This article explores the real life experience of international students' and the importance of study abroad for their personal and professional development. The empirical data drawn upon for this ...article came from the author's master's research, with field research conducted in the 2010/2011 academic year. It begins with the study focus and research objectives and reviews the relevant theoretical literature and the methodology adopted in the research. In the third section, data from interviews with 16 international students in Capital University (pseudonym, China) and Romance University (pseudonym, France) are analyzed following in chronological order the experiences of their sojourn in their host country. The final section of the article sums up the results of the research and points out the complexity of the question of international student mobility and different perspectives that can be adopted in seeking to understand and interpret this phenomenon.
This paper explores the nature of postgraduate research in the broad area of Pacific education completed in New Zealand universities. First, a number of basic trends are identified in terms of ...institutional affiliation, area of educational research, MA and PhD balance, growth over time, national/ethnic focus and the expected beneficiaries of the research. Secondly, and more significantly, trends in the theorisation of Pacific postgraduate education research are identified using a positivist-interpetivist-emancipationist-deconstructivist paradigm typology as a basis for analysis, in particular the degree to which the latter two research perspectives have been embraced. It is argued that research done within emancipationist and deconstructionist paradigms has the most socially transformative potential. The completion of socially transformative educational research is significant given increasing calls from within Pacific communities to decolonise and re-indigenise both educational research agendas as well as systems of Pacific primary and secondary schooling influenced by educational research. The paper demonstrates, however, that very little emancipationary and deconstructivist education research has been completed. This apparent mismatch is explored in the light of the wider competing educational discourses of Pacific colonisation and indigenisation.
This paper will focus on the citation analysis of graduate masters theses from Carleton University's Biology Department with implications for library collection management decisions. Twenty-five ...masters theses were studied to determine citation types and percentages, ranking of journals by frequency of citation and by number of authors citing, and by age range of journal citations. The researcher examined what percentages of journals were accessible through the local catalogue and conducted further analysis of specifics regarding unavailability. Journals were also ranked by subject specialty. Results indicate that although the library has many of the journal articles cited, knowing why a citation was unavailable is useful for establishing future purchasing needs. Although journal rankings are traditionally performed using total number of citations, the ranking by number of authors citing a source can make a difference when compiling core journal lists. The researcher concludes by discussing implications for collection development in times of fiscal constraint. (Contains 14 tables.)
Although sometimes considered to be only marginally related to the key academic goals of establishing claims and reputations, acknowledgments are commonplace in scholarly communication and virtually ...obligatory in dissertation writing. The significance of this disregarded "Cinderella" genre lies partly in the opportunities it offers students to present a social and scholarly self disentangled from academic discourse conventions and personally thank those who have shaped the accompanying text. Beyond the role it plays in academic gift giving and self-presentation, however, the textualization of gratitude reveals social and cultural characteristics, an intimation of disciplinary specialization within a broad generic structure. This analysis of the acknowledgments accompanying 240 Ph.D. and M.A. dissertations written by nonnative speakers of English suggests that personal gratitude is mediated by disciplinary preferences and strategic career choices, reflecting one way in which postgraduate writing represents a situated activity.
The study of metadiscoursal components of academic texts, through which writers organise, interpret and evaluate content matter, provides one means of examining the relationship between writer and ...reader. This paper explores one grammatical feature of metadiscourse, clauses with an anticipatory
it and extraposed subject (as in ‘It is interesting to note that no solution is offered’). This feature is compared in two computerised corpora of text, one consisting of published journal articles from the field of Business Studies and the second of MBA student dissertations written by non-native speakers of English.
It-clauses are found to have four main interpersonal roles in hedging, marking the writer's attitude, emphasis, and attribution. The main differences between the two corpora are in the use of
it-clauses to persuade readers of the validity of claims, with student writers making an apparently greater and more overt persuasive effort, and stating propositions more forcefully. Proposals are made on why this might be the case, taking into account the different writer-reader relationships in journal articles and dissertations. Implications of the findings for the teaching of academic writing are presented.
Postgraduate study provides teachers with opportunities to become critical consumers of research as well as generators of their own knowledge, enabling them to fulfil the mandate of teaching being a ...research-informed and evidenced-based profession. This article pays attention to 18 practising teachers' reasons for undertaking a master's degree and the type of workplace support offered during their enrolment. Findings suggest that teachers' reasons for undertaking academic study were very much tied to their perceptions of what it means to be a teacher and how teaching and learning can be improved. As such, teachers' professional identity seemed to reflect the discourse of teaching as a complex and professional activity. Such an identity seemed contradictory to those of many of their workplace colleagues and senior managers who provided the teachers with subtle messages regarding the importance and value of study and research to teachers' professional practice. Author abstract
Lexical bundles such as on the other hand and as a result of are extremely common and important in academic discourse. The appropriate use of lexical bundles typical of a specific academic discipline ...is important for writers and the absence of such bundles may not sound fluent and native-like. Recent studies (e.g. Adel and Erman, 2012; Chen and Baker, 2010) have revealed that non-native writers produce not only fewer types of lexical bundles, but also less varied ones. Furthermore, they also overuse a restricted number of bundles in their writing. Focusing on this issue, this study aimed to investigate Turkish and native English postgraduate students? and native scholars? use of lexical bundles in a specific academic discipline, that is foreign language teaching, in terms of frequency, functions and structures. For this aim, a corpus of 150 texts was collected containing Turkish and native English students? MA and PhD theses along with native scholars? published research articles. Four-word lexical bundles were identified using WordSmith Tools 6. The results revealed that Turkish postgraduate students used far more lexical bundles in their texts compared to both native students and scholars. However, there was a redundancy in Turkish students? texts when the token frequencies were examined, meaning that Turkish students overused most of the lexical bundles. On the other hand, statistical analysis of the bundle lists revealed that Turkish postgraduate students employed different bundles from their native peers and scholars. Finally, the structural and functional categories of the lexical bundles did not show any statistically significant differences across the research sub-corpora.
The primary aim of this study was to evaluate the reliability of the University's Masters' level (M-level) generic assessment criteria when used by lecturers from different disciplines. A further aim ...was to evaluate if subject-specific knowledge was essential to marking these dissertations. Four senior lecturers from diverse disciplines participated in this study. The University of Teesside's generic M-level assessment criteria were used and formatted into a grid. The assessment criteria related to the learning outcomes, the depth of understanding, the complexity of analysis and synthesis and the structure and academic presentation of the work. As well as a quantitative mark, a qualitative statement for the reason behind the judgement was required. Each lecturer provided a dissertation that had previously been marked. All participants then marked each of the four projects using the M-level grid and comments sheet. The study found very good inter-rater reliability. For any one project, the variation in marks from the original mark was no more than 6% on average. This study also found that subject-specific knowledge was not essential to marking when using generic assessment criteria in terms of the reliability of marks. The authors acknowledge the exploratory nature of these results and hope other lecturers will join in the exploration to test the robustness of generic assessment criteria across disciplines.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Attitude is a dual-poled essence: possessing positive thoughts on a course or subject, liking a course or exhibiting positive affective nature in relation with it, or having negative thoughts on a ...course or subject, disliking it or exhibiting negative affective features in relation with it (Bloom, 1979). Attitudes are different from opinions, values and beliefs. Attitudes and opinions resemble each other, but they differ from attitudes in terms of degree of generalizability and the measuring technique. Opinions are personal reactions to specific occurrences and conditions. But attitudes should be taken in a more general sense, as they influence people's reactions against sets of events and groups of people, in a more broad sense. The teaching profession has been mentioned among the favorite occupations, and researchers wanted to know if attitudes have anything to do with this tendency. It has been a subject for many researches that attitudes towards teaching profession differ by gender (Cook & Medley, 1954; Capri & Celikkaleli, 2008; Cetin, 2003; Dogan & Coban, 2009). The aim of this research is to determine the impact of gender variable on the teaching profession via meta-analysis method. Effect models specified for meta-analysis have been compared. This research covers the results of meta-analysis combining 27 researches determined useful by master's theses and doctorate dissertations which take gender as the variable. Effect size of the gender in relation with the attitude towards the teaching profession is found to be 0.301 for the fixed effect model, and 0.304 for the random effect model. When a frequency table for directions of effect sizes is created, 20 researches (74%) showed a positive effect size. Together with this result, 74% of the researches explain that females have more positive attitudes over males. Absence of any 0 effect size in this research explain that there has been no research indicating that attitudes towards the teaching profession do not differ between males and females. It has been concluded that medium differences exist according to Cohen's classification, and small differences exist according to Thalheimer's classification. It has been inferred from these findings that gender is an important variable in terms of attitudes towards the teaching profession, and that the medium effect it possesses over attitude should be examined.
In this review, the author focuses on the pragmatic consideration: How do artists do artistic research? Artistic research in the context of this review is about the connections and relationships ...among three primary domains: (1) the arts; (2) higher education; and (3) arts education. Broadly stated, all artists do research when they do art--whether through material/performance experimentation, subject selection, or technique acquisition, to name a few instances. When connected to academia, however, research takes on the big "R" and becomes something as art practice but different from professional art practice. The author stresses that artistic research calls for border violations between the three domains. The tensions created may make some within those domains uneasy, but in these challenges lies the "unfinished thinking" of artistic research. The author presents a few projects in this review from the visual arts, but what needs to happen is the doing of artistic research so that enough quality examples can begin to create philosopher Ludwig Wittgenstein's notion of "family resemblances". (Contains 2 images.)
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
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