Search

In this study we compare the titles of scientific letters and those of research papers published in the field of astrophysics in order to identify the possible differences and/or similarities between both genres in terms of several linguistic and extra-linguistic variables (length, lexical density, number of prepositions, number of compound groups, number of authors and number of countries mentioned in the paper bylines). We also carry out a cross-genre and cross-journal analysis of the referred six variables. Our main findings may be summarized as follows: (1) When compared to research paper titles, scientific letter titles are usually shorter, they have a lower lexical density, they include a higher number of prepositions per number of words and a lower number of compound groups per number of words, although they have more up to 4-word compound groups, i.e. the simplest ones. As a consequence, scientific letter titles include less information, which is also less condensed, than research paper titles. (2) The predominance of compound adjectives over compound nouns in the titles of both genres highlights the scientificity of astrophysical discourse. (3) In general terms, our data show a positive correlation between title length and the number of countries mentioned in the bylines for both genres. The positive correlation between title length and number of authors is only met in the case of research papers. In light of these findings, it may be concluded that scientific letters are a clear example of a timeliness and more "immediate" science, whereas research papers are connected to a more timeless and "elaborate" science. It may also be concluded that two different collaboration scenarios are intertwining on the basis of three separate geographic and linguistic publication contexts (Mainland Europe, The United Kingdom and The United States of North America).

Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.

The authors classified citations included in papers presented at 10 International Society for Music Education (ISME) biennial International Research Commission Seminars across an 18-year period (1988-2006) based on the six world regions as specified by the ISME Research Commission. Citations (N = 4,535) were examined from 238 papers presented at the 12th through 21st seminars. There were 2,250 citations from 407 journals, the most prevalent sources. Twenty-eight papers from this sample were multinational in nature, with 79% (n = 22) of these by U.S. researchers as either sole or senior authors. The main result of this study is that the researchers from around the world who were presenters at these seminars primarily cited sources within their own geographical regions. Additionally, the "Journal of Research in Music Education" was by far the most referenced journal throughout the entire sample. (Contains 2 tables.)

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment & Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and COVID-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as COVID-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors.

Since open universities can adapt to students' work schedules, personal preferences, age, and so on, they have facilitated access to education for a large group of people. The open university phenomenon, which arose in the 1960s, fostered countries' cultural growth; higher education was now longer exclusively for a privileged few. This paper presents a bibliometric study on the existing scientific output on open universities throughout the last 40 years. A bespoke methodology of bibliometric studies has been used, by setting key descriptors to be consulted in the most prestigious scientific database Web of Science. The sample was composed of 809 papers in total, indexed in prestigious journals and published during the period 1969 to 2018. The output, scattering, and impact bibliometric indicators were analysed in those papers. Among the results obtained, it was found that scientific output on open universities is in a phase of exponential growth, in which 2015 was the most productive year. Furthermore, the UK, where the phenomenon of open universities started, is the country with the most scientific output. Finally, the bibliometric study of the output indexed in the Web of Science shows a panoramic vision of the past, present, and future of open universities, emphasising the idea that this phenomenon is continuing to grow.

The paper provides an overview of the global research on graduate education. The study applied a combination of a bibliometric and social network analysis methods to bibliographic data from Thompson Reuters' Web of Science. More specifically, a keyword search approach was used to retrieve 2,454 articles on graduate education from 1996 until 2020. The set was processed with the VantagePoint software. The paper reports the findings in the form of lists of top scholars, research centres, and countries contributing to research on graduate education. The findings include similar lists of the key funding agencies, contributing disciplines and publication venues, as well as maps representing collaborative activity in the field between institutions, and countries. Finally, the frequency of utilisation of groups of author-supplied keywords is analysed to determine the basic thematic structure of the research on the topic. The originality of the paper consists in the fact that it represents the first attempt to map the landscape of research on graduate education using bibliographic data. It can be used to supplement the results of literature reviews on the topic, which apply a more in-depth content analysis-based approaches to a limited number of papers to determine the thematic structure of the field.

Patriotism is an important and well-accepted value in educational institutions. As a civic virtue, it has always been included in education/training programs. This study aims to compare research articles on teaching of patriotism that were conducted in the last 20 years. The document analysis method was employed in the study for this purpose. The data were collected through the international databases e.g. Wiley, Jstore, Elsevier, Taylor & Francis. 218 articles were found by searching the keywords "patriotism", "patriotic education", and "teaching of patriotism". Upon initial analysis, it was decided that 110 articles would serve the purpose of this study. Content analysis technique was employed to reveal patterns of the selected articles. The number of articles published on patriotic education in each countries, the publication dates of these articles and the comparison of these articles according to countries, purposes, is presented in this study. The paper at hand shows that only some articles have a critical perspective on patriotism. Implications are made based on results.

In most of the scholarly work, the history of lifelong education (LLE) begins in the 1960s, when the concept gathered momentum as part of the agendas of the OECD, World Bank, UNESCO, and Council of Europe. A pre-1960s history is acknowledged with a few names and dates and is generally absorbed into the history of adult education. This paper presents new data that suggests revising the history of the conceptualisation of LLL and LLE prior to 1960. In 2018 and 2019, the author ran a series of queries on Google Books Search with the terms "lifelong education" and "lifelong learning" that turned up results for 161 unique documents published in the UK and the USA between 1839 and 1959. This paper is an overview and a preliminary analysis of the retrieved data that falls within public, academic, official, and creative discourses. Two groups of results are discussed: 1) the body of displayed documents and 2) the approaches, advantages, and limitations of collecting and examining the Google Books data as part of a term-based concept analysis. This study adds to the pre-global history of LLE in the UK and the USA and lays the groundwork for further exploration of the topic.

This paper presents an account of the development of the sociology of education in the UK, by means of an analysis of papers published in the field's flagship journal, the British Journal of Sociology of Education and its US equivalent, Sociology of Education. In particular, we examine the representation of two contrasting traditions in addressing social inequalities: 'political arithmetic'; and the more recent 'cultural turn'. We find that in the UK, the cultural turn dominates; whilst in the US, it is political arithmetic which does so. In accounting for these contrasting national profiles, we argue that they are underpinned by divergent social infrastructure and organisation. We also discuss some of the implications of the dominance of the cultural turn in the UK, specifically in terms of the relationship between the fields of academic research and policy and the development of a cumulative evidence base to address social inequalities in education.

Examines a set of over 27,000 UK papers in cancer research in order to identify the individual factors that influence the impact category of the journals in which they are published, using multiple regression analysis. The most important independent variables that have a positive effect are the numbers of authors and funding bodies, the research level (from clinical to basic), and the presence of certain universities, or of the USA, in the address field. Inter-lab co-operation was shown to have a negative effect on journal impact category, as was international co-authorship. It is because such partnerships usually involve more authors and funding for the research that they are perceived to lead to higher impact work. There is also a tendency for papers to be published in higher impact journals in later years, probably because of market forces, which means that such journals will tend to expand. [ABSTRACT FROM AUTHOR]

In this paper we review fifty years of articles published in Australian Journal of Adult Learning in its various iterations. We examine the different roles of the journal: to illuminate the history and trends of adult education authors; to be the flagship of the adult education profession in Australia; to reflect on significant national events; and to mirror the changing knowledge base of the discipline. We analyse the authorship of the articles over fifty years, and determine patterns in contribution to the journal by gender, location, institutional affiliation and author numbers. We also examine key themes that have surfaced in the writings on adult education. The articles published in the journal are significant because they are primary sources of the day, unfettered by the perspectives, viewpoints and standards of later periods. Our paper serves as a useful looking glass through which we might be able to view more clearly the shifting research interests of the past and the challenges in the future for the adult and community learning sector. (Contains 11 figures and 6 tables.)

Purpose: This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach: A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings: Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value: This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

Purpose: The purpose of this paper is to focus on a designed research methodology to distil existing research findings from an esrc/ahrc funded japan/uk network on location-based virtual reality experiences for children in order to generate new knowledge. Design/methodology/approach: The structured co-production methodology was undertaken in three stages. These were: (1) a collaborative workshop which produced a series of collage narratives, (2) collaborating with a non-human entity in the form of a digital coded tool to reconfigure the workshop responses and mediate the hierarchy of roles, (3) the co-production of a zine as a collaborative reflection method, which shared via postal service enabled a dialogue and exchange of round Robin interventions by the network members. Findings: The analysis of the data collected in this study highlighted five themes that could be used by other researchers on a wide range of projects. These were: (1) knowing through making, (2) the importance of process, (3) beyond linear representations, (4) agency of physical materials and (5) agency of digital code. Research limitations/implications: The context of the study being undertaken during the first phase of the global pandemic, revealed insight into a method of co-production that was undertaken under emergency remote working conditions. The knowledge generated from this can be applied to other research contexts such as working with researchers or participants across global borders without the need to travel. Originality/value: The research provides an innovative rethinking of co-production methods in order to generate new knowledge from multidisciplinary and multimodal research.

Purpose: The purpose of this paper is to review recent published research on entrepreneurship education (EE) specifically within the special issue collections of the journal "Education + Training," and to assess the overall contribution to the field. The research questions focus on: What topics are explored by these SI papers? What trends can be observed in relation to country context and methodological approach? How is EE defined in these papers, and how do the papers contribute to the wider entrepreneurship research agenda? Design/methodology/approach: The paper uses an adapted version of the systematic literature review approach, focusing on the discrete special issues on entrepreneurship/enterprise education published in the journal "Education + Training" since 2010. A comprehensive reading guide was used to review the papers, with completed data compiled into a single excel spreadsheet to facilitate analysis. A total of 66 papers were reviewed. Findings: A considerable range of themes, geographical contexts and methodological approaches were used in the papers reviewed. A mix of qualitative and quantitative approaches were also found. The papers were characterised by a strong international and applied dimension, with the core collective contribution of the SI papers laying in their direct relevance to practice. Research limitations/implications: The paper is limited by its deliberate focus on a discrete set of special issue papers; however, the total of 66 papers included in the review is noteworthy. Practical implications: The paper demonstrates the considerable learning that can be garnered from the "Education + Training" special issue collection for EE practitioners. Originality/value: To the authors' knowledge, this is the first time this discrete collection of special issue papers has been reviewed.

This paper addresses issues raised in two recent papers published in this journal about the UK "Association of Business Schools' Journal Quality Guide (ABS Guide)". While much of the debate about journal rankings in general, and the "ABS Guide" in particular, has focused on the construction, power and (mis)use of these rankings, this paper differs in that it explains and provides evidence about explicit and implicit biases in the "ABS Guide". In so doing, it poses potentially difficult questions that the editors of the "ABS Guide" need to address and urgently rectify if the "ABS Guide" seeks to build and retain legitimacy. In particular, the evidence in this paper shows explicit bias in the "ABS Guide" against several subject areas, including accounting and finance. It also shows implicit bias against accounting and finance when comparing journal rankings in sub-areas shared between accounting and finance and the broader business management subject areas.

This paper replies to points raised by the editors of the "ABS Guide", Huw Morris, Charles Harvey, Aidan Kelly and Michael Rowlinson (2011) "Accounting Education: an international journal", 20(6), pp. 561-573) in response to a paper published in a previous issue of "Accounting Education" (Hussain, S. (2011) "Accounting Education: an international journal", 20(6), pp. 545-559). It also makes reference to a paper by Alan Sangster (2011) "Accounting Education: an international journal", 20(6), pp. 575-580), which appeared in that same issue of the journal, detailing the personal experiences of an accounting researcher working in the specialisms of both accounting education and accounting history.

This "Rejoinder" responds to criticisms made by Simon Hussain (2011) about the construction and operation of the "Association of Business Schools' (ABS) Academic Journal Quality Guide". In this paper the broad purposes of journal lists and guides are outlined before an account is given of the long history and multiple forms of these lists, particularly in the field of Accounting. Having described the main features of different types of journal list, the advantages and benefits of the approach adopted in the compilation of the "ABS Journal Quality Guide" is outlined. The paper then ends by noting that one of the copy-editing mistakes identified by Dr. Hussain has been rectified, but the remaining concerns about the rating of accounting education and accounting history journals reflect the absence of these titles from journal citation reports and international journal lists. Furthermore, the lower rating of Accounting & Finance research in the RAE2008 in comparison with Business & Management Studies research in the same year and Accounting & Finance research in 2001, has more to do with the way in which the Accounting & Finance Panel calibrated and normalized its judgements than with the ratings contained within the "ABS Guide".

Media outlets often produce higher education rankings. These media platforms are largely financed, via advertising, by the higher education institutions they also rank. This paper investigates the relationship between university advertising in the Times Higher Education magazine and their place in the ranking published in the same magazine. Using a fixed-effect identification strategy, the analysis finds that advertising is associated with an improvement of around 15 ranks in the subsequently published ranking. Further analysis provides mixed evidences of a media bias. One potential explanation is that advertising institutions follow better reporting practices regarding data used to build up the ranking.

Presents the subject index for the December 1, 1995 issue of "British Journal of Dermatology."

Background: Following a content analysis of the first 10 years of the UK professional journal "Speech," this study was conducted to survey the published work of the speech (and language) therapy profession in the 20 years following the unification of two separate professional bodies into the College of Speech Therapists. Aim: To understand better the development of the speech (and language) therapy profession in the UK in order to support the development of an online history of the speech and language therapy profession in the UK. Methods & Procedures: The 40 issues of the professional journal of the College of Speech Therapists published between 1946 and 1965 ("Speech" and later "Speech Pathology and Therapy") were examined using content analysis and the content compared with that of the same journal as it appeared from 1935 to the end of the Second World War (1945). Outcomes & Results: Many aspects of the journal and its authored papers were retained from the earlier years, for example, the range of authors' professions, their location mainly in the UK, their number of contributions and the length of papers. Changes and developments included the balance of original to republished papers, the description and discussion of new professional issues, and an extended range of client groups/disorders. Conclusions & Implications: The journal and its articles reflect the growing maturity of the newly unified profession of speech therapy and give an indication both of the expanding depth of knowledge available to speech therapists and of the rapidly increasing breadth of their work over this period.

The author reflects on continuities and changes in the subdiscipline, using Mary Douglas and Basil Bernstein. In 2000 the millennial issue of "Sociology," the generic journal of the British Sociological Association, included a paper about the sociology of education called 'The anomalous beasts: Hooligans and the sociology of education'. It focused on hooligans as anomalous beasts in the sociology of education, and the sub-discipline as an anomalous beast within the discipline of sociology itself. It concluded with, very poor, predictions about the likely state of sociology of education and UK sociology in 2025. The fortieth anniversary of "BJSE" is a good time to revisit that millennial evaluation in order to offer a new sociologically informed re-evaluation of the field in 2020, set an agenda to highlight some of the current weaknesses in the sub-discipline and update the analysis of the uneasy relationship with the wider discipline of Sociology itself.

This paper presents a bibliometric analysis of highly cited articles published in the Web of Science category "Education and Educational Research" in the Social Science Citation Index (SSCI). A total of 2091 journal articles published in this category and cited more than 100 times up to the end of the year 2016 were retrieved as highly cited articles. Distributions of highly cited articles per publication year, journals, institutions and countries were analysed, as well as the citation life cycle of the top-cited articles. The USA, its institutions and researchers are the absolute leaders in the category of Education and Educational Research according to the results of the conducted analysis.

Reisman and Kirschnick (1995) have defined seven process categories among OR/MS research strategies and analysed the contents of U.S. flagship OR/MS journals in 1992 to examine how often OR/MS workers use these processes. We have applied their method of analysis to the 1994 contents of the U.K. flagship journal, the Journal of the Operational Research Society. As well as providing some insight into the nature of OR/MS research in the United Kingdom, the results enable a comparison to be made with the results from the U.S. flagship journals. The findings confirm that the ripple process is dominantly used in theoretical research, and the transfer-of-technology process is the one most frequently used in true applications in the United Kingdom as well as the United States. Because the literature is dominated by theoretical research using a ripple strategy, the discrimination achieved by the classification is limited. To provide further discrimination an alternative categorisation is used to analyse the nature of research output, distinguishing between the object (material, social, personal) and the objective (knowledge, function, purpose) of the research. The paper proposes that the analysis of the content of research, using a method such as Reisman and Kirschnick's categorisation, could be used for the evaluation of OR/MS research output to complement citation analysis and peer reviews. [ABSTRACT FROM AUTHOR]

This paper explores the organisation of scholarly articles in educational studies in the UK through an analysis of the outputs of six key journals. Using citation networks and text analyses it examines connections that are made between papers, journals, authors and the themes discussed in the six journals. Scholarly papers are particularly suitable for this kind of analysis because of the expectation that authors "locate" their work within existing knowledge, making explicit connections between their contribution and the field (or discipline) in which they are working. This analysis utilises these connections in order to understand how papers in disciplinary and non-disciplinary journals relate to one another in terms of the bodies of knowledge on which they draw, where papers are then cited, and the degree to which authors cross disciplinary boundaries or remain within their "parent" discipline. (Contains 10 tables, 7 figures and 10 notes.)

The current article analyses the papers presented at the 2011 BELMAS Conference in order to understand the sorts of works it contained in terms of topics addressed and types of papers, as well as authorship patterns of the presenters. Based on an analysis of 57 works presented at the Conference, it was found that the typical paper was authored by a single individual, who might originate from countries other than the UK. Additionally, the presenter is usually a university member who presents empirical and conceptual works mostly in the area of policy/reforms and headship (leadership) but not solely. Compared to the 2007 BELMAS Conference, some increase in the works authored by practitioners from schools and a variety of educational agencies was observed. A major shift between the conferences is evident in respect to the topics discussed by the presenters. Some suggestions for BELMAS end this paper. (Contains 7 tables.)

Purpose: The purpose of this paper is, first, to provide a brief account of the PhD by published work focusing especially on quality assurance issues such as eligibility of candidates, the nature of the submission itself, supervision and assessment procedures. Second, it seeks to offer a discussion of the criteria to be met by candidates in writing a critical appraisal as a central feature of the submission. Design/methodology/approach: The approach taken is that of an analytical, conceptual and discursive essay. Findings: There is still a lack of commonality in higher education about the nature of the PhD by published work. One way of gaining greater commonality would be to strengthen the use of the critical appraisal as an academic text which also should be required to meet the admittedly problematical standards of publishability. Research limitations/implications: The paper's main limitation is that many of its ideas and much of its information are derived from sources within the UK's higher education sector. Nevertheless the issues raised should have relevance to practice in other systems. Practical implications: A case is made for the usefulness of the PhD by published work as an important route for achieving doctorateness especially when the critical appraisal is given greater priority and supervisory support. Originality/value: Papers discussing the use and value of the PhD by published work are still relatively rare in academic journals. The emphasis on the critical appraisal in this paper is an original contribution to the debate. (Contains 1 note.)

The special edition of JEAH published in August 2006 on "Administration and Leadership in Education: A Case for History?" argued that history has been seriously undervalued in the study of administration and leadership in education. My introductory editorial explained why this mattered and outlined the framework in which the papers it contained were set. It then examined the concepts of administration and leadership in education and considered them as a field (or fields) of knowledge. In an exploration of how knowledge is produced, it discussed history as a form of knowledge and considered the contribution it could make to the study of the field. This was followed by a review of what was asked of the contributors and their response. The editorial concluded with ideas for future work. At the request of the new editors of the journal, this paper is a revised and extended version of my earlier editorial. Some aspects have been shortened (e.g., the review of contributions), others extended (e.g., views on history and its role), and some new material has been added (e.g., a discussion of the history of the field in the UK as represented in attempts to review the field since George Baron's ground-breaking keynote given at the first research conference of the British Educational Administration Society held in Birmingham in 1979). (Contains 82 footnotes.)

Recently, the place of adventure activities in outdoor education has become contentious, particularly in Australia and the United Kingdom. It can be challenging for outdoor leaders to incorporate adventure activities with attempts to foster environmental awareness, understanding and action. Recently, some authors have suggested practitioners eliminate the tension by removing adventure activities from outdoor environmental education programs altogether. This paper presents the findings of an ongoing action research project exploring ways to resolve the tension between using adventure activities and helping participants to learn about particular regions, communities, and their histories. The research described in this paper utilised thematic analysis of data collected through a professional journal, focus groups, and student writing. The emerging themes included: the need to capitalise on teachable moments; the importance of managing the technical nature of adventure activities; the importance of deliberate planning and facilitation; and the need for careful consideration of the impact of program length or duration.

In this article, the aim is to explore some of the key themes to emerge in the journal during the past two decades. Each selected theme will be reviewed in the light of issues raised in particular papers. The aim of this approach is, first, to facilitate reflection upon the contribution of the journal as its subject matter has moved from a concern with British public administration to something more international in its scope and, second, to encourage critical attention to the current state and future direction of the discipline of public administration itself. The identification of cross-cutting themes enables the reader to dig a little deeper and draw his/her own conclusions about where the journal has made its distinctive contribution.

The mass media has an important role in informing the general public about emerging health risks. Content-based studies of risk communication in the media have revealed a tendency to exaggerate risks or simplify science, but linguistic studies in this area are still scarce. This paper outlines a corpus based investigation of media reporting on the discovery of minute amounts of Endocrine Disrupting Compounds (EDCs) and Pharmaceuticals and Personal Care Products (PPCPs) in drinking water. There is no concrete evidence that these residuals pose any threat to human health in such minute amounts, but the natural scientific uncertainty and professional risk language surrounding contaminants have sparked considerable media attention in both the US and the UK. In fact, these have lead to Congress-level discussions about changes to the way contaminants are regulated in the US. Comparing media reports that appeared in newspaper articles, magazines and web-based media in the UK and the US with those to appear on water company and public health organisation websites, our use of quantitative and qualitative corpus linguistic techniques revealed strikingly different patterns for the language used to represent contaminants and their risks. While water organisation reports demonstrated a clear tendency to downplay the probability and severity of the risk posed by contaminants, the linguistic and rhetorical features identified in media texts place the focus on the potentiality of contaminants as an unconfirmed threat to public and environmental health. We discuss the implications of these findings for the role of the media in the communication of health risks, and for communication about water contaminants.

The purpose of this study was to audit the outcome in terms of change in practice of the published research from one volume of the British Medical Journal. All original papers and short reports from one Volume 296 of the British Medical Journal (BMJ) 1988 were read and classified into theoretical only, practical and theoretical and practical. Those papers with any practical message were reviewed by one of a panel of specialists in the subject of the paper to assess if the recommendation made by the paper had become common clinical practice. The results show that most papers originated from teaching centres and research institutes in the UK. Only 8% of main papers and 6% of short reports had a solely practical application, although a further 18% and 22% had practical elements. The majority of the recommendations aimed at changing practice were of relevance to hospital specialists rather than general practitioners (GPs). Of the papers with any practical implications 48% (12% of the total) of main papers and 41% (11% of the total) of short reports were considered to be current practice. The reasons why the papers failed to change practice are discussed. In conclusion, the majority of the original research papers published in the BMJ in 1988 were of a theoretical nature and only about 20% of papers made recommendations for a change in practice. About 50% of the recommendations are now current practice. [ABSTRACT FROM AUTHOR]

Reports on the criticisms of the science and technology committee of the House of Commons on the released Energy White Paper regarding the replacement of capacity lost from the closure of nuclear power plants by renewable energy sources. Targets for renewable power generation by 2010; Proposed introduction of a taxation structure.

To contribute effectively to academic discourse on urban sustainability, disciplines need to think outside their silos and work together more collaboratively. Although straightforward to posit in theory, the practical realities of bringing together people with different worldviews, languages and skills can be frustrating and lead to loss of motivation. This paper presents the findings from a qualitative study of interdisciplinary team working on an urban sustainability project. Through analysis of archival materials, observations and interviews, a major theme of motivation was uncovered and explored. We conclude with some suggestions for working more effectively interdisciplinary, urban sustainability projects.

The media are widely acknowledged as important in sex and relationship education, but they are usually associated with "bad" effects on young people in contrast to the "good" knowledge represented by more informational and educational formats. In this paper we look at sex advice giving in newspapers, magazines and television in the UK, in sex advice books and in online spaces for sexual learning. We examine some of the limitations of the information provided, consider the challenges for sex advice in the contemporary context, and outline some of the opportunities for academics, researchers, therapists, sex educators and activists to contribute productively to sex advice giving and sexual learning more generally.

This paper provides a citation network analysis of the publications in "Studies in Higher Education" from 1976 to 2013 inclusive. This represents the entire history of the journal to date. It analyses the most published authors, most cited authors and most discussed topics using keywords. 1056 articles were taken from Web of Science[superscript SM] as a source of primary data. These articles were determined to have 32,738 references. A small percentage of these articles, 218 articles, had 1030 keywords. A data visualisation and manipulation software, Gephi, was used to provide a visual representation of the associated citation networks. We compare the results with other higher education citation analyses published elsewhere--a small, but growing area of research. Results indicate that the five most published authors throughout the journal's history are Richardson, Kember, Becher, Boud and Elton. The five most cited authors are Entwistle, Marton, Ramsden, Biggs and Becher. The five most discussed topics, using keywords, excluding higher education, are "doctoral education", "assessment", "phenomenography", "student learning" and "identity", with a number of subordinate topic clusters amongst these. Results derived from this exercise are helpful in illuminating the evolving concerns of the journal and its readership, and providing a demonstration of a rigorous analytical technique for assessing journal citation data in the future.

Previews the research papers that will be published in the forthcoming 2004 issues of the "British Journal of Haematology." Topics of the papers; Authors of the studies.

The article discusses how the publication got started. When the Market Research Society (MRS) was founded in the U.K. in 1946, there were no regular U.K. periodicals about market research, and few textbooks. During the 1950s the MRS published several monographs, and saw several papers presented at its meetings. In 1958 it was determined that MRS would publish a professional journal aimed at the market research industry in the U.K. The first issue was published in 1959, ran 40 pages, and was meant to provide synopses of articles and talks presented elsewhere.

Higher education research is, by its nature, rather an introspective field of study. It is also highly dispersed within and beyond the academy: inherently, therefore, it is a multidisciplinary field of study. An analysis of 567 articles published in 15 leading higher education journals in 2010 demonstrates both the breadth of interest in higher education research across the academy, and variations between disciplines in the themes researched, the methods and methodologies employed and the theoretical perspectives applied. Examples of theoretical perspectives drawn from different disciplines and/or developed within higher education research, and applied to researching particular topics, are identified and discussed. It is concluded that the field is both healthy and growing, though, in most countries, it lacks a strong or disciplinary identity.

The article presents a call for papers for a forthcoming special issue of the journal.

The article presents the award-winning papers published in the periodical "Municipal Engineer," in 2005. The Manby Prize was awarded to P. Welsh's "Managing a city's transportation network: A case study." The James Hill Prize was awarded to G.M. Davis and K. Cole for their "Community involvement in coast protection at Lyme Regis, UK."

Focuses on the use of computer system for the publication of the journal 'British Medical Journal' in Great Britain. Scheme on the use of computer system in the editorial office; Problems relating to computer systems; Advantage on the use of computer systems.

This paper argues that the "Times Higher" provides a powerful tool for understanding the changing character of UK higher education (HE) and can usefully be seen as representative, and in some ways constitutive, of that changing character. Drawing on an analysis of a sample of stories from the "Times Higher," it documents the changing policy climate of UK HE from 1979 to 2010. It offers a broadly chronological account of themes that have emerged as prominent at different times during this period, pointing, "inter alia," to fears about threats to the humanities, the rise of various forms of instrumentalism and the incorporation of HE institutions and agencies into a common mindset characterised by a preoccupation with marketing and corporate success. The last of these is embodied in the changing format of the newspaper itself and in its own activities as a key player in the HE sector, notably as a sponsor of university rankings and awards. Whilst being sensitive to countervailing tendencies, the authors suggest that the growing instrumentalisation of HE and related cultural shifts represent a changed "structure of feeling" in UK HE. They conclude that the university rankings, awards and other image commodities that are a key part of this changed structure of feeling now play such a substantial role in the cultural life of universities that the norms of both rationality and professional ethics which tended to prevail in deliberations about university strategy 30 years ago may no longer be taken for granted. (Contains 82 footnotes.)

This paper looks at online representations of women and men in science, engineering and technology. We show that these representations largely re/produce dominant gender discourses. We then focus on the question: How are gender cliched images re/produced online? Drawing on a discursive analysis of data from six interviews with web authors, we argue that there are two reasons why their awareness of gender issues does not always translate into website content. First, web authors think of themselves as working within either journalistic or scientific cultures, and draw on associated criteria, which exclude gender equity, to make content decisions. Second, they construct distinctions between representation and reality, judging representations on their "empirical realism" (how accurately they represent a reality seen to exist outside the text), foreclosing considerations of their productive power. Finally, we draw on interview data with young people to show that these constrain the meanings made by web users. (Contains 3 notes.)