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Purpose. To provide a bibliographical-historical perspective and main interest in the field of myopia. Methods. In this bibliographic study, the Web of Science Database was searched from 1999 to 2018. Recorded parameters included journal name, impact factor, year and language, number of authors, type and origin, methodology, number of subjects, funding, and topics. Results. Epidemiological assessments were the leading type of article (28%), and half of the papers were prospective studies. The number of citations for multicenter studies was significantly higher (P = 0.034). The articles were published in 27 journals, with the majority in Investigative Ophthalmology, Vision Sciences (28%), and Ophthalmology (26%). Etiology, signs and symptoms, and treatment equally encompassed the topics. Papers addressing etiology, specifically genetic and environmental factors (P = 0.029), signs and symptoms (P = 0.001), and prevention, specifically public awareness (47%, P = 0.005), received significantly more citations. Treatment to decrease myopia progression was a much more common topic (68%) than refractive surgery (32%). Optical treatment was the most popular modality (39%). Half of the publications came from 3 countries: the United States (US), Australia, and Singapore. The highest ranked and cited papers came from the US (P = 0.028) and Singapore (P = 0.028). Conclusions. To our knowledge, this is the first report of the top-cited articles on myopia. There is a predominance of epidemiological assessments and multicenter studies originating from the US, Australia, and Singapore, assessing etiology, signs and symptoms, and prevention. These are more frequently cited, emphasizing the great interest in mapping the increase in the incidence of myopia in different countries, public health awareness, and myopia control. [ABSTRACT FROM AUTHOR]

University law schools have been beset with a sense of schizophrenia ever since first established in the 19th century. They were unsure as to whether they were free to teach and research in the same way as the humanities or whether they were constrained by the presuppositions of legal practice. More recently, this tension has been overshadowed by the impact of the neoliberal turn and disinvestment by the state in higher education. Ironically, as government has provided less money to universities, it has arrogated to itself increased control over teaching standards and research productivity. At the same time, the mastery of the legal profession continues to be exercised through the specification of 11 subjects required for admission to legal practice, known as the 'Priestley 11'. Drawing on Foucault's idea of the self as a kind of enterprise, it is argued that law students have also assumed an element of mastery over what is taught and how it is taught. It is suggested that all elements of mastery are imbricated with one another so as to reify enterprise and capital accumulation within the neoliberal economy. [This article was presented at 'Satisfying Many Masters: Teaching into Professional Degrees in Law and Engineering in the 21st Century', University of Southern Queensland, September 30, 2019.]

Emergence and development of the blockchain technology, which is able to transform into "a most powerful disruptive innovation", shall definitely concern universities. Moreover, nowadays the blockchain technology meets the challenges that both the system of higher education and the entire society are currently facing. Advantages of the blockchain technology are decentralized open data, absence of forgeries, safe storage of information, and reduction of transaction expenses related to data checkup, control, and verification. This paper provides a critical analysis of application of the blockchain technology considering with its applicability opportunities and restrictions in education; it also aims to identify the consequences of its influence upon the development of education. The article analyzes real cases when this technology was applied, with the Massachusetts Institute of Technology (MIT) as an example. The MIT applied it to protect and validate the certificates that it issued. Another example is the Sony Global Education that forms individual data on its trainees' competencies and productivity; a third one relates to the University of Nicosia, which was the first to use smart contracts and accept cryptocurrency as a form of payment. The paper also considers the elements of the blockchain technology at universities (both in Russia and outside it), which participate in massive open online courses. It determines the scope of application of this technology in the Russian educational system. In addition, this article provides a literature review related to application of the blockchain technology; the review includes works by such renowned researchers as D. Tapscott, B. Bleir, A. Watters, A. Grech, A. Camilleri, M. Swan, A. Zaslavsky, etc. The paper analyzes the obtained findings of the survey that its authors have conducted among experts, professors, and specialists involved in accreditation. Thus, the paper provides an analysis of opportunities and restrictions related to application of the blockchain technology in higher education.

The aim of this study was to compare bibliometric indicators of scientific productivity in physical activity (PA) in children and adolescents with Autism spectrum disorder (ASD) and Down syndrome (DS) in the PubMed database. A bibliometric study was conducted for the last 5 years (2017 to 2021). The data collected for each article were: year of publication, language of publication, country, journal name, and type of paper. The results showed that there was higher scientific productivity in the population with DS (20 studies) relative to their counterparts with ASD (31 studies). The language of publication in both cases was English. There were 10 countries that published on PA in ASD and 14 countries that published on DS. Overall, the greatest interest in publishing on PA in children and adolescents with ASD was in North America (6 studies), followed by Asia (5 studies) and Europe (4 studies). In the DS population it was in Europe (13 studies), North America (9 studies) and South America (4 studies). Nineteen journals were identified that published in the ASD population and 29 journals in DS. Six experimental studies were identified in ASD and 7 in DS. There was a higher scientific productivity with original studies. There was a positive trend of increasing scientific productivity over the years in both populations. We suggest the need to promote research on PA in both populations, regardless of the type of study, as it is an indicator of overall health status.

In 2015, the Australian Government's Excellence in Research for Australia (ERA) assessment of research quality declined to rate 1.5 per cent of submissions from universities. The public debate focused on practices of gaming or "coding errors" within university submissions as the reason for this outcome. The issue was about the in/appropriate allocation of research activities to Fields of Research. This paper argues that such practices are only part of the explanation. With the support of statistical modelling, unrated outcomes are shown to have also arisen from particular evaluation practices within the discipline of Psychology and the associated Medical and Health Sciences Research Evaluation Committee. Given the high stakes nature of unrated outcomes and that the evaluation process breaches public administration principles by being not appealable nor appropriately transparent, the paper concludes with recommendations for the strengthening ERA policy and procedures to enhance trust in future ERA processes.

The need to articulate and validate creative practice has been made more urgent by the inclusion of the creative arts in the Excellence in Research for Australia (ERA) process. The proof of research quality is tied to government funding and universities have strategically sought to increase their share of funding by targeting their own research output. A variety of research fields have been working through their own unique methods and discussing the decisions of criteria, especially regarding the ranking of journals as a measure of quality. Traditional researchers are confronting problems within these new definitions and alignments. This author recently went through the ERA evidence gathering process. The measurement of creative work as research output as part of this process has raised a number of issues for him, as a creative scholar, which he feels will be useful to share. This paper is intended as a case study focusing on the author's experiences in being measured for the ERA. It is therefore, necessarily personal. He seeks to share the fruits of this encounter and subsequent analysis with creative and traditional researchers in the belief in common ground rather than difference.

Traditionally, threats to academic freedom are associated with repressive government actions, and sometimes also with compliant university managers. In democracies, academic freedom can be undermined in more subtle ways. Where public funding for university research and teaching has diminished, universities have increasingly pursued relationships with, and money from, the private sector. Private funding can come with expectations that have the potential to limit academic freedom. There is a body of literature that documents ways in which some pharmaceutical companies, in particular, have sought to exercise undue influence on research and publications by academics. So-called 'philanthropic' funding can also function as a Trojan Horse for corporate influence and the business or ideological objectives of donors. This paper examines the problem of corporate power on campus and considers possible remedies, including binding codes of conduct for universities' relations with external partners.

Whilst online learning has gained rapid momentum, the development of online technology and practices that support the delivery of online courses with a large research component has been slow. In 2017, the School of Psychological Sciences at Monash University, Australia, developed a potentially scalable and transferable online research portal. This is an all-in-one platform that is designed to facilitate and support online research and research supervision, for supervisors and students. The research portal has evolved to currently provide research and research supervision support to over 700 online psychology students at the university. This paper describes the development, implementation and impact of the research portal and presents data from a preliminary evaluation of its usability and user satisfaction. Both research students and supervisors from the fully online fourth-year Graduate Diploma of Psychology Advanced program at Monash University participated in a series of focus groups, individual usability testing sessions, and surveys, and reported favourably on the research portal's research supervisor and supervisee user satisfaction and usability. Qualitative and quantitative feedback provided useful information supporting research portal improvement and expansion possibilities, allowing an increasingly valuable contribution to online research supervision, research and research teaching.

Each year, institutions eagerly await reports from "Shanghai Jiao Tong University," "Times Higher," "QS," and other organisations that create and publish international rankings of university performance. The metrics included in league tables and rankings--research income, research staff, number of doctoral candidates, numbers of publications--are common to other measures of research performance. Invariably, these "four pillars" of research performance measurement are used as proxy measures of quality, but they are in fact quantity measures, reflecting that size does matter. For smaller and regional institutions that are not listed in the Top 100, or not even players in the Top 500, it is difficult to demonstrate and measure quality when quantity is such a factor. This article examines the history of the research performance measurement within Australian higher education, and questions the current validity and focus of these metrics. It further explores the context of these metrics, and considers the requirements for "little fish" in the higher education "pond" to demonstrate excellence in research. [This article was first presented at the Annual Conference of the Australasian Association for Institutional Research, "Evolution of IR practice and use of IR," Terrigal, New South Wales, November 12-14, 2013.]

This paper examines the situations of four teacher educators working within academic contexts, but who do not as yet qualify as early career researchers (ECRs) by definition. Within this paper, we define this group as "pre-ECRs"; those working and teaching within contexts of academia whilst undertaking a PhD or similar higher education qualification. Critical comparative analysis is used to examine the nexus between what is currently known about becoming an ECR and narrative accounts of the authors' experiences of negotiating Faculty expectations for research output, teaching and postgraduate study. This approach provides rich insight into what happens prior to and during the initial stages of what we define as the pre-ECR journey. Through the examination of our storied experiences within the context of the existing body of knowledge, the implications of not being able to locate ourselves within a distinctive and appropriate professional identity become apparent. This paper offers a unique insight as it is researched from the perspectives of four pre-ECRs working within an Australian University Faculty of Education. This is valuable given that current research around ECRs provides minimal insight into experiences and challenges unique to those working toward ECR status.

The article discusses the approaches for gluteal tendinopathy which includes education plus exercise and corticosteroid injection.

This paper builds on some ideas recently presented by Boyd et al. (2010). In that paper, the focus was on the ways in which experienced academic staff articulate the teaching-research nexus. By presenting six short case accounts, this paper describes how a reflective narrative activity enabled some "new to academe" teachers to identify the teaching research nexus in their own work. For each of them, there was some particular reason or stimulus that led to them articulating the teaching-learning nexus in their work. Given the effectiveness of this method for enabling staff to consider the teaching-research nexus, this paper speculates on ways of drawing all academic staff to encounter the "concept" of the teaching-research nexus. (Contains 1 footnote.)

Excellence in Research for Australia has a number of limitations: inputs are counted as outputs, time is wasted, disciplinary research is favoured and public engagement is discouraged. Most importantly, by focusing on measurement and emphasising competition, ERA may actually undermine the cooperation and intrinsic motivation that underpin research performance.

This paper discusses research examining the attitudes and behaviours of researching women in academia and considers the effect of these factors on successful researching outcomes. The results of this exploratory research highlight in particular, a number of interesting environmental influencers which contribute to enhancing successful work outcomes for academic women researchers. Specifically, personal factors such as, marital status, partner support, age, cultural background and level of organisation (in life) coupled with, research defined factors such as incentive for conducting the research and the existence of research partnerships and/or groups are identified as significant performance influencers. These dimensions appear to facilitate the level of research productivity for women academics based on key performance indicators such as journal/conference paper submissions and successful research funding applications. The potential benefits of this exploratory research are that any correlation between specific self-supporting attitudes or behaviours of successful women academics and effective research outcomes could provide important clues to both emerging and continuing researchers for career development and promotion. (Contains 1 figure and 4 tables.)

The objective of this study is to examine the evolution of Ecotourism on Geoheritage through bibliometric analysis. Total of 53 papers pertaining exclusively to the domain of Ecotourism on Geoheritage, spanning from 2008 to 2022, were gathered from the Scopus database. This study examines the core aspects and features of Ecotourism on Geoheritage in academic research. It employs topic analysis, concurrence analysis, and timeline analysis of author keywords to investigate factors such as annual publication contribution, popularity, and focus. Furthermore, the analysis incorporates many productive entities, including journals, authors, institutions, countries, regions, and the mapping of significant collaboration links. These elements are utilized to determine the level of attention received by different entities in the field of Ecotourism on Geoheritage research. Furthermore, this study examines the citation structure of authors and journals and provides a detailed analysis of burst detection in cited authors, journals, and references. Ultimately, the study findings will be integrated with the present financial circumstances to delve further into future development obstacles and prospects. This bibliometric analysis reveals a consistent rise in yearly publications, a notable shift in emphasis towards financial inclusion, a prevailing presence of authors from Australia, and a growing number of international collaborations and publications from diverse sources. These findings indicate that the field of Ecotourism on Geoheritage is dynamic and holds promise for future scientific advancement. Hence, this exhaustive analysis of the Ecotourism on Geoheritage document not only examines the features and course of existing research but also assists researchers in identifying the appropriate research starting point and conducting thorough investigations. [ABSTRACT FROM AUTHOR]

Origins of and issues in the debate over the need for a pedagogy specific to graduate-level teaching and research are reviewed, particularly as they apply to the Australian higher education context. The concerns reflected in a series of papers in this journal issue on this topic are outlined. (MSE)

This paper reports on the experiences of creative practice graduate researchers and academic staff as they seek to comply with the requirements of the Australian "National Statement on the Ethical Conduct of Research Involving Humans." The research was conducted over a two-year period (2015 to 2017) as part of a wider project 'iDARE -- Developing New Approaches to Ethics and Research Integrity Training through Challenges Presented by Creative Practice Research'. The research identified the appreciation of ethics that the participants acquired through their experience of institutional research ethics procedures at their university. It also revealed a disjunction between the concepts of ethics acquired through meeting institutional research ethics requirements, the notion of ethics that many researchers adopt in their own professional creative practice and the contents of professional codes of conduct. A key finding of the research was that to prepare creative practice graduates for ethical decision-making in their professional lives, research ethics training in universities should be broadened to encompass a variety of contexts and enable researchers to develop skills in ethical know-how.

The capacity of the Australian university system is being steadily undermined by government policies, which erode infrastructure, destroy faculty career opportunities, and threaten commitment to teaching and research. Acceptance of current policies amounts to collaboration in the erosion of the universities. Those committed to educational quality should rebel. (MSE)

Research on engineering practice is scarce and sharing of qualitative research data can reduce the effort required for an aspiring researcher to obtain enough data from engineering workplaces to draw generalizable conclusions, both qualitative and quantitative. This paper describes how a large shareable qualitative data set on engineering practices was accumulated from 350 interviews and 12 field studies performed by the principal investigator and by students conducting PhD and capstone research projects. Ethical research practice required that sharing and reuse of qualitative data be considered from the start. The researchers' interests and methods were aligned to maintain sufficient consistency to support subsequent analysis and re-analysis of data. Analysis helped to answer questions of fundamental significance for engineering educators: what do engineers do, and why are the performances of engineering enterprises so different in South Asia compared with similar enterprises in Australia? Analysis also demonstrated the overwhelming significance of technical collaboration in engineering practice. Conceiving engineering practice as a series of technical collaboration performances requires a more elaborate understanding of social interactions than is currently the case in engineering schools. Another finding is that global engineering competency could be better described in terms of "working with people who collaborate differently". Research helped to demonstrate that formal treatment of technical collaboration in an engineering curriculum could help avoid student misconceptions about engineering practice that hinder their subsequent engineering performances.

Quality assurance policies and practices are critical to the performance of Australian universities both in terms of national funding and international prestige and are redefining the future of the academic enterprise. Quality assurance is not merely the systematic measurement of quality. It is a political and heuristic process, which has significant gendered consequences for academic women in higher education. This paper problematises quality assurance measures such as the Australian Government's Excellence in Research for Australia (ERA) initiative and reveals the tensions between neoliberalism and equality in a new era of higher education management. The embedded gender biases in research output reporting highlight a lack of commitment to academic women's representation and leadership in academia. Since research performance plays such an intrinsic role in academic promotion, understanding the relationship between gender and assessments of research excellence is crucial to addressing the differences in male and female academic career trajectories and the paucity of women in academic leadership.

This paper reports on the practice of buying-out teaching to create time for research. A study was carried out, at a regional university in Australia, with academics in receipt of research grant funds (and therefore with the means to buy out teaching), Heads of School, and the Deputy Vice Chancellors responsible respectively for research and for academic matters. We found that while eligible academics did buy out teaching by employing casual staff, most of them worried about the potential effects on teaching quality and students' learning. Heads of School were more sanguine about possible effects on teaching. Decision making by academics about whether to buy out teaching, and by Heads of School about whether to allow it in particular cases, took account of a number of factors. Some teaching activities were seen as higher-risk than others for buying-out. It was uniformly recognised by all parties that buying-out did not result in complete relief from the teaching activity that was bought out; a great deal of time and energy needed to be invested by the academic in making appropriate arrangements and monitoring the quality of work undertaken by the casual staff. The paper suggests that clearer policies need to be instituted in this area; academics were unsure what buying-out was allowed or acceptable, and would benefit from more discussion of the practice.

Significant efforts have now been made to identify the generic competencies required to succeed across different workplace contexts. The aims of this paper were to: (i) outline factors that contributed to the increased demand for generic competencies seen over the last three decades; and (ii) review the early generic competency frameworks developed in Australia, New Zealand, the US, Canada, the UK, and other European countries. It is concluded that whilst there were significant areas of commonality amongst the frameworks, regional differences were also apparent. The paper provides a historical context for more recent research into the generic competencies that should be emphasized within tertiary-level education and training curricula. (Contains 1 table.)

In this paper I report a study of the conceptions of research held by a sample of doctoral students at an Australian research-intensive university. I take a unique approach by using metaphor analysis to study the students' conceptions. The students in this study were recruited for an on-line survey in which they answered questions relating to their conceptions of research. I arrived at four categories that I have labelled research is explorative, research is constructive, research is spatial, and research is organic.

This review paper provides pre-service and in-service teachers, principals and other educational professionals with the information needed to understand the concept of resilience to affect positive development in children and young people in their care. It reviews and critiques the most influential literature on resiliency over the last four decades and is structured in three parts. The first section deals with the definitions of risk and resilience and relevant terms (i.e. vulnerability, at-risk students, risk factors, protective factors) to clarify confusion and ambiguities of concepts. The second part outlines the development of the research on resilience using a historical perspective. It traces its origins in medicine and psychology into education and discusses the evolution of its body of work through four waves. The last part discusses approaches to promoting resilience.

This paper reports on an exploratory case study that considered the impacts of journal ranking and Fields of Research codes on the publishing decisions of Australian authors. The study also considered the level of alignment between authors' allocation of Fields of Research codes and the codes assigned to the journals in which they were published. The conclusion is reached that authors are still coming to an understanding of the impact of research assessment on their publishing choices and the process of scholarly communication within their discipline. Findings point to a number of concerns about the impact of both journal ranking and discipline-specific research codes. (Contains 3 tables.)

Definitions and practical interpretations of the research-teaching nexus are various, but almost invariably the link between teaching and research lies in the direction of transferring research into teaching rather than vice versa. This transfer is achieved by using research to inform teaching and, less frequently, by engaging students in research. Usually these students are final year undergraduates and the research project is purpose-built to develop in students the desired course learning outcomes. This paper reports an alternative realisation of the teaching-research nexus. It presents a case study of teaching that was informed by research and engaged both first year and final year undergraduate students in research, using problem-based learning. Subsequently, the research undertaken by the students as part of their learning process directly informed development of a large, government-funded research project, thus completing an unusual two-way relationship in which research underpinned teaching and learning activity, and teaching and learning activity underpinned research. (Contains 3 tables and 1 figure.)

This paper provides a review of institutional authorship policies as required by the "Australian Code for the Responsible Conduct of Research" (the "Code") (National Health and Medical Research Council (NHMRC), the Australian Research Council (ARC) & Universities Australia (UA) 2007), and assesses them for Code compliance. Institutional authorship policies were specifically chosen for this study as research publications are increasingly underpinning institutional income derived from the Australian Government, with publications likely to become even more important under the Excellence in Research for Australia initiative. Of the 39 Australian institutions reviewed, three universities, namely Charles Darwin University, University of Tasmania and University of Technology Sydney, did not have an institutional authorship policy, while another four universities, namely Curtin University of Technology, Flinders University, La Trobe University and University of Adelaide, had policies that were not compliant with the Code. Most universities, particularly the Group of Eight institutions, need to improve their authorship policies and management practices to avoid continual breach of Section 5.1 ("have criteria for authorship") of the Code and risk losing ARC and NHMRC research funding. (Contains 1 table.)

This paper explores the application of Constructivist Grounded Theory (C-GT) methodology for social work research. First, it argues that C-GT methodology is well aligned with social work as the two value the individual in the context of their environmental influences. Both also prioritise the importance of respecting and valuing the participant or individual, seeing their perspective as unique and significant. Finally, this research methodology's systematic yet flexible guidelines align with social work ethics, which also focus on the importance of professional integrity. The paper then provides an example of a C-GT PhD study in relation to an area of social work practice, that is, stability in statutory kinship care in Queensland, Australia. The paper details the specific recruitment and sampling of participants, data collection and coding analysis examples from the PhD study. The examples evidence the relevance of C-GT methodology and its application for research in the area of social work practice, specifically statutory kinship care. [ABSTRACT FROM AUTHOR]

The position of this paper is to further the discussion on what constitutes academic assessment in the PhD by artefact and exegesis. In doing so, it explores some of the ideas that arose in setting up the PhD in creative writing at Swinburne University of Technology. Thus, I: (1) survey some of the questions that arise about the journeys made by the candidate, supervisor and examiner of the PhD in creative writing; (2) introduce discussion about what constitutes academic knowledge with particular reference to the PhD in writing at Swinburne University of Technology, Lilydale Campus; (3) bring to the fore multiple possibilities in understanding possible conceptualizations of legitimate scholarly, intellectual and cultural research; and (4) survey some ideas about research and/as creativity. In doing so, I provide the basis for discussion of the dynamic nature of research, and situate this discussion within the framework of assessment.

Background: A growing body of evidence suggest an association between physical activity levels and students psychological well-being. A number of research studies have evaluated playground interventions that aim to increase physical activity levels, decrease conflict and bullying, and improve students behaviour. The HAPPY Study will evaluate the success of an intervention combining environmental modifications, teacher development, and peer support that can culminate in an easy to implement, low cost and effective model for increasing physical activity, and improving psychological well-being for children.Methods/design: Data will be collected at six New South Wales (NSW) primary schools, on physical activity levels, on-task time during classes, and social support for physical activity during a 12 month Cluster Controlled Trial (CT). Three quantitative data collection tools will be used to capture student's physical activity levels during lunch and recess breaks (the SOPARC tool), student's on-task behaviour during classes following recess and lunch breaks (the BOSS tool) and where students receive the most encouragement to be physically active from (the Physical Activity Social Support Scale survey). Baseline data will be analysed against follow-up data, collected after an intervention that is rolled out in all schools as part of a stepped wedge CT design.Discussion: A review of relevant Australian and New Zealand literature suggests that playground interventions can be successful at increasing physical activity levels, increasing social and conflict resolution skills in students, and decreasing incidences of bullying. This study will investigate any correlation between physical activity levels, and student behaviour during classes following breaks.Trial Registration: Australian and New Zealand Clinical Trials Register ACTRN12616000575437 , registered May 2016. [ABSTRACT FROM AUTHOR]