unified definition), and even fewer clear and systematic guidelines for application, researchers and practitioners in the DE field are faced with countless questions and dilemmas. My aim in this paper is therefore to offer some ideas for a general outline of how to employ (...) systematic thinking on DE. This outline can serve as a basis for the development of a methodological tool that can enable researchers and practitioners to think about and apply dialogical practices with greater clarity, coherency and consistency. Following a normatively oriented (rather than instrumental) systematic line of reasoning, this paper will begin by discussing the basic values of three central dialogical approaches and then move on to discuss more practical parameters that surpass strictly pedagogical and didactic concerns. (shrink)

Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

_Edusemiotics_ addresses an emerging field of inquiry, educational semiotics, as a philosophy of and for education. Using "sign" as a unit of analysis, educational semiotics amalgamates philosophy, educational theory and semiotics. Edusemiotics draws on the intellectual legacy of such philosophers as John Dewey, Charles Sanders Peirce, Gilles Deleuze and others across Anglo-American and continental traditions. This volume investigates the specifics of semiotic knowledge structures and processes, exploring current dilemmas and debates regarding self-identity, learning, transformative and lifelong education, leadership (...) and policy-making, and interrogating an important premise that still haunts contemporary educational philosophy: Cartesian dualism. In defiance of substance dualism and the fragmentation of knowledge that still inform education, the book offers a unifying paradigm for education as edusemiotics and emphasises ethical education in compliance with the semiotic unity between knowledge and action. Chapters contain accessible discussions in the context of educational philosophy and theory, crossing the borders between logic, art, and science together with a provocative theoretical critique. Recently awarded a PESA book award for its contribution to the philosophy of education, _Edusemiotics_ will appeal to an academic readership in education, philosophy and cultural studies, while also being an inspiring resource for students. (shrink)

The fundamental ontology of the phenomenon of education remains an insufficiently developed scientific problem. However, it serves as the foundation for the science of education, enabling it to transcend its purely applied and quotidian nature and finally attain the genuine status of a science. Fundamental ontology provides the support and substantiation for the concepts developed by science for its own purposes. This is precisely what characterizes science as science. Previously, I developed a part of the fundamental ontology of (...) education, which I termed the instituting ontology. It includes such basic structural forms as ontological essence and relation to truth, primary constituents (universals), and non-Kuhnian paradigms, which comprise three dimensions: justificatory, universal, and paradigmatic. In the present work, the subject of my research is the anthropo-positing ontology of the phenomenon of education, in which two dimensions are distinguished: the existential-transcendental and the human-world dimensions. This article briefly examines the first dimension, which characterizes the educational movement of humans toward their essence, designated as the path to oneself. The starting point is the question of choosing authentic methods of scientific-cognitive activity for various groups of students. It is demonstrated how an individual’s problem-cognitive program illuminates the path to oneself in the sense of seeking and constructing the human foundation. Explanations are provided for the essence of the concepts “problem-cognitive program” and “non-Kuhnian paradigms,” which are necessary for understanding the presented ontological conception. The article outlines the fundamental categories of the existential-transcendental dimension of the phenomenon of education, which are defined as self-knowledge, self-expression, the spiritual, and the moral. In the category of self-knowledge, the opposition between individualization and individuation is presented, while in the category of self-expression, the opposition between reproductive and productive cognition is explored. The category of the spiritual characterizes the essence of the sphere of the spiritual in the individual and the sphere of the spiritual in the nation. It is shown that the spiritual represents the constitutive principle of personality, but not of the human being as such. The highest essential principle of the human being as such is the moral, which plays a unifying role in the quaternary of the existential-transcendental dimension of the fundamental ontology of education. (shrink)

Heidegger presciently diagnosed the current crisis in higher education. Contemporary theorists like Bill Readings extend and update Heidegger's critique, documenting the increasing instrumentalization, professionalization, vocationalization, corporatization, and technologization of the modern university, the dissolution of its unifying and guiding ideals, and, consequently, the growing hyper-specialization and ruinous fragmentation of its departments. Unlike Heidegger, however, these critics do not recognize such disturbing trends as interlocking symptoms of an underlying ontological problem and so they provide no positive vision for the future (...) of higher education. By understanding our educational crisis 'ontohistorically', Heidegger is able to develop an alternative, ontological conception of education which he hopes will help bring about a renaissance of the university. In a provocative reading of Plato's famous 'allegory of the cave', Heidegger excavates and appropriates the original Western educational ideal of Platonic paideia, outlining the pedagogy of an ontological education capable of directly challenging the 'technological understanding of being' he holds responsible for our contemporary educational crisis. This notion of ontological education can best be understood as a philosophical perfectionism, a re-essentialization of the currently empty ideal of educational 'excellence' by which Heidegger believes we can reconnect teaching to research and, ultimately, reunify and revitalize the university itself. (shrink)

Today, the earth is an interconnected globe humming with electronic transmissions-a chattering planet nestled in the provident silence of space. The ethical question is whether this is contributing to authentic human development and helping individuals and peoples to be true to their transcendent destiny. The new media are powerful tools for education, cultural enrichment, commercial activity, political participation, intercultural dialogue and understanding. They also can serve the cause of religion. Yet the new information technology needs to be informed and (...) guided by solidarity in the service of the common good bridging the digital divide within and among nations. The value-laden message of Western secular culture to people and traditional societies in many cases ill-prepared to evaluate it leads to widespread crisis, for example, in regard to marriage and family life. This technology can be a means for solving human problems, promoting the integral development of persons, creating a world governed by justice, peace, and love. It also can help men and women in their age-old search for self-understanding. Like today's world itself, the world of media, including the Internet, has been brought by Christ, inchoately yet truly, within the boundaries of the kingdom of God and placed in service to the word of salvation. (shrink)

This qualitative study investigates the educational background and fields of expertise of faculty members in English translation programs at the bachelor's degree level in state universities of Türkiye. Despite the prevalence of these programs across Turkish universities, a discrepancy emerges between the faculty members' doctoral qualifications and the specialized field of Translation Studies. The research aims to reveal the academic landscape of these programs by examining the doctoral disciplines of faculty members, utilizing data primarily sourced from the YÖK ( (...) class='Hi'>Council of Higher Education) Atlas Database and the YÖK (Council of Higher Education) Academic Database. When information is unavailable in the database above, university websites serve as supplementary data sources. This methodological approach enables a comprehensive analysis of the extent to which academic program qualifications align with the field of Translation Studies. Preliminary findings indicate a significant underrepresentation of faculty with doctoral degrees in Translation Studies, suggesting a potential misalignment between program expertise and the specialized training needs of translation programs. This study underscores the crucial link between the program's field-specific expertise and the quality of training, highlighting the need for policy interventions aimed at bolstering the recruitment and development of academically qualified faculty in the discipline of Translation Studies. The implications of this research extend beyond academia, informing policymakers and educational administrators about the importance of aligning educational offerings with program qualifications to enhance the educational outcomes of translation programs in Türkiye. (shrink)

The purpose of this research is to identify the extent of the efficiency of the internal control environment in the Palestinian higher educational institutions in Gaza Strip from the perspective of employees in the Palestinian universities in Gaza Strip, where researchers used in the study five universities. The researchers adopted in their study the descriptive and analytical approach. The research community consists of administrative employees and academic employees with administrative duties. Senior management or the University Council was (...) excluded. The study population compromises of (392) employees. A stratified random sample was chosen and (197) questionnaires were distributed. (160) questionnaires were received back with a return rate of (81.2%).The researchers used a questionnaire to collect that which then was analyzed using (SPSS) to get the results. The research found the following results: the absence of a fundamental difference between the responses of males and females. The lack of significant difference between the responses of the respondents attributed to the variable age. The lack of significant difference between the responses of the respondents attributed to the variable of years of service. And the existence of a fundamental difference between the responses of the respondents attributed to the university variable. The existence of a fundamental difference between the responses of the respondents attributed to the Qualification variable. The existence of a fundamental difference between the responses of the respondents attributed to the administrative level variable. The research found a group of recommendations including: the need to raise awareness of censorship as the basis for the protection of employees in all administrative levels from making mistake.Updating the systems and instructions of control periodically and parallel with the scientific progress and technology.Benefit from regional and international experiences in the application of internal control standards which commensurate with the administrative system of the institution. (shrink)

Education in Africa is in a crisis. Some scholars go as far as to say that it is broken. This was also noted when the United Nations Sustainable Development Goals, linked to the Agenda 2063: The Africa We Want, were developed. One of the goals was defined as to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. This article explores the important role of education in transforming societies. To achieve this objective, the (...) research in this article is based on a qualitative literature search. It focuses on relevant literature that included books, scholarly articles, online articles and scientific data provided by Statistics South Africa. It starts off by describing the brokenness of education in South Africa through the latest statistics that provide a very dark picture of education in the country. In the second place, the article revisits the Reformation to indicate that the church can and is called to play an important role in the improvement of education. The article concludes with two examples of how church organisations and specific churches in South Africa take up the challenge to transform societies through specific educational programmes.Contribution: Specific mention is made of the programme of the South African Council of Churches called The South Africa We Pray For and Little Seeds, which is a combined programme in Early Childhood Development. As such, what happens in South Africa can be an example to the rest of Africa. (shrink)

A particular problem associated with international research in the field of spirituality and education is the reluctance of scholars to agree on what spirituality means, with numerous descriptions increasing ambiguity and reducing the impact of research in the discipline. This book argues that it is important to understand spirituality as a unifying concept that has the potential to be meaningful in its application to the lives of children and young people in areas of learning and wellbeing. Chapters (...) show why and how spiritual learning should be addressed across the curriculum, with implications for the design of learning programs and environments. (shrink)

Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount (...) of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 of the programs. Among the 53 programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted. (shrink)

Medical councils increasingly require graduates to understand law and to practise medicine mindful of the legal rules. In the UK a revised curriculum for medical law and ethics has been published. However, coverage of law in medical education remains variable and doubts exist about how far students acquire legal knowledge and skills in its implementation. This survey of students in two UK medical schools measured their law learning and their confidence in using this knowledge. Concept maps and a self-audit (...) questionnaire were used to capture students' understanding and perceptions of this knowledge domain and self-assessments of their legal knowledge and skills. A large sample was achieved across first, second and final year students. Students agree that a sound understanding of law is essential to being a good doctor. Their perceptions of law are generally positive but the interface between the legal rules and codes of medical ethics creates difficulty. In some areas students offer relatively confident self-assessments of their legal knowledge and skills for practising law. However, levels of confidence in other areas of their law learning raise doubts about the degree to which they can advocate for and protect their patients. Conclusions are drawn about the effectiveness of students' law learning and recommendations made for further research. (shrink)

Dār al-Qurʾāns, which were among the madrasas in the Ottoman period and where qirāʾāt was taught, turned into the Qur'āns schools after the law on unity of education, enacted on March 3, 1924. That was the end of the institutional entity of qirāʾāt education in Turkey. Afterwards, a number of qirāʾāt teachers kept performing this education by their individual efforts. Among these teachers, Osman Nuri Taşkent who was the former head-imam of Nuruosmaniye Mosque in Istanbul was assigned (...) as a Qurʾān teacher in Adapazarı in 1936. This research aiming to address Taskent’s service as a public servant, his educational activities, and his role in the re-institutionalization of the qirāʾāt education is planned as a qualitative case study and carried out by document analysis and interview techniques. In conclusion, this study has demonstrated that (a) this school which aimed to be offered in Adapazarı was planned as qirāʾāt education school, (b) Taşkent was the responsible official teacher (c) 14 students graduated under his mentorship in Adapazarı, and (d) this institution was named as Dār al-Ḥuffāz of Adapazarı in his period. Moreover, it shows that after the leaving of Taşkent, this school maintained the education under the responsibility of Himmet Babalıoğlu who is one of the former students; however, the type of education changed and turned into a general Qur'āns chool.Summary: With the law of unified education which is a turning point in the history of Turkish education, all educational institutions were gathered under responsibility of the Ministry of Education. However, madrasas were closed approximately two months later, even though it was not included in the law. Along with the madrasas, Dār al-Qurrā that are the institutions performing education on the recitation, memorizing, and the principles ofreading the Qurʾān were also attempted to be closed with the similar understanding. However, the President of the Religious Affairs in this period opposed this attempt and these institutions turned into Qurʾān schools due to the insistences of the president that these institutions should maintain their education under the responsibility of the presidency of religious affairs. After this change, qirāʾāt education lost its institutional entity.Whether Dār al-Qurrās have been able to continue education since 1925 as Qurʾān schools is controversial. According to some researchers, the Qurʾān schools after this change were not closed as opposed to other religious institutions, imam hatip schools and Darülfünun Faculty of Theology, and continued their education. Another view is that these courses were officially opened for the first time in 1925, closed since 1929 with the alphabet revolution in 1928, but they restarted education in 1930 with the permission for limited locations in Anatolia and for some teachers in Istanbul. Another view is that the courses planned to be opened in ten places could not be activated due to some obstacles in 1925, but they could be opened after the closing of imam hatip schools after 1930.In some studies, it is stated that the qirāʾāt education, which lost its institutional existence with the conversion of Dār al-Qurrās to the Qurʾān schools, providing general Qurʾān education has been continued with individual efforts of some qirāʾāt teachers such as Serezli Ahmed Şükrü (d. 1932), Hamdi Efendi (d. 1939), Akrepoğlu Osman Nûrî Taşkent (d. 1942), Ömer Aköz (d. 1952), (Ayağıkesik) İsmail Hakkı Bayrı (d. 1972), Hasan Akkus (d. 1972) and Üsküdarlı Ali Efendi (d. 1976). In the same studies, it is also underlined that the science of qirāʾāt regained an institutional entity only after the attempts of Tayyar Altıkulaç in 1968, with the sending of the Diyanet to Aşıkkutlu, honorarily occupied with the science of qirāʾāt in Uğurlu town of Of. However, the fact that Osman Nuri Taşkent was appointed in 1936 as Qurʾān teacher in Adapazarı while he had been the chief-imam of the Istanbul Nuruosmaniye Mosque reveals that the efforts for the institutionalisation of the qirāʾāt education began much earlier.This research aiming to address Taskent’s service as a public servant, his educational activities, and his role in the re-institutionalization of the qirāʾāt education is planned as a qualitative case study. The main problem in the study is whether the appointment of Osman Nuri Taşkent, the chief-imam of the Istanbul Nuruosmaniye Mosque in 1936, as a Qurʾān teacher in Adapazarı is an attempt to establish an institution of qirāʾāt education in the early period of the republic, or not, and the some results are as follows:In the diploma that he awarded Himmet Babalıoğlu who one of his students in Adapazarı, Taşkent presented himself as assigned the teacher and tutor by Turkish Republic for those who want to memorize and learn the Qurʾān as well as to learn qirāʾāt according to books of Shātibiyya and Durra in Adapazarı. This statement shows that his main reason for the leaving Istanbul was qirāʾāt education. Before his appointment to Adapazarı in 1936, Taşkent was giving qirāʾāt education at the Nuruosmaniye Mosque. Accordingly, in his interview with Diyanet Magazine in 1989, Hızal who is one of previous students stated that he had received qirāʾāt education from Taşkent in Nuruosmaniye since the early 1930s. Moreover, in his ratification letter, he stated that Hızal got ratification for Taṣḥīḥ al-Ḥurūf on July 13th, 1933 and qirāʾāt on May 10th, 1935. These statements show that he was occupying with qirāʾāt education in Istanbul. In this case, it is not reasonable to assume that he was appointed in Adapazarı for general Qurʾān teaching.Some documents also clearly reveal that Taşkent went to Adapazarı for qirāʾāt education, and the education he provided there is about qirāʾāt. Six years after Taşkent left Adapazarı, the informative letter which the Adapazarı muftī of the period wrote to the Presidency of Religious Affairs is perhaps the most important document. According to this document, 14 students studied Taṣḥīḥ al-Ḥurūf in Adapazarı graduated under his mentorship. However, it should be immediately stated that “Taṣḥīḥ al-Ḥurūf” in this letter means qirāʾāt education in consideration of that Babalıoğlu and Hızal were among the 14 students. Because Babalıoğlu learned qirāʾāt all of them from Taşkent as in his diploma and Hızal received diploma of Taqrīb. Furthermore, Himmet Babalıoğlu and İsmail Uziş who were the students in Adapazarı submitted their petitions to ask the left position by Taşkent. These petitions are ones of the important documents proving that the process started with Taşkent in Adapazarı was qirāʾāt education. Accordingly, they both addressed their candidacy for Adapazarı Qurʾān teaching by emphasizing their qirāʾāt education and competence in this field.A clear answer may not be given to the question of "Is the appointment of Taşkent as a Qurʾān teacher in Adapazarı individually given to him or is an institution established there?" in the context of his departure. However, some correspondences show that this education was an institutional activity for his period. Then, when it is aimed to identify qirāʾāt education as an institution for its period, the title of “Dār al-Huffāz of Adapazarı” is used and Taşkent is described as “Adapazarı Qurʾān Teacher”. Additionally, as Adapazarı Qurʾān teaching had an institutional quality, one of his students, Himmet Babalıoğlu, was appointed to the relevant position after him. (shrink)

This research analyzes global children's literature from the National Council for Social Studies Notable Trade book lists from the past three years. The authors studied primary level texts that were either written by or about people and cultures from outside the United States. Using critical content analysis, the authors identified what aspects of global citizenship these books promote. The authors also analyzed the texts for dangers of representation as presented through various stereotypes or problematic tropes. This research (...) critiques the NCSS Notable Trade book lists to provide social studies educators with guidance in selecting and using international and global children's literature. Findings suggest NCSS recommended trade books promote a Cosmopolitan discourse (Gaudelli, 2009) and a soft approach (Andreotti, 2006) to Global Citizenship Education. We offer both nuanced critiques of specific books as well as guidance for teachers, librarians and organizations for selecting texts. (shrink)

The lack of formal education in research ethics is a significant issue for the ethical conduct of research in Serbia. We conducted a cross-sectional survey on a sample of researchers and ethics committee members in Serbia to evaluate their self-assessed competence and educational needs in research ethics. Results indicated that previous ethics education had a significant effect on respondents’ perception of their own competence in addressing issues like informed consent, authorship, and publishing. Respondents expressed a (...) high motivation for further research ethics education. Moreover, the study revealed that researchers with different specializations and different research experience have different educational needs. (shrink)

The wide acceptance and maturation of the theology of missio Dei is the most important development in the theology of mission in recent times. It introduced a radically new understanding of mission and theology, and flowing from that a re-appropriation of ecclesiology. Mission studies are also characterised by a new appreciation of mission from the margins: liberation theology and the associated discourses on decoloniality, deep engagement in contextuality and the explosion of missional ecclesiology. This apostolic orientation of the church is (...) of the utmost importance in the reflection on the future of theology. This research attends to the postcolonial discourse as an important critique of colonialism and understands the emancipation of Africanised or decolonised theological education as an inevitable and positive development. Contextual sensitivity, attention to diverse power structures and a predisposition to appreciate diversity open imaginative possibilities for theological education. This leads to the argument that decolonial African theology must confront issues of biblical hermeneutics. The proposal of this research is that missional hermeneutic is an excellent starting point. It describes the contours of a missional hermeneutic, attending to mission as central to the Biblical story, the meaning of mission and the conviction that reading Scriptures constitutes an essential part of missional praxis. Missional hermeneutic is a centring vision and purpose for theological education. The argument is for a missional curriculum that defines a centre that unifies the various disciplines, one that places mission and missiology at the heart of theological education. (shrink)

Recently, scholars have begun to shift focus toward the effectiveness of different teaching methods for entrepreneurship education. However, the establishment of a unified and clear standard for the division of entrepreneurship educational methods remains unfulfilled, affecting the accuracy of research conclusions. In the present study, for the first time, the aim was to divide the entrepreneurship educational method into the classroom teaching method and the extracurricular activity method from the perspective of competency level training. On the basis (...) of the modified planning behavior theory, the influence of entrepreneurship education on entrepreneurial intention was explored. In the present study, 514 college students of 14 universities in China were surveyed. The results reveal that the CTM and EAM had a direct positive bearing on EI, with indirect impact exerted by attitude toward entrepreneurship and perceived behavioral control. Although the direct effects of the two teaching methods were similar, EAM could effectively improve ATE and PBC, thereby resulting in a positive effect on EI to a greater extent. Further observations were made that the participation of research University students in CTM was significantly lower than that of applied University students, leading to lower EI. Additionally, higher EI could be attributed to the more active participation in EAM of male students than female students, while no significant difference was indicated between different majors in EI. The results are of significant reference value for promoting the reform of entrepreneurship education and improving the quality of entrepreneurship education in colleges and universities. (shrink)

The UK’s Medical Research Council (MRC) introduced a specific policy and procedure for inquiring into allegations of scientific misconduct in December 1997; previously cases had been considered under normal disciplinary procedures. The policy formally covers staff employed in MRC units, but those in receipt of MRC grants in universities and elsewhere are expected to operate under similar policies. The MRC’s approach is stepwise: preliminary action; assessment to establish prima facie evidence of misconduct; formal investigation; sanctions; and appeal. Strict (...) time limits apply at all stages. The procedure will be evaluated after two years. The indications so far are that the procedure is robust, and its clarity and transparency have been an asset to all parties. The MRC is also convinced that it is equally important to achieve a working culture that fosters integrity. Thus education and training in good research practices are fundamental to the prevention of research misconduct. (shrink)

_Reconceptualizing STEM Education_ explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are aligned with the comprehensive agenda for the reform of science and engineering education set out by the 2015 PISA Framework, the US Next Generation Science Standards and the US National Research Council’s A Framework for K-12 Science Education. The (...) new practice-focused agenda has implications for the redesign of preK-12 education for alignment of curriculum-instruction-assessment; STEM teacher education and professional development; postsecondary, further, and graduate studies; and out-of-school informal education. In each section, experts set out powerful ideas followed by two eminent discussant responses that both respond to and provoke additional ideas from the lead papers. In the associated website highly distinguished, nationally recognized STEM education scholars and policymakers engage in deep conversations and considerations addressing core practices that guide STEM education. (shrink)

Education, a creative impulse, according to Bertrand Russell (1872–1970), must vouch a platform for the creation of genuine thoughts in children. In order to discern how genuine thoughts are to be inculcated in education, Russell’s concept of rationality needs to be paid special attention. This is so because it is by adhering to the theoretical as well as practical sides of rationality, thoughts can progress genuinely. Once rationality gets implanted in children, they learn to grow freely. To learn (...) to grow freely here means to learn to preserve individuality and also to grow socially. For the preservation of individuality in children, Russell argues, education needs to pay heed to one principle of growth which is instinctive nature—the principle which directs impulses and desires. It follows therefore that the growth of children depends both on the principle of growth which is creative and instinctive in nature, and also on rationality which is critical in its outlook. The present paper argues that Russell, by considering education as a creative impulse, in fact, provides a special stature to education, i.e. he throws a critico-creative light to the nature of education. By arguing so, the paper commemorates Russell on his 150th birth anniversary and re-emphasizes his much underrated relevance to the field of education even in contemporary times. (shrink)

This paper assesses the state of research ethics in low- and middle-income countries and the achievements of the Fogarty International Center's bioethics training program since 2000. The vision of FIC for the next decade of research ethics education is encapsulated in four proposed goals: (1) Ensure sufficient expertise in ethics review by having someone with long-term training on every high-workload REC; (2) Develop LMIC capacity to conduct original research on critical ethical issues by supporting doctoral and (...) postdoctoral training and career paths for research ethicists; (3) Make research training and review at LMIC institutions sustainable by identifying additional funding mechanisms and models; (4) Make institutional research systems more ethical and efficient through context-specific training integrated into all levels of scientific training. (shrink)

The paper focuses on the reflective analysis of one of the most powerful philosophical and methodological programs for the development of reflective thinking in Russia. This is the “Program for the Development of Regional Social Systems by Means of Education”, developed in the 90s of the last century by a team of young scientists on the basis of the theory of developing education of V.V. Davydov. The author studies the problems to be solved by the program as well (...) as the main stages of its implementation. Such projects as “Metropolitan Education”, “Updating the content of education: meta-subjects, meta-subject technologies”, “Education of design activities: School of General Designers”, – are in the centre of analysis. The author discusses also the structures of solutions that have been aimed at the developing educational practices (experimental sites, innovative networks) and reflective thinking in the metropolitan education system (Expert Council). The results of the implementation of the program at each stage are summed up. The limitations in the application of the reflection method are analyzed and the path of further research is outlined. (shrink)

In recent years, higher education researchers and practitioners began to call on higher education institutions (HEIs) to contribute more to the common good by helping to resolve global challenges revolving around sustainable development. For HEIs to fulfill this public mission, I suggest that they critically reflect on ontological assumptions regarding the common good that have been entrenched in the modern civilization; specifically, “mononaturalism” and “dualism” that posit that the singular and common world exists objectively and independently of subjective (...) experiences by humans. Without this critical reflection, HEIs might risk invoking “the scientific truth” to prematurely unify multiple worlds and goods by subjugating nonmodern others à la imperialism and colonialism. At the same time, the modern ontological assumptions have been recently challenged by the decolonial movement that advocates the “pluriverse” or the convivial coexistence of many worlds as well as by the contemplative movement that embraces the co-arising of objective and subjective worlds. Together the two movements show the potential to articulate “multinaturalism” and “nondualism” as new ways of imagining a common world and a common good. To illustrate how this potential might be mobilized to effectively respond to the global challenges created by the modern civilization, I offer a brief case study of the “Co-Innovation University Project” in rural Japan, which aims to establish a new university to facilitate the creation of the pluriverse, a common world that enables the inhabitants of different worlds to co-flourish and enjoy diverse forms of common good. (shrink)

Is there room for philosophy in educational research? Is there phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods for phenomenology within the field of philosophy of education? These talks to educational scholars and researchers responds to these questions and appeals for place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a (...) genealogy of thought and frequent autobiographical confessions, this book of lectures works from the simple insight that philosophy and education are not so different. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 73-84 [Access article in PDF] Music-Picture:One Form of Synthetic Art Education"Music-picture (a picture drawn through musical perception)" has been widely accepted by art educators in Japan. The purpose of this essay is to propose the making of music-pictures as art education and to put it on afirm theoretical base. I first investigate three gestalt rules: adjacency, continuance, and resemblance, (...) all of which are applicable to the senses of both seeing and hearing. Next I present research on color hearing as one version ofsynaesthesia, which is the comprehensive faculty that binds the five senses in various ways. The well-organized music-picture program by Kaoru Sasaki 1 is introduced as an example. 2 The synthetic art-educational value of music-picture will become clearer through these examinations. The Interrelations between Visual Arts and Music It is exciting that the visual arts meet music in an art class, even if these subjects are entirely different in regard to media, expressive form, the category of perception, and mastery of techniques. Put simply, Picasso's works are visible, whereas Stravinsky's pieces are invisible. Nevertheless, both powerfully convey imaginative and often narrative messages. Relying on intuition alone, I firmly believe both are interchangeable.My research on common methods of organizing both recorded music and painting was my first observation of the mutual relationship between music and visual arts. 3 But what I considered then would not be applied to art class directly because the research was based on my practical experience. It did not have any educational goals. Now I recognize that instructive approaches are necessary to lay the foundation for art classes dealing with interaction between two distinct modalities.In Japan, the Ministry of Education and Science provides the government curriculum guidelines nearly every ten years. It contains descriptions on two subjects: The visual arts and music taught in these classes are at an elementary school level and a junior high school level, both located within a compulsory education system. The new version has been in force since April 2002 (the new school term starts in April in Japan). Objectives in the two educational fields are similar and ideas of what art and music education ought to be are almost the same. The aim common to both in the government curriculum guidelines: "Through expression and appreciation, we [End Page 73] cultivate students' sentiments" invites the linking of music and the visual arts across the curriculum.Many art educators in Japan are interested in this sort of idea and have actually put it into practice. 4 They are engaged in interrelating or even unifying music and the visual arts. Additionally I know other teachers who have designed and proposed many ideas toward this crossover. Listed below are general ideas that seek to combine visual arts with music in an art class.1) Music-picture: to make a pictorial description of impressions received from music.2) Sound map: to make a map of sounds heard at a given location. Each sound is visualized by simple marks like - - -, <<<, ~~~, ooo, and xxx.3) Graphic notation: to write a score which directs the details, whole form, and progression of music by graphics instead of staff notation. Using onomatopoeias or instructions by words are common. It can be improvised, based on intuitively translating visual impacts into sounds.4) Sound toy: to make an original musical instrument of familiar easil obtained materials. For instance, a corrugated cardboard ukulele whose strings are rubber bands, a pair of maracas made of empty cans and soybeans, and so forth.5) Sound sculpture: to make sculpture producing interesting sounds (sometimes noises like creak or clatter). Extensive genres: wood sculpture, metal construction, assemblage (junk arts), kinetic arts, and so on.6) Sound installation: to make a place where participants experience sounds generated by objects or equipment.7) Multimedia: in the broad sense, to mix visuals with music; noises like jingle, tap, and bang! in daily life, or natural environmental sounds like a pit-a-pat of falling rain, a whisper of leaves, or... (shrink)

NIH's fogarty international Center has provided grants for the development of training programs in international research ethics for low- and middle-income (LMIC) professionals since 2000. Drawing on 12 years of research ethics training experience, a group of Fogarty grantees, trainees, and other ethics experts sought to map the current capacity and need for research ethics in LMICs, analyze the lessons learned about teaching bioethics, and chart a way forward for research ethics training in a rapidly changing (...) health research landscape. This collection of papers is the result. (shrink)

This study clearly reveals that the benefits ascribed to strategic planning typically are achieved through a variety of means. A formal process that seeks to plan in a comprehensive, linear fashion is likely to be too complicated, politically divisive, expensive and inflexible, and to ignore how decisions are made in a complex, highly decentralised university. While many approaches to planning are used, universities must ensure they provide periodically opportunities for university staff—freed from daily responsibilities—to consider strategic concerns. Accurate and relevant (...) information must be available to all who make and carry out decisions. Planning should be viewed as a learning process rather than a document producing exercise. Extensive communication among university staff and faculty is needed to ensure informed debate and substantial acceptance of decisions—otherwise they are unlikely to be implemented. Perhaps most important is not the process employed but the decision-maker's breadth of perspective and sophistication. No process will overcome lack of competent leadership. The importance of daily decision-making in various councils and committees on issues such as cost containment and budgetary priorities is underestimated in the literature on planning.Critics have doubted whether universities' structures and processes permit them, or their leaders have the resolve, to confront the emerging issues. However, in many respects, the universities' decentralised, multiple decision-making practices may suit them well. They face the same challenging societal changes as other sectors of society. Their staff include some of the most capable individuals in the United States, and in the past they have been highly adaptable during periods of profound social change.Universities do not appear to be less aware of the need to adapt, nor more constrained in adapting to new conditions, than other sectors of society. In fact, university research and scholarship will be highly important in pointing the way for the whole of society to meet this era's challenges. If pessimistic predictions about current trends turn out to be accurate, universities no doubt will adapt at least as well as other kinds of institutions. The travails of business in this environment are daily news! There will be occasional casualties among the universities, as frequently occurs during major social transitions, but institutions that have grown in importance for over 1,000 years, will doubtless emerge from this period perhaps somewhat changed but still performing their historic social functions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Paul Woodford, “A Liberal Versus Performance-Based Music Education?”Peter R. WebsterA study of the history of music teaching and learning in North America will likely reveal very few examples of extended and well-argued professional discourse. By "discourse" I mean a continuous expression or exchange of ideas designed to present contrasting views on important issues in the music teaching profession. Often our annual conventions are filled with presentations (...) that address a single perspective in research, pedagogy, or theory. "Special theme" issues of magazines are rarely devoted to contrasting points of view about music teaching and learning. Conferences are organized to promote single views on a subject, often speaking to a partisan audience that expects to be neither challenged to think in a contrary way nor encouraged to develop alternative perspectives.Of course there are some rare and wonderful exceptions. During my course on measurement and assessment in music, I frequently ask my students to read [End Page 208] the exchange in the pages of the Music Educators Journal during the late 1930s between James Mursell and Carl Seashore as they debated approaches to music aptitude testing.1 I recall the great exchange at the 1994 meeting of the Music Educators National Conference between Bennett Reimer and Edwin Gordon on the subject of music learning.2 In past eras, there have been notable "point-counterpoint" exchanges in the pages of the Bulletin of the Council of Research in Music Education,3 as well as interesting perspectives on completed doctoral dissertations that spawned some debate. More recently, contributions in Philosophy of Music Education Review have been notable, particularly given the recent upturn in published work and interest in music education philosophy that this very Symposium exemplifies. The formation of the MayDay group in recent years is no small example of this trend.4 I am sure that I have missed other examples. However, compare these few instances with the millions of pages that are written in our field and the hours of papers presented and conference sessions held and the examples of real discourse pale in comparison to the body of professional exchange.In his paper, especially in the early pages, Paul Woodford makes this point forcefully and effectively. He challenges us to consider just how few examples there are of real discourse within the profession. I enjoyed enormously the case made for liberal education as not defined by the teaching of a canon of great books or art works as an end but as a thoughtful discussion of ideas in light of con-temporary circumstance. The paper reminds us that the idea of criticism in our field need not be a negative concept in this current age of post-modern thought, but a positive mark of a maturing profession.I was sympathetic to Woodford's example of multiculturalism running the risk of becoming an absolutism to be imposed on children. I feel the same way at times about other trends in our field such as the rise of technology as a kind of end-experience or the encouragement of popular music in classrooms simply because it is such a dominant part of children's lives. Each of these aspects of modern music education is worthy of careful debate by intellectuals in our field in much more sophisticated ways then we see today. Woodford would have us believe that this is a major professional failure, and I tend to agree.Not to belabor this point too much, but what about the National Standards? How often do you see an article published in Music Educators Journal that actually takes issue with any aspect of the standards? Where is the national debate about the content, extension, redefinition, refocusing, and development of these standards? Are they so good that they are not the subject of at least some national debate?At core here, for me, is the notion that discourse involving critical comment leads not to a sense of competition for superiority but real understanding of complex [End Page 209] issues. Very little that is worth discussing is black and white, and nearly always there are levels of complex gray. Many of us learn this from our days on the high... (shrink)

Pretty much everyone knows that our genes have at least something to do with how able or how high achieving we are. Some believe that we should not speak of this common knowledge, nor inquire into how genetic influence works or what it might mean. If we do not keep an open mind to the fact of genetic influence on academic achievement, however, then we cannot explore its possible implications. And if we do not consider the implications, then we cannot, (...) as a society, harness any potential benefits or avoid possible pitfalls. So that's what this essay is about—exploring what behavioral genetics research might be able to offer to educational theory, policy, and practice.We cannot yet use biological information to make accurate predictions for all children. We do know, however, that academic achievement is heritable, which is to say that differences between individuals are influenced by differences in their DNA. If genes are part of the problem for some pupils (to take the negative spin on this), then it seems likely that studying them could be part of a solution. And that's what behavioral geneticists are trying to do—to chart and understand pathways from DNA to behavior and to identify interventions that can maximize outcomes for all. The fact is, though, that we have an awfully long way to go. (shrink)

The current reorganisation of universities is part of a European policy aimed at strengthening Europe’s position with regard to the emerging global knowledge economy. The transformations in view of this overall goal are hardly accompanied by a critical discussion about the function or role of universities within and for society. The common assumption that universities offer a specific ‘general education’ by linking teaching to research, goes back to the modern university idea as conceived by Wilhelm von Humboldt. This (...) article intends to show that philosophical attempts to restore the modern university model as a normative standard for criticising actual developments at European universities, have become problematic for contextual reasons that beg the basic assumptions of this model. Instead of answering the question of the ‘public role of universities’, the article rather attempts to clarify the problems with which this question is connected, from a political–philosophical perspective. It is argued that the difficulties in which the contemporary discourse about universities constantly becomes entangled, reflect more fundamental impasses and even contradictions that the modern democratic project is experiencing today. (shrink)

What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the federal Social Sciences and Humanities Research Council in Canada. These three topics include curricular disputes, stories of transformation from (...) philosophy student to philosophy teacher, and preliminary research findings. All underscore the importance and complexity of philosophy education, as well as its challenges and benefits, including the cross-curricular benefits philosophy education imparts to the study of other subject areas. Collectively, these serve as a springboard for asking some larger and broader philosophical questions about the teaching and learning of philosophy, and they demonstrate that this is a promising new area of study and of teaching for philosophers of education. I will raise some questions about philosophy that will help frame the next stage in the SSHRC research into the teaching and learning of philosophy in Ontario, and which I contend are new and fundamental questions to ask about philosophy itself. (shrink)

The objective of this article is to show that Whitehead had a very important philosophy of education both on the formal level. The consistency found is well worth noting. I researched many of Whitehead's major works for his formal views and Lucian Price's Dialogues of Alfred North Whitehead. In my opinion Price's book is the best available for the purpose of getting Whitehead's candid informal view of education. The paper is divided into sections according to the particular subject (...) matter. Since Whitehead describes education as the study of life and all of its manifestations . It is appropriate to cover some of these areas: the purpose of education, the role of science and speculation, education and civilization, and both the process of education and process education are reviewed. Whitehead's philosophy of education is sweeping in scope. In his philosophy we find the importance of experience, imagination, speculation, generalization, factual knowledge, specialization, relevance, intuition, novelty, curiosity, theory, practice, pleasure, harmony, freedom, discipline, technical and liberal education and unification. He, in fact, unifies all these seemingly different areas into a coherent philosophy of education. (shrink)

This text introduces readers to definitions and examples of arts-based educational research, presents tensions and questions in the field, and provides exercises for practice. It weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of artistic products of arts-based research (arts for scholarship's sake) that illuminate by example. Each artistic example is accompanied by a scholARTist's statement that includes reflection on how the work of art relates to the scholar's (...) class='Hi'>research interests and practices. Arts-Based Research in Education: Foundations for Practice: helps the reader understand what arts-based research is - tracing the history of the field and providing examples; includes end-of-chapter questions to engage students in practicing arts-based inquiry and to generate class discussion about the material; features a diverse range of contributors -- very established scholars in educational and social science research as well those new to the field; represents a variety of voices - scholars of color, queer and straight orientations, different ages, experience, and nationalities; and presents beautiful illustrations of visual art, data-based poems, plays, short stories, and musical scores. First-of its kind, this volume is intended as a text for arts-based inquiry, qualitative research methods in education, and related courses, and as a resource for faculty, doctoral students, and scholars across the field of social science research methods. (shrink)

The “Radiography of the Teaching of University Entrepreneurship in Mexico” is situated within the context of the necessity to comprehend and enhance the pedagogical practices associated with entrepreneurship in Mexican universities. This context encompasses a global examination of entrepreneurship and its prevailing trends, as well as a detailed analysis of the entrepreneurial landscape in Mexico. The principal objective of this study is to conduct a comprehensive examination of the pedagogical approaches employed in higher education institutions (HEIs) in Mexico with (...) regard to the teaching of entrepreneurship. The objective is to establish a unified approach to entrepreneurship teaching, identify the most effective pedagogical tools for fostering an entrepreneurial mindset, and disseminate the requisite technical knowledge among educators to facilitate their integration into the classroom. The methodology employed begins with a review of secondary sources to provide a detailed overview of the global and Mexican entrepreneurship landscapes, as well as the current state of entrepreneurship education in higher education institutions (HEIs). In conclusion, the Delphi technique is employed to conduct interviews with experts directly involved in the teaching of entrepreneurship in various HEIs, with the objective of collecting and synthesizing their opinions on the subject matter. The research yielded a “Teaching Model of Entrepreneurship in the University,” which is based on the identified approaches, models, and methodologies. The teacher plays a pivotal role in the teaching of entrepreneurship in higher education institutions (HEIs). The findings indicate that in Mexico, the probability of success or opportunity for entrepreneurs is significantly influenced by the material conditions of the individual, which are shaped by their social stratum and geographical location. Furthermore, data indicates that all HEIs endeavor to impart instruction on entrepreneurship. However, due to significant disparities between private and public institutions, smaller or more remote ones may lack the capacity and resources to do so effectively. Therefore, this results in heterogeneity in the teaching of entrepreneurship, which could condition the chances of success for those wishing to become entrepreneurs. Consequently, the necessity was identified for all entrepreneurship teachers in HEIs in Mexico to be able to achieve a robust and comprehensive process of teaching entrepreneurship, whereby students can develop their entrepreneurial skills at an early stage, as well as the creation of companies at a later stage. (shrink)

The paper explores the possibilities of using applied qualitative research to help to achieve changes in the context of education. It presents three case studies: an evaluation of an educational software package which may be implemented nationally; an assessment of the impact of a 1:1 Technology Rich Learning Environment experimental project conducted in two Slovak elementary schools; and international comparative research on the curricula of psychology courses in secondary schools. The authors ask three questions: 1. does qualitative (...) research have the potential/resources/capacity to guide us in the process of making policy related decisions? 2. Does it have enough credibility in the eyes of the consumers—whether these are decision-makers themselves or a wider community that often plays a role in public decisions? 3. Could this type of work still count as academic inquiry? The discussion evolves around the reflection of the position of researchers in this type of research design, and the authors conclude that applied qualitative research could be the source of solid evidence for making decisions related to education—although this evidence is different to that provided by quantitative research. (shrink)

Ours are times of unprecedented ‘disruption’. The business pundits like this idea. ‘Disruptive innovation’, they are inclined to call it (Bower and Christensen 1995), a contemporary variation of Jo...

Emerging systems using artificial intelligence (AI) including the complexities of deep learning leading to decision-making outcomes pose challenge, risk alongside opportunities to revolutionize business sectors and thus, human life. Building AI that impact on critical decision-making must be entwined with ethical questioning from the initial conception of design. As academics educating future technologists, we must lead on embedding the importance of ethical thinking for equitable designed systems. Currently, it is unclear across UK Higher Education how widely ethics is taught (...) across programmes of study within computer science disciplines, their importance within the curriculum plus the confidence of academics for its delivery. This paper carries out a survey analysis to identify gaps, measures of engagement, expertise and knowledgebase of topics through both quantitative and qualitative questioning. The survey was distributed to 15 member universities of the Council for Professors and Heads of Computing (CPHC) randomly selected across the UK for which 32 academics engaged in the study. Results show ethics was noted as being important although one-third reported it was not widely embedded across the curriculum. Just less than half of participants schedule the teaching of ethics regularly either across one or several modules. Interestingly, 91% of respondents stated that they have not received any instruction or training and that 62% felt that they require more training on the subject matter. This paper is inspired by wider research from European studies however, this study provides a specific novel focus on a broad range of UK universities, providing comparative analysis and unique findings from the UK perspective. The significance of these findings suggest academics perspectives vary with specific training needs. This demonstrates that this early-stage research requires further exploration of the wider computer science curriculum, sharing of good practice and collaborative working. (shrink)

This is an excerpt of a report that highlights and explores five questions which arose from The Unity of Consciousness and Sensory Integration conference at Brown University in November of 2011. This portion of the report explores the question: How should we study experience, given unity relations?