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This article traces publishing patterns in the Swedish humanities between 1840 and 1880; a period characterized by a new publishing regime yet bridging two dominant publication forms, the dissertation, and the disciplinary journal. Using the prominent historian Wilhelm Erik Svedelius as an entry point, the article charts how scholars in the humanities navigated the publishing landscape in a more diverse era in European historiography, before the advent of disciplinary platforms for research and boundary work. The article demonstrates that Svedelius and his contemporaries used a plethora – or smorgasbord – of formats and hybrid genres; learned journals, transactions, yearbooks, and commercial printers that together formed an ephemeral ecosystem shared across the humanities. In this pre- or semi-professional system, neither platforms nor formats were guarantors of epistemic value and forgotten genres such as printed speeches or biographies provided the opportunity to express scholarly tradecraft, evaluated by the community on the basis of their ‘scientific’ quality. [ABSTRACT FROM AUTHOR]

This study examines the factors contributing to the low utilization of quantitative research approaches among social work research students. A census sampling technique was employed to conduct a survey of 1268 students who had completed their final year research dissertations. The descriptive statistics revealed that 81% (n = 1022) of social work students employed qualitative research, 16% (n = 208) used mixed methods, and only 3% (n = 38) utilized quantitative approaches. A multiple linear regression analysis revealed factors that were statistically significant (ρ<.05) in predicting low utilization of quantitative approaches that include; the supervisor’s preference, the student’s secondary education, training in research methods, competency in statistics, methodological flexibility and suitability, resources constraints, professional assistance, and fear of failure. These findings prompt recommendations for social work training institutions to enhance their research capacity, adopt co-supervisions, advocate for quantitative research, and prioritize continuous research mentorship in statistical tools. [ABSTRACT FROM AUTHOR]

The current study aims to measure the extent to which researchers rely on periodicals as a source of information in their various types and forms, traditional and electronic, open access periodicals and commercial periodicals, etc., in preparing university theses versus other sources of information. The study seeks to explore the characteristics of reference citations in scientific theses for library and information science in general, and then explore the objective, qualitative and linguistic characteristics, etc., of scientific periodicals that were relied upon in scientific theses. The study aims to apply bibliometric laws to Arab and foreign scientific periodicals specialized in the field of libraries and information that were cited in university theses, which would determine the focal periodicals in the field of libraries and information, which are the most influential periodicals compared to other periodicals, and therefore are the most relied upon by researchers in their scientific theses. The study also seeks, using practical tools and statistical methods, to identify the influential authors and publishers in the field of libraries and information.

This essay argues for a connection between studying the history of geography as an academic discipline and the research experiences and knowledge productions of undergraduate geography students. The whereabouts of undergraduate dissertation research and the conceptions of what the field actually constitutes shapes geography students' perceptions of the discipline, and thus affects shifts in what future and novice practitioners see as geography, or geographical knowledge. When comparing the local educational versions of academic geography taught at one university to more traditional, perhaps canonical, narratives on the history of geography, it becomes obvious that although there are many similarities, the timelines between disciplinary trends and educational practices never fully match. • The social and educational contexts of geography departments are indispensable sources for the history of geography. • The whereabouts of undergraduate research and the conceptions of what the field actually constitutes shapes geography students' perceptions of the discipline. • These spatialities of dissertation research affect shifts in what novice practitioners see as geographical knowledge. [ABSTRACT FROM AUTHOR]

The following provides a listing of select recent citations of dissertations and theses relevant to disability studies. [ABSTRACT FROM AUTHOR]

Purpose: Designing metadata ontology model for semantic representation of Theses by using the SPAR (Semantic Publishing and Referencing) Ontologies. Method: This study was an applied form and two methods were used, Content Analysis and mapping. The metadata of 69 theses and dissertations on the National Library and Archive of Iran in three Databases: 1) Digital Library of National Library and Archive of Iran. 2) Rasa Software and 3) Ganj in the Iranian Research Institute for Information Science and Technology were selected modified and completed by mapping. On the other hand, by analyzing the entities of each SPAR ontology and suggesting another entity to the researcher, the checklist was formed. This checklist included classes, properties, and individuals. At last, by entering them into Protégé software version 5.5, the model of metadata ontology, MdOntTDs, was drawn. Findings: Findings identified deficiencies in the existence of four important metadata elements (subject, supervisor, advisor, and abstract) in RASA and NLAI Digital Library. Among the 18 SPAR Ontologies, the most entities were selected from FaBiO, FRAPO, and CiTO respectively. All entities of BiDO, BiRO, C4O, Fivestar, FR, FRBR, PO, PRO, PSO, and PWO were suitable for theses. 195 individuals from 6 SPAR Ontologies, 292 individuals labeled with MdTDs from theses, and 100 individuals labeled with SUNMdTDs were selected by the researcher and entered into the software. 1558 entities categorized by class, Properties (object, data, and Annotation), and individuals along with the description and definition of each entity were placed in the software, in the form of hierarchical and determining axioms for classes. And specifying domain and range for relationships. Finally, the RDF graph was drawn using the OntoGraf plugin, and the final Model, MdOntTDs was developed. this research has proposed three new types of metadata: 1) Except for the existing keywords, topics have been categorized and modeled up to three levels including 4 main categories, 16 subcategories, and many units. Each of these final topics has been related to "hasSubject" and "isSubjectOf" properties. 2) The research methods of Theses that were connected with "hasMethod" and "used in" properties. 3) The papers taken from Theses were also searched, as far as possible, and were connected with "hasJournalArticle" and "journalArticleOf" properties. Conclusion: This model, if implemented, can overcome keyword search limitations, the problem of linking and Data sharing on the web, and the inconsistency of data. In the software, classes and their related individuals are visible in the form of a hierarchical network in RDF triples, and the connection between entities with increasing access points promises deeper semantic searches. However, due to the absence or lack of tagged and linked data, usage of the some of selected entities is not possible. [ABSTRACT FROM AUTHOR]

Undergraduate Biomedical Science dissertations are the culmination of a student's academic journey and allow students to refine technical proficiencies, experimental design and data analysis. However, traditional dissertation projects may not fully meet the requirements of diverse student populations and employer's needs. This research project aims to assess the effectiveness of modifying the assessment format for final-year projects, incorporating elements such as lay summaries, project proposals, scientific research papers, and oral poster defences. The objective was to cultivate higher-order critical thinking skills and enhance written and verbal communication competencies, in addition to developing a suite of transferable skills which are highly sought by employers. Quantitative data were primarily generated via end-of-module feedback reports and the module satisfaction survey. Students rated their confidence in a suite of transferable skills pre and post-completion of the project module using a fourpoint Likert scale. Staff perceptions (n = 30) and module board reports were also evaluated. For all data, a paired t-test for related groups was conducted. Thematic analysis was used to analyse qualitative data using the Braun and Clark Framework. The end-of-module feedback was overwhelmingly positive with all students agreeing that they were satisfied with the module. Students reported a statistically significant increase in confidence within 11 transferable skills which are considered core within the industry, for example, critical thinking, problemsolving and time management. Furthermore, the mean module mark increased following the module redesign from 66.3% ± 0.2% in 2019 to 70.9% ± 0.6% in 2020 (p ≤ 0.05). Staff provided free text comments, reporting an overall improvement in the module, a reduction in workload and a better teaching experience. Students exhibited appreciation of the new module structure, assessment suit and creative liberty within the projects. The redesigned project module enhanced the teaching experience for staff, whilst students appreciated the diverse range of projects and assessments that featured shorter word limits and a creative flair. Universities must reinvent undergraduate dissertations to equip students with essential employability skills. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ibero-Americana de Estratégia (RIAE) is the property of Revista Ibero-Americana de Estrategia/UNINOVE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This manuscript provides discussion of the 152 dissertations in which Dr. Harold F. Abeles served as the chair during his career in higher education. The first two were at the University of North Carolina Greensboro in 1975 and the next five were at Indiana University between 1979 and 1982. The final 145 (!) were chaired at Teachers College Columbia University between 1987 and 2021. Sections in the introduction include: (a) What Makes a Good Dissertation Chair?; (b) Who Was Studied?; and (c) How Studies Were Done. Topics of the collective works include gender, applied music study, and program evaluation, among other topics. The paper includes the full list of titles, dates, authors, and institutions. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The following provides a listing of select recent citations of dissertations and theses relevant to disability studies. [ABSTRACT FROM AUTHOR]

Undergraduate Biomedical Science dissertations are the culmination of a student’s academic journey and allow students to refine technical proficiencies, experimental design and data analysis. However, traditional dissertation projects may not fully meet the requirements of diverse student populations and employer’s needs. This research project aims to assess the effectiveness of modifying the assessment format for final-year projects, incorporating elements such as lay summaries, project proposals, scientific research papers, and oral poster defences. The objective was to cultivate higher-order critical thinking skills and enhance written and verbal communication competencies, in addition to developing a suite of transferable skills which are highly sought by employers. Quantitative data were primarily generated via end-of-module feedback reports and the module satisfaction survey. Students rated their confidence in a suite of transferable skills pre and post-completion of the project module using a four-point Likert scale. Staff perceptions (n = 30) and module board reports were also evaluated. For all data, a paired t-test for related groups was conducted. Thematic analysis was used to analyse qualitative data using the Braun and Clark Framework. The end-of-module feedback was overwhelmingly positive with all students agreeing that they were satisfied with the module. Students reported a statistically significant increase in confidence within 11 transferable skills which are considered core within the industry, for example, critical thinking, problem-solving and time management. Furthermore, the mean module mark increased following the module redesign from 66.3% ± 0.2% in 2019 to 70.9% ± 0.6% in 2020 (p ≤ 0.05). Staff provided free text comments, reporting an overall improvement in the module, a reduction in workload and a better teaching experience. Students exhibited appreciation of the new module structure, assessment suit and creative liberty within the projects. The redesigned project module enhanced the teaching experience for staff, whilst students appreciated the diverse range of projects and assessments that featured shorter word limits and a creative flair. Universities must reinvent undergraduate dissertations to equip students with essential employability skills.