Background and aim: The effects of academic inbreeding on research productivity in each higher education system can be different. Thus, the aim of this study was to analyze the research productivity ...of inbred and non-inbred faculty members in the top three universities in Iran. Materials and methods: This quantitative descriptive study was performed using the scientometric method. The study population included inbred and non-inbred faculty members with the academic rank of assistant professor in the top three universities of Iran in the Shanghai ranking system based on an index of research productivity in three disciplinary areas of technical engineering, medical sciences and human-social sciences. Data were collected from the Scopus database. Findings: The findings showed that inbred faculties (26%) had more publications than non-inbred ones. Furthermore, the citations and H-index of publications of inbred faculties were 24.4% and 5.1%, which were more than those of non-inbred ones, respectively. Non-inbred faculties compared to inbred ones were more successful in attracting research funding. Inbred faculties (40.26%) were more willing to intra-organizational collaboration and non-inbred faculties (13.54%) were more willing to collaborate internationally. Conclusion: Overall, the results of this study indicated that the scientific effectiveness of inbred faculties was higher than that of non-inbred faculties. Moreover, the rate of obtaining funding for non-inbred faculties was higher than inbred faculties, and eventually, inbred faculties tended to collaborate within an organization, while non-inbred faculties tended to collaborate at the international level.
Technology acceptance and usage become obligatory for people when their work modes change as a result of an unexpected but irresistible force. This is especially true for teachers who are reluctant ...technology adopters compared with their students. During the COVID-19 pandemic, the Chinese government issued national policies to enforce online teaching and learning. As the success of online teaching largely depends on university faculties' readiness and intentions, how they perceive and practice technology adoption becomes an issue that warrants in-depth research. Unlike their students who grow up with technology and can be seen as digital natives, university faculties may lack competence in using technology, whether to teach or do other tasks. Previous studies on faculties' technology adoption were all conducted in situations where they made volitional decisions to use technology, but their mandatory technology use received scant attention. In addition, although studies suggested that teachers demonstrated features of digital natives, it remains unknown whether or to what extent their digital nativity correlates with technology intentions. To address these research gaps, the current study examined Chinese university faculties' intentions to use technology for online teaching by incorporating digital nativity and computer self-efficacy as key determinants into technology acceptance variables. Results suggested that digital nativity was a key factor that affected university faculties' online teaching, as evidenced by the fact that 67% of the variance could be explained by perceived usefulness, attitudes and digital nativity. In addition, it was also found that computer efficacy significantly influenced perceived ease of use.
This text derives from a recording, and transcripts, of the introduction which Althusser gave on 6 December 1963, to a seminar for students in the École Normale Supérieure, Paris, offered at his ...invitation by Pierre Bourdieu and Jean-Claude Passeron. Althusser takes the opportunity to raise questions about the status of social science and suggests that Bourdieu and Passeron represent slightly different strands of contemporary research practice, partly as a result of their different formation and practice since themselves leaving the École. Althusser first considers the relation between the human sciences and the traditionally instituted Faculty of Letters or Humanities. What is the origin of the compulsion to constitute a science of human relations? Given that the social sciences have established themselves, Althusser then tries to define their nature. He suggests that they have three forms: as abstract and general theory, as ethnology, and as empirical sociology. He discusses the pros and cons of each in some detail. Althusser then asks what are the features which constitute sciences and concludes that they must always possess discrete theoretical perspectives corresponding with discrete components of reality but must also possess an element of self-referentiality or, as he puts it, must be objects to themselves. Althusser suggests that his contemporary social sciences are not philosophically adequate by the criteria which he advances. He proceeds to introduce Bourdieu and Passeron in such a way as to invite consideration of whether their practices meet his criteria.
Since the emergence of coronavirus disease 2019 (Covid-19), distance education has been extensively implemented in all educational institutes and remote electronic exams (E-exams) have been adopted ...as a primary mode of assessment.
This cross-sectional study aimed to evaluate the experience of students at faculties of Medicine, Dentistry, Pharmacy, Nursing and Applied Medical Sciences at Jordan University of Science and Technology regarding remote E-exams preferences and academic dishonesty during the pandemic.
The survey composed of 16 questions, prepared using Google forms and distributed through students' E-learning platforms. The survey explored factors affecting students' preference for remote E-exams, methods for course assessment/evaluation, factors related to students’ exam dishonesty/misconduct during remote E-exams and measures that can be considered to reduce this behavior. Data were analyzed using descriptive, cross tabulation and Chi-square tests.
Among 730 students, approximately only one third preferred remote E-exams. This was significantly (P < 0.05) associated with academic major, efforts/time for remote E-exam preparation, questions appropriateness with study material, and academic achievements (students Grade Point Average (GPA), curriculum objectives). Combining both exams and quizzes was the most preferred method of assessment (30%), while submission of reports or short written assignments were the least preferred ones. Exam dishonesty/misconduct appears as one of the major challenges with remote E-exams. The main measures considered by students to reduce exam dishonesty included substituting the exam with other forms of assessment, using different exam forms, the use of online proctoring solutions and considering compulsory pass/fail grades.
Results suggested less preference of remote E-exams among students at medical faculties. Findings from this study are highly valuable to plan for academic strategies to overcome difficulties and challenges of remote E-exams. These might include improvement for the distance teaching methodologies, rearrangement of assessment options, modification of the academic curriculum to fit the current situation, and adopting certain measures to prevent exam dishonesty and maintain academic integrity.
•Remote E-exams are only preferred in approximately one third of students from faculties of medical sciences.•Less preference was related to Efforts/time needed for exam preparation, inappropriate questions, and academic achievements.•Exam dishonesty appears as one of the major challenges with remote E-exams.
This article focuses on the interpretation of the metaphysical deductions of the higher cognitive faculties in Gabriele Gava’s
Critique of Pure Reason
. The aim is to assess the role that Kant’s ...general logic plays in these metaphysical deductions, the consequences for the analysis of the faculties, and the place of general logic in Gava’s overall theoretical analysis of Kant’s first
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