Search

Universities are increasingly evaluated on the basis of their outputs. These are often converted to simple and contested rankings with substantial implications for recruitment, income, and perceived prestige. Such evaluation usually relies on a single data source to define the set of outputs for a university. However, few studies have explored differences across data sources and their implications for metrics and rankings at the institutional scale. We address this gap by performing detailed bibliographic comparisons between Web of Science (WoS), Scopus, and Microsoft Academic (MSA) at the institutional level and supplement this with a manual analysis of 15 universities. We further construct two simple rankings based on citation count and open access status. Our results show that there are significant differences across databases. These differences contribute to drastic changes in rank positions of universities, which are most prevalent for non-English-speaking universities and those outside the top positions in international university rankings. Overall, MSA has greater coverage than Scopus and WoS, but with less complete affiliation metadata. We suggest that robust evaluation measures need to consider the effect of choice of data sources and recommend an approach where data from multiple sources is integrated to provide a more robust data set.

Introduction: Open access to digital research output is increasing, but academic library policies can place restrictions on public access to libraries. This paper reports on a preliminary study to investigate the correlation between academic library access policies and institutional positions of openness to knowledge. Method: This primarily qualitative study used document and data analysis to examine the content of library access or use policies of twelve academic institutions in eight countries. The outcomes were statistically correlated with institutional open access publication policies and practices. Analysis: We used an automated search tool together with manual searching to retrieve Web-based library access policies, then categorised and counted the levels and conditions of public access. We compared scores for institutional library access feature with open access features and percentages of open access publications. Results: Academic library policies may suggest open public access but multi-layered user categories, privileges and fees charged can inhibit such access, with disparities in openness emerging between library policies and institutional open access policies. Conclusion: As open access publishing options and mandates expand, physical entry and access to print and electronic resources in academic libraries is contracting. This conflicts with global library and information commitments to open access to knowledge.

In the Australian higher education sector, the challenges to successful engagement and retention experienced by Aboriginal and/or Torres Strait Islander students and communities are considerable. They persist despite many well-intentioned attempts to address this issue and to strengthen equity in participation in the sector. Implicated in this is the absence of a culturally-informed data quality framework for the sector, and the resulting persistence of associated issues such as confusion with data ownership; consistency; standards; usage; and storage. In this paper we argue it is essential that rigorous inquiry be carried out into the type and nature of data required or sought in the higher education sector on, for and with Aboriginal and Torres Strait Islander peoples. This inquiry must involve Aboriginal and Torres Strait Islander educators, researchers, evaluators and communities to bring into effect their aspirations for data sovereignty including stewardship and ownership of data, and for culturally beneficial outcomes relating to the use and application of data. It also mandates a collaborative approach with existing government and independent organisations, and Indigenous and non-Indigenous researchers from higher education institutions, working together towards the development and implementation of an agreed-upon and decolonised Indigenous data framework for the sector.

This article reports on action research conducted at a primary school in rural New South Wales, Australia. The research responded to an expressed school aspiration to foster greater understanding of local Aboriginal culture, historical perspectives and knowledge systems within the school. An exploratory model was developed using a mixed methods approach to investigate nonAboriginal teacher perceptions and self-efficacy with teaching Aboriginal and Torres Strait Islander content specified in the Australian Curriculum. A Bush Tucker Garden was established as a 'Pathway of Knowledge' acting as a vehicle for collaboration between Aboriginal and non-Aboriginal stakeholders. Through their participation in this project the teachers were brought together with local Gumbaynggirr Elders, creating a space for the sharing of social capital. Teacher cultural knowledge and understanding was strengthened, enriching the student's learning experience. The findings are of relevance to primary school teachers, curriculum stakeholders and education providers in the broader field of Aboriginal education.

The Indigenous Tutorial Assistance Scheme-Tertiary Tuition (ITAS-TT) has provided Australian government funding for one-to-one and group tutorial study support for Aboriginal and Torres Strait Islander students attending Australian universities since 1989. It has been a central plank supporting Indigenous university students in their studies. However, evaluation of the scheme has identified quality limitations, under-utilisation, administrative burdens, and eligibility issues, and criticised the deficit or low academic expectations assumptions inherent in the scheme. In the 2016-2017 Budget the Australian government modified ITAS into an Indigenous Student Success Program. Reporting on research undertaken at a time of impending changes to funding arrangements and the continuation of ITAS, this paper builds on recent research into the transition of Aboriginal and Torres Strait Islanders into higher education. The paper investigates the scheme through the perspectives of ITAS tutors and Aboriginal and Torres Strait Islander students receiving ITAS tutoring in two regional universities in New South Wales. Qualitative research found that ITAS tutoring has enabled many students to manage their transition through university and complete their studies. Students and tutors identified limitations in the scheme in terms of guidelines, institutional expectations, access to learning management systems, and the timing of support. The study outcomes suggest that ITAS provides valuable support but has become static, and is not keeping up with developments in online learning and administration.

Background and Aim: Barrett's oesophagus predisposes individuals to oesophageal adenocarcinoma (OAC), with the risk of progression to malignancy increasing with the degree of dysplasia, categorized as either low‐grade dysplasia (LGD) or high‐grade dysplasia (HGD). The reported incidence of progression to OAC in LGD ranges from 0.02% to 11.43% per annum. In patients with LGD, Australian guidelines recommend 6‐monthly endoscopic surveillance. We aimed to describe the surveillance practices within a tertiary centre, and to determine the predictive value of surveillance as well as other risk factors for progression. Methods: Endoscopy and pathology databases were searched over a 10‐year period to collate all cases of Barrett's oesophagus with LGD. Medical records were reviewed to document patient factors and endoscopic and histologic details. Because follow‐up times varied greatly, survival analysis techniques were employed. Results: Fifty‐nine patients were found to have LGD. Thirteen patients (22.0%) progressed to either HGD or OAC (10 (16.9%) and three (5.1%) respectively); the annual incidence rates of progression to HGD/OAC and OAC were 5.5% and 1.1% respectively. All patients who developed OAC had non‐guideline‐adherent surveillance. A Cox model found only two predictors of progression: (i) guideline‐adherent surveillance, performed in 16 (27.1%), detected progression to HGD/OAC four times earlier than non‐guideline‐adherent surveillance (95% confidence interval (CI) = 1.3–12.3; P = 0.016). (ii) The detection of visible lesions at exit endoscopy independently predicted progression (hazard ratio = 6.5; 95% CI = 1.9–22.8; P = 0.003). Conclusion: Barrett's oesophagus with LGD poses a significant risk of progression to HGD/OAC. Guideline‐recommended surveillance is effective, but is difficult to adhere to. Clinical predictors for those who are more likely to progress are yet to be defined. [ABSTRACT FROM AUTHOR]

The accumulation of iron in dopaminergic neurons can cause oxidative stress and dopaminergic neuron degeneration. Iron chelation therapy may reduce dopaminergic neurodegeneration, but chelators should be targeted towards dopaminergic cells. In this work, two series of compounds based on 8-hydroxyquinoline and deferiprone, iron chelators that have amphetamine-like structures, have been designed, synthesized and characterized. Each of these compounds chelated iron ions in aqueous solution. The hydroxyquinoline-based compounds exhibited stronger iron-binding constants than those of the deferiprone derivatives. The hydroxyquinoline-based compounds also exhibited greater free radical scavenging activities compared to the deferiprone derivatives. Molecular dynamics simulations showed that the hydroxyquinoline-based compounds generally bound well within human dopamine transporter cavities. Thus, these compounds are excellent candidates for future exploration as drugs against diseases that are affected by iron-induced dopaminergic neuron damage, such as Parkinson's disease. [ABSTRACT FROM AUTHOR]

Glycine Transporter 2 (GlyT2) inhibitors have shown considerable potential as analgesics for the treatment of neuropathic pain but also display considerable side effects. One potential source of side effects is irreversible inhibition. In this study, we have characterized the mechanism of ORG25543 inhibition of GlyT2 by first considering three potential ligand binding sites on GlyT2—the substrate site, the vestibule allosteric site and the lipid allosteric site. The three sites were tested using a combination of molecular dynamics simulations and analysis of the inhibition of glycine transport of a series point mutated GlyT2 using electrophysiological methods. We demonstrate that the lipid allosteric site on GlyT2 is the most likely binding site for ORG25543. We also demonstrate that cholesterol derived from the cell membrane can form specific interactions with inhibitor‐bound transporters to form an allosteric network of regulatory sites. These observations will guide the future design of GlyT2 inhibitors with the objective of minimising on‐target side effects and improving the therapeutic window for the treatment of patients suffering from neuropathic pain. [ABSTRACT FROM AUTHOR]

This paper brings together recent statistics relating to the participation of Aboriginal and Torres Strait Islander students in higher education. A number of key statistical realities relating to their enrolment into, retention during, and completion of, their university courses are depicted. Foremost among these realities is that despite initiatives over recent years to redress their under-representation, Aboriginal and Torres Strait Islander students' participation in higher education remains significantly below the population parity rate. This paper also warns about the need to exercise care about definitions, sources, measurement, collection, interpretation and analysis of data in the higher education field relating to Aboriginal and Torres Strait Islander peoples. It concludes that successful transitions to university involve not just success in enrolling more Aboriginal and Torres Strait Islander students, but in improving their retention and completion rates, and moreover, the qualities of their engagements and experiences in university life during their journey through higher education.

The literature on assessing education abroad is dominated by studies using pre-/post-survey instruments to measure student growth across broad dimensions like global perspectives or intercultural competencies. Most studies also focus on study abroad programs in private, four-year or graduate schools. There is limited research assessing programs in community colleges serving underrepresented students, despite the increasing diversity of education abroad participants. This article addresses that gap, and even more important, illustrates the process of how an urban, Minority Serving Institution-designated community college designed a culturally responsive assessment framework--one that that combines quantitative analysis of surveys with qualitative analysis of student e-Portfolios--aligned to their institutional learning outcomes and specific student body needs.

Victoria University of Wellington Library's support for research is at a crossroads. The university is implementing an ambitious research strategy. In response, the library is repositioning services and support based on the identified needs of our researchers and contextualized within the research lifecycle. This is paralleled by the changing expectations and responsibilities of library staff and the skills, knowledge and pan-university relationships that are needed to deliver these evolving services. In this case study the key priorities for the Library's service development and delivery are outlined along with plans for building the capability of subject librarians in key areas. It discusses the challenges that are being addressed and key initiatives undertaken in collaboration with other university colleagues. It outlines strengths that already exist within the library structure, identifies what new skills and competencies are required, and touches on future developments.