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ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

Purpose: PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study. Design/methodology/approach: The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD. Findings: During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia. Originality/value: The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.

This study provides a "narrative synthesis" of the findings published in journal articles from a broad range of scientific fields about the impact of extracurricular activities (ECAs) on the academic success and employability of university students. The analysis included 39 articles from the Scopus and Web of Science databases, published over the period 2010-2021. Results show that the vast majority of ECAs have a positive impact on the academic success and employability of university students. ECAs showing a negative impact are residual. In light of these results, higher education institutions should promote activities with an educational purpose outside the strictly curricular objectives and beyond the classroom, fostering a more holistic development of students that combines academic success with a better capacity/preparation to enter the labour market.

This paper focuses on exploring the intellectual basis for establishing an academic development program for international doctoral students in social sciences and humanities in Central Europe so as to cultivate a reflective scholarly approach to teaching early on in their academic career. The program conceptions and practices are embedded in the notion that a scholarly approach to teaching integrates the understanding and demonstration of knowledge about teaching and necessitates a continuous learning process about teaching through reflection and through conducting research on teaching in the various disciplines. In particular, taking on board the domains of teaching knowledge which derived from the kinds of reflections on teaching (cf. Kreber & Cranton, 2000; Mezirow, 1991), instructional, pedagogical and curricular knowledge and continuous reflection at the level of content, process as well as premise, are represented in an integrative manner in our overarching program principles and pedagogical strategies. As we see, professionalization of doctoral students' teaching practice in higher education (cf. Lueddeke, 2003) is particularly important in the context of enhanced faculty mobility and internationalization. Therefore, this paper aims to contribute to the literature and practice on establishing academic development programs, especially in academic environments with low institutional support for teaching and lack of formal requirements for professional development.

Information and Communication Technology (ICT) education has been actively implemented around the world recently. ICT curriculum in schools is intended to improve students' programming-oriented thinking rather than to train them as programmers. The core of ICT education is 'computational thinking'. Computational thinking is taking an approach to solving problems, designing systems and understanding human behaviour that draws on concepts. Various countries try to develop ICT curriculum based on this concept. However, unlike traditional subjects, the ICT curriculum has yet to create a unified structure. This research sheds light on the characteristics of ICT education curricula by comparing and contrasting curricula in the United Kingdom (UK), the United States and Australia. Finally, a common framework is proposed on the basis of the discussion. Furthermore, while ICT education is often addressed solely from the standpoint of science and technology, a social science perspective is needed. Therefore, the importance of social science in ICT education will also be clarified.

This paper examines the PhD by publication in the humanities and social sciences in US, UK, Canadian and Australian universities. A set of PhDs by publication from each of these countries were collected for the study. The theses were analysed to see to what extent they fitted, or not, with discussions of thesis types described in previous research into the PhD by publication. Interviews with students and supervisors were carried out to investigate the choices that students made in their writing. University rules for the submission of PhDs by publication and related policy documents are also examined. The study found that there seems to be a preference for different types of PhD by publication in each of the countries. In the US they were all prospective PhDs with the work being especially written for the thesis. In the UK, by contrast, retrospective PhDs, the PhD by published work, largely dominate. Canada was similar to the US, at least in the area of study where the data were collected for the paper, Education. In Australia, both prospective and retrospective PhDs were found, although it was the former, the prospective PhD, which dominated.

Technological advances have posed a challenge in university learning ecosystems in terms of the application of immersive technologies that offer an educational and innovative framework to the student. The evolution of global research on this topic during the period 1980 to 2019 was studied. For this purpose, a bibliometric analysis of 1296 articles was applied, obtaining results of the scientific productivity of the journals, authors, institutions, and countries that contribute to this research. The evidence shows a growing interest, especially in the last three years, in the study of the application of virtual reality in higher education. The main subject area is Social Science. The most productive research institution is the Complutense University of Madrid. The United States is the country with the most publications and citations. In addition, The United States, Spain and the United Kingdom are the countries with the most international collaborations in their publications. The study detected five new directions for future research. The growing worldwide trend of scientific production demonstrates the interest in developing aspects of the use of virtual reality in arts education in the context of higher education. This study contributes to the academic, scientific and institutional discussion around the improvement of decision making based on the available information.

In this article we present a framework for interdisciplinary service learning as border pedagogy grounded on Dewey's educational philosophy and critical social theory. The project Stoa Malakopi allowed design and social science students from two universities in the US and Greece to collaborate in a necessity-driven field of inquiry through engagement with local knowledge. Evaluation showed that students embraced polyphony, reflexivity and situational problem solving as conditions for meaningful university-community partnerships.

This article responds to the work by Marginson and Yang in this special issue from an epistemological lens. It focuses on how to observe China and Chinese education. After offering an overall review of contemporary social sciences, it then reminds us of the need for overcoming dichotomous mode of thinking in social research in the context of globalisation.

The use of advanced quantitative methods within mixed methods research has been investigated in a limited capacity. In particular, hierarchical linear models are a popular approach to account for multilevel data, such as students within schools, but its use and value as the quantitative strand in a mixed methods study remains unknown. This article examines the role of hierarchical linear modeling in mixed methods research with emphasis on design choice, priority, and rationales. The results from this systematic methodological review suggest that hierarchical linear modeling does not overshadow the contributions of the qualitative strand. Our study contributes to the field of mixed methods research by offering recommendations for the use of hierarchical linear modeling as the quantitative strand in mixed methods studies.

When the coronavirus pandemic hit, most doctoral supervision moved online around the globe. Virtual meetings using videoconferencing technology (VCT) suddenly replaced in person encounters raising the question of whether supervisory interaction has been altered due to changing delivery modes. This article applies a practice-theoretical approach to explore how doctoral advisors and candidates interact in the virtual space and how they experienced the transition to online supervision. Drawing on 11 recorded Zoom meetings and 35 interviews with doctoral advisors and candidates in the social sciences and physics, the study has found that field-specific supervision models fit VCT environments differently. The findings indicate that team-based supervision is more difficult to sustain online than one-on-one supervision where advisors and candidates change little in their usual interaction.

Academic networks have been found to play a significant role in career trajectory via employment opportunities, publishing openings, or being alerted to prospects not widely advertised. These results are reflective of Bourdieu's notion that social capital can see an individual's position within a field (in this article the field of academia) increase due to their network's aggregate resources, which can be leveraged and see them attain success they may not have been able to achieve without their network's capital and collective field position. This study surveyed more than 100 working academics and found that most participated in some form of academic networking. This article's significance comes from exploring the lived experiences that have been identified by academics engaging in active network building. The work demonstrates the significant benefits that can result from being involved in well-positioned academic networks, but also reveals how networks are viewed as methods that can subvert merit-based achievements within the field.

Given that postsecondary institutions are increasingly seen as sites to promote health, critical scholars are calling attention to how the contemporary Western weight-centred health paradigm reinforces a "size matters" message that is fueling harmful attitudes towards and judgments of bodies. As such, research that highlights strategies to promote safe teaching and learning environments for students and faculty, regardless of body shape and size, is of utmost importance. Through 26 participant interviews, this study examines the experiences of critical obesity scholars who teach courses that engage critical approaches to obesity, fatness, and body size. The findings of this study shed light on the developing field of critical obesity scholarship, the types of challenges faced by critical obesity scholars in higher education, and how these scholars are building community as a way of coping with challenges facing the emerging field.

Rising worldwide scrutiny of the PhD has focused on issues such as return on investment and career outcomes. This article investigates PhD graduate careers and knowledge transfer looking at the Humanities, Arts and Social Sciences (HASS). Firstly, our extensive literature review of PhD graduate outcomes reveals limited knowledge of HASS careers and a Science, Technology, Engineering and Mathematics (STEM) bias. Secondly, our case study of graduates suggests HASS PhDs provide a vital conduit for end-user engagement and knowledge transfer. Our findings deepen knowledge about the careers of HASS PhDs by revealing pre-existing professional networks may be harnessed to inform end-user relationships throughout candidature and post-graduation. Contrary to dominant assumptions, these networks may endure even for graduates in the academy. This under-recognized phenomenon demonstrates the multi-sector knowledge transfer capacity of HASS researchers with implications for their research capability and career development needs and perceptions of the value of their research.

By any metric, the twentieth century university was a successful institution. However, in the twenty-first century, ongoing neoliberal educational reform has been accompanied by a growing epistemological crisis in the meaning and value of the humanities and social sciences (HaSS). Concerns have been expressed in two main forms. The governors of tertiary education systems--governments, private investors, university managers and consultancy firms--have focused on how HaSS can adapt to the perceived research needs of the 21st century. At the same time, a competing set of discourses has been generated by scholars and researchers employed within the critical HaSS themselves. This article considers what these differing perspectives mean for reconceptualising HaSS for the twenty-first century. After surveying the contemporary climate, this article examines the findings of key reports on the future of the humanities from the United States, the United Kingdom and Australia. Alongside those of Western Europe, these university systems are arguably the key drivers for the global university system. It is argued that these reports provide an opportunity for emerging universities to reflect on their research priorities and developmental strategies. The article concludes with some reflections on the wider consequences of the globalising of the university system, the increase of China's influence in Asia, and ponders the prospect of post-human/ist futures of the humanities.

Polymathy may be defined as the productive pursuit of multiple endeavors, simultaneously or serially, across a lifetime. As such, polymathic breadth of interest across knowledge domains characterizes Nobel laureates in the sciences, literature, economics, and peace, though interest patterns vary between groups. Economics laureates, like science laureates, demonstrate significant trans-domain interests in mathematics and science but differ from scientists by focusing additional interests in the humanities and social sciences rather than in visual arts or crafts. Literature laureates share strong interests in visual arts with science laureates, but they engage far less in crafts and more in humanities. Literature laureates share with economics laureates a high interest in the humanities and social sciences but engage far less in the sciences. Peace laureates focus their multiple interests in the humanities and social sciences along with literature and economics laureates, but they differ from both by participating far less in arts or science. In addition, Nobel laureates are also intra-domain polymaths, engaging in more than one discipline within their primary field. Overall, Nobel laureates are significantly more likely to be trans- and intra-domain polymaths than the average person. Moreover, patterns of interest suggest that different professions select for or attract individuals with reasonably discrete combinations of talent.

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.

In Europe, there is a growing interest in honors education, not only in the bachelor's but also in the master's degree. The Dutch government, for instance, is actively promoting excellence in both bachelor's and master's degrees through honors programs (Siriusteam). Most Dutch universities have honors programs at the bachelor's level or are developing them. Some universities have also recently introduced honors into their master's programs, stimulated by recent publications (van Eijl, Wolfensberger & Pilot). Because honors master's programs are a new phenomenon in higher education and are still exceptional in the United States of America, the authors have undertaken a research project to study them (van Ginkel & van Eijl). For this exploratory project, a mixed method approach was used (Creswell & Plano-Clark; van Ginkel & van Eijl) in a study that was carried out at the start of the academic year 2009-2010. First, an Internet search identified Dutch and non-Dutch honors master's programs. Second, a literature review facilitated a comparison between Dutch honors master's programs and Dutch honors bachelor's programs. Third, staff members provided insights into the honors master's within the discipline of law at the University of Utrecht. Interviews with teachers revealed specific information about a representative example of Dutch honors master's courses. Fourth, in line with the interviews, a small quantitative survey yielded an impression of the interest of students in supplemental activities included in the master's stage of their study. Thirty-seven master's students from different disciplines completed the survey. The study revealed the existence of different kinds of honors master's programs not only in The Netherlands but also in the U.S., Canada, Australia, Germany, Italy, and Ireland. These honors master's programs are found in the humanities, social sciences, hard sciences, and professional schools. The programs are diverse with respect to content, focus, and scheduling, and they are, as far as the authors could trace, very new. It is concluded that the emergence of honors master's programs shows a new focus on promoting excellence in university teaching and learning not only among undergraduates but now also at the master's level.

Teacher quality has been a central issue in discourse on improvement of schooling outcomes. While the importance of teacher quality is widely acknowledged, there is considerable dispute regarding necessary skills, knowledge, and dispositions of a highly qualified teacher, as well as the methods for producing such teachers. Indeed, even the definition of teacher effectiveness is contested. One area of teacher preparation that has been marginalized in the debate on teacher quality is the social foundations of education (SFE), a critical, interdisciplinary area of study that examines education and schooling through lenses of history, philosophy, and the social sciences. In recent years, and particularly since the onset of the new century, the value of skills, knowledge, and dispositions promoted in teacher preparation SFE courses and the subsumed or related knowledge domain of multicultural education (ME), have been largely ignored in policy documents on teacher quality. Although limitations of extant data preclude comparison of current course requirements in SFE/ME with those in teacher education programs of the past, establishment of a benchmark on course requirements in this area will help clarify the status of SFE/ME in the field and enable future assessments of trends. This study examined the question of course requirements in SFE and ME in university-based teacher preparation programs in the United States that lead to an initial credential. (Contains 2 tables.)

This paper outlines the findings from a research project on students' conceptions of learning in a series of international online collaborative seminars that involved partner institutions from Europe and the US. The lead institution was an international, graduate university in Europe. The study was conducted with the aim of exploring the qualitatively different ways in which graduate students conceive of learning in an international, interdisciplinary and multimodal setting. Of the 82 participants in the seminars, 42 students in social sciences and humanities volunteered to be interviewed. The transcripts were analysed using a phenomenographic approach. A hierarchical system of qualitatively different conceptualisations was created; according to which students conceptualised internationalised learning as (1) a process to integrate information, skills and knowledge, (2) international encounters designed to harness diversity of views and (3) an opportunity for interdisciplinary learning. The varying forms of fragmented and cohesive conceptions are also discussed.

Since the 1960s, comparative education in the United States, Canada, and Europe has shown considerable growth and vitality, in terms of membership in professional organizations, participation in international conferences, research, and publications. Epistemologically and methodologically, new modernist and postmodernist paradigms have been inscribed on the conceptual tapestry of the field and new trajectories have been charted. Such developments had two significant consequences: (1) comparative education, especially in the United States and Canada, has become polymorphous (Altbach, 1991; Kazamias, 2001, p. 504; Rust, Soumare, Pescadou, & Shibuya, 1999, pp. 87-88, 107; Watson, 1999, p. 12); and (2) comparative education has been metamorphosed from an essentially historical and humanist "episteme" to an essentially ahistorical poly-paradigmatic social science, and, in some variants, to an empirical positivist social science. So transformed, comparative education has lost its humanist physiognomy, in the sense that virtually it has abandoned its traditional historical and humanist orientation, or what may be called its "soul" (Kazamias, 2001). The present study is organized in two parts. Focusing on the various motifs or paradigms regarding the nature and scope of comparative education since the Enlightenment, in Part One the author argues that in the second half of the 20th century, comparative education was metamorphosed--epistemologically and methodologically--from essentially a historical explanatory and hermeneutic "human science," in the broad meaning of the term "science" as signified by the Greek term episteme and the German Wissenschaft, to essentially a poly-paradigmatic "social science." So transformed, comparative education has lost its "humanist physiognomy" or what otherwise he calls its "soul." The prevailing contemporary comparative education emphasizes cognitive knowledge and skills, and the intellectual aspects of being "educated" and "human." It underemphasizes aesthetic knowledge, noncognitive habits and skills, what he calls "paideia/education of the soul," which is necessary for being "educated" and "wholly human." In the words of Aristotle: "Educating the mind (nous) without educating the soul (psyche) is no education at all." In Part Two of this study the author argues: (1) for the reinvention of the lost historical "cum" philosophical humanist motif in comparative education; and (2) comparative education should focus not only on cognitive knowledge and skills and the intellectual aspects of being "educated"; it should also emphasize noncognitive knowledge and skills and the moral aspects of being "educated," what may otherwise be called a "paideia/education of the soul."

In this study, the researchers used a classical Delphi method to re-examine the conceptual framework, definition, and knowledge base of the field. Seventeen engaged scholars, each representing the expert agricultural education community, reached consensus on defining the field of study, 10 knowledge domains, and 67 knowledge objects. The Delphi panel agreed, "Agricultural education-2010, as a field of study, integrates social and behavioral sciences with the natural and applied science of agriculture, renewable natural resources, and environment. The knowledge base for agricultural education-2010 includes planning and needs assessment; curriculum development; learning theory; instructional design; delivery strategies; evaluation; research methods and tools; scholarship and writing; history, philosophy, and ethics; and contextual applications, culture, and diversity--all effecting continual improvement. Agricultural education empowers people to think more critically, to perform more skillfully, to communicate more clearly, to plan and affect change more efficiently, to solve problems more creatively, and to act based on principles--all of which involves vital choices and consequences in a global society." The Delphi panel concurred on 10 knowledge domains composed of 67 core knowledge objects consisting of fundamental and powerful concepts, knowledge, paradigms, skills, and/or theories that are essential for building professional practice in agricultural education. (Contains 1 table.)

Many educators are committed to multicultural education and are constantly seeking an inclusive curriculum voicing the diversity of the many cultural groups in the United States. The influential work of James Banks (1981, 1997, 2001) has encouraged a generation of educators to design a multicultural curriculum. Yet while this task remains an important goal for all educators so students may develop an understanding of their own history as well as a respect for the history of others, exclusion of the historical experience of the other is still apparent in many social science textbooks adopted by local and state boards of education. This article explores the topic of the unconstitutional deportation of Mexican Americans (American born citizens) during the 1930s and advocates for its inclusion in elementary and secondary social studies curricula, especially through the use of family history and oral history. Actual quotes from oral history interviews conducted by the author and others are included. This deportation is estimated to have involved 1-2 million people across the United States, with the majority of individuals involved being American born. Actual quotes from oral history interviews conducted by the author and others are included here. This deportation is estimated to have involved 1-2 million people across the United States, with the majority of individuals involved being American born (Balderrama, Rodriguez, 1995).

This article (1) examines the overall structure of regulatory research oversight in the United States; (2) details the origins and evolution of federal legislation pertaining to the protection of human subjects in biomedical and behavioral treatment and research; and (3) describes the expansion of oversight regulation from biomedical and behavioral treatment areas to the social sciences. In addition, the paper describes three areas identified by compliance administrators as susceptible to abuse: (1) informed consent, (2) assessment of risks and benefits, and (3) equitable selection of human subjects. There is a discussion of existing tensions in the implementation of oversight policies and procedures. Finally, the paper identifies four issues for future consideration: (1) scope of the mandate regarding protection of human subjects, (2) impact on the nature of research being undertaken, (3) financial burden of compliance and oversight activities, and (4) ethical standards, constraints, and potential. (Contains 8 footnotes.)

This qualitative study reports findings from a comparative analysis of the methodological socialization of doctoral students in the social sciences at two universities: one in China and one in the USA. Relying primarily on theories of organizational socialization, the study focuses on formal and informal processes students report as part of developing their methodological knowledge and skills toward the goal of successfully completing their dissertations. The primary goal is to generate insight potentially helpful to university reform efforts in China and the quest to build world-class research universities. As China further seeks to upgrade research capacity and quality at its leading research universities, it is likely that greater attention will need to be given to doctoral education.