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Digital transformation, through innovation in information and communication technologies (ICTs), impacts higher education (HE) and fosters knowledge sharing (KS). While research explores the implications of digital transformation in HE, its specific influence on KS remains understudied. This systematic literature review investigates the nexus between ICTs and KS in HE by examining peer‐reviewed literature prior to the AI boom. Three databases were searched, yielding 473 journal articles, which were screened, eligibility checked and assessed for quality and relevance to predetermined research questions. Eighteen eligible empirical studies were analysed, revealing ICTs influence on KS across university functions: teaching‐learning, governance/operations and research. Retrospectively, this study also demonstrates that the rapid pivot to fully online functions during the pandemic was possible because of prior ICT advancements despite known barriers (e.g., digital literacy, Internet connectivity). Essentially, ICTs enable vital KS for universities to ensure they remain resilient and sustainable now and into the future. [ABSTRACT FROM AUTHOR]

In this editorial, I address the education ecosystem in Brazil, highlighting some recent transformations. I also discuss the importance of strengthening the ecosystem, contributing to the debate on the knowledge we create and disseminate, and the role of RAC in this process. Finally, I present the articles featured in this new edition of the journal. [ABSTRACT FROM AUTHOR]

This paper offers advice to early-mid career researchers in Mathematical Biology from ten past and current Presidents of the Society for Mathematical Biology. The topics covered include deciding if a career in academia is right for you; finding and working with a mentor; building collaborations and working with those from other disciplines; formulating a research question; writing a paper; reviewing papers; networking; writing fellowship or grant proposals; applying for faculty positions; and preparing and giving lectures. While written with mathematical biologists in mind, it is hoped that this paper will be of use to early and mid career researchers across the mathematical, physical and life sciences, as they embark on careers in these disciplines. [ABSTRACT FROM AUTHOR]

In this editorial, I address the education ecosystem in Brazil, highlighting some recent transformations. I also discuss the importance of strengthening the ecosystem, contributing to the debate on the knowledge we create and disseminate, and the role of RAC in this process. Finally, I present the articles featured in this new edition of the journal.

Over the last twenty years, global history has experienced a considerable boom, breaking with traditional historical approaches that privileged the national framework and very often adopted a Eurocentric perspective. This triumphalist discourse about the field of global history should not, however, obscure the local and national specificities of this field of research, be they epistemological, institutional, thematic, or historiographical, nor the disciplinary, political, and economic obstacles with which researchers are confronted. This conversation explores the intellectual and structural specificities and constraints of global history. [ABSTRACT FROM AUTHOR]

Embedding my discussions in the wider literature around the neoliberal university and adopting an autoethnographic approach (the keeping of a diary), I explore the thoughts and feelings that I have had over my first year of teaching and researching in my first permanent lectureship, post-PhD during the midst of a global pandemic and where strike action is evidently present. Using an inductive thematic analysis, I highlight three recurring themes: (1) anxiety; (2) imposter syndrome; and (3) catastrophising – all of which are heavily interlinked and evidently present across the neoliberal higher education system. I use these themes to highlight how this has affected my own understanding of what it's like to work in academia as a lecturer in law and in turn, how this has affected my feelings towards my job and more importantly, towards my teaching and research – aspects of my job which commonly come into conflict with each other. The final parts of this article put forward suggestions on what early-career researchers can do to tackle their own insecurities and what individuals in the academy can also do to better support colleagues to create a form of collectiveness within the modern law school. [ABSTRACT FROM AUTHOR]

Instructional reform in STEM aims for the widespread adoption of evidence based instructional practices (EBIPS), practices that implement active learning. Research recognizes that faculty social networks regarding discussion or advice about teaching may matter to such efforts. But teaching is not the only priority for university faculty – meeting research expectations is at least as important and, often, more consequential for tenure and promotion decisions. We see value in understanding how research networks, based on discussion and advice about research matters, relate to teaching networks to see if and how such networks could advance instructional reform efforts. Our research examines data from three departments (biology, chemistry, and geosciences) at three universities that had recently received funding to enhance adoption of EBIPs in STEM fields. We evaluate exponential random graph models of the teaching network and find that (a) the existence of a research tie from one faculty member i to another j enhances the prospects of a teaching tie from i to j , but (b) even though faculty highly placed in the teaching network are more likely to be extensive EBIP users, faculty highly placed in the research network are not, dimming prospects for leveraging research networks to advance STEM instructional reforms. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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 present epilogue, concluding a special issue on the development of our field in lesser-known geographical contexts, takes the opportunity to air some of the author's personal views. After all, with the publication of this issue, his years as editor of Paedagogica Historica are over. In a sense, therefore, the reflections brought here are somewhat his spiritual testament, even if this is put into perspective from the outset by the author himself. Indeed, the article reiterates some positions already taken in the past, such as the idea that, by drawing "lessons" from the educational heritage, the discipline of history of education need not necessarily be made more relevant and/or topical in order to reclaim its place in the training of teachers and pedagogues. Rather, Depaepe argues in this context for staying in line with cultural-historically conceived research on educational history, even if this marginalises the discipline even more at the expense of so-called more efficient study domains. Nevertheless, the message proclaimed here remains, all in all, hopeful. Only insights on the basis of pedagogical historiography can sufficiently open the way to nuance and put into perspective contemporary discussions, debates, disagreements, tensions, conflicts and so on. That is why Depaepe ends on a positive note. In his words, "hope and realism: it seems old-fashioned, but unfortunately, in all these years I have not found better tools for a respectful, sincere and unbiased approach to the educational past". [ABSTRACT FROM AUTHOR]

During Li Dazhao’s tenure as the director of the Peking University Library, he actively introduced Western language books and cooperated with teaching reform to promote the transformation of the Peking University Library from a collection institution to an educational institution. The article reveals and introduces some German books related to teaching and research, which were found in Register Books for Western languages from 1919 to 1920 in Peking University Library. The author studies the effect and significance of these collections in the teaching activities and academic research activities of Peking University at that time, and states the remarkable contribution of Li Dazhao and the library in supporting the teaching and research of Peking University. [ABSTRACT FROM AUTHOR]

Drawing on teacher interviews, written teacher reflections, teacher research proposals, and research papers, this study explored the outcome and process of teacher learning during their participation in a continuing professional development program. It has been found that the teachers changed their conceptions of research over the course of learning concerning the nature, purpose, and process of research and the relationship between teaching and research. Dialogic exchanges and reading research papers, along with the scaffolding of the teacher educator, enabled the teachers to validate their practices, link others’ perspectives up to their own, and re-situate research in light of their current practices. The findings provide insights into the nature of teachers’ conceptual change and how learning opportunities can be better built into continuing professional development programs. [ABSTRACT FROM AUTHOR]

The development of the Middle Ages is an inevitable stage in the development of human history, and it has a very important historical significance. During the Middle Ages, the struggle between religious power and secular kingship became a big driving force for medieval education. While strengthening the Christian worldview, education in the Middle Ages also completed the connection between classical civilization and modern European civilization. Medieval educational developments and explorations have had a major impact on contemporary education, especially medieval universities, cathedrals and parliaments. [ABSTRACT FROM AUTHOR]

This paper seeks to make practical recommendations on how universities can thrive when expected to merely survive. Once, higher education was considered a public good, and so it seemed appropriate that the state remain its sole funder. However, now that states are withdrawing their investment in higher education because they deem other socio-economic responsibilities (like Covid-19 relief measures) more pressing, it is difficult for universities to receive adequate public funding for teaching and research. In order to compensate for such decreased funding, universities are being driven to find other sources of income, for example, by seeking to collaborate with industry. While pro-marketeers argue in favour of such an economic mission, anti-marketeers argue against it. Using the University of Auckland (UoA) as a case study, I analyse how, if the economic mission is done well, it can reduce universities' resource dependence on public funding -- a tool to thrive despite funding cuts. [ABSTRACT FROM AUTHOR]

This article focuses on lectures' accounts of their curriculum practices at a University of Technology (UoT). Based on semistructured interviews with lecturers, it examines their engagement with the curriculum and the practices they adopt to ensure student learning. I draw on Bourdieu's (1990) concepts of field, reflexivity, illusio and doxa to highlight the lecturers' ability to negotiate the university's field and the reflexive stances they adopt to change and adapt their teaching practices. The article highlights the importance of cultivating reflexivity in academic staff development programmes and the need to strengthen lecturers' reflexivity at UoTs. The article's findings show the tension lecturers experience between teaching and research and the subordinate role of research in their curriculum practices. The article discusses the lecturers' commitment to the curriculum's values and shows that these factors were crucial in developing lecturer agency and reflexivity. The lecturers' beliefs about their teaching and pedagogical strategies they utilised are discussed as a part of their curriculum practices. These were critical in establishing their agency and in producing innovative curriculum practices. My research shows the significance of utilising information communication technologies (ICTs) by the lecturers as a pedagogical strategy in the enactment of the curriculum. [ABSTRACT FROM AUTHOR]

This paper focuses on the differences between International Political Economy (IPE) versus Global Political Economy (GPE) in Latin America. It explores how IPE tends to be taught and researched beyond mainstream IPE but in dialogue with it. It engages with the main literature of this field to discuss the contours and extension of a transition in teaching and research. It rests upon a historical sociological approach and employs a qualitative analysis of syllabi and curricula of various masters and doctoral programs on International Relations/Studies and underlying disciplines, and is complemented with semi-structured interviews with leading scholars of IPE from across the region. The paper argues that there is a shift from mainstream IPE to a new Latin American GPE as the result of a revitalization of the field and as a response to the new regional and global challenges. New dynamics of development, conflict and a changing world order coexist with old problems, pushing our field to find new responses, demonstrating the limits of the traditional knowledge, and requiring the development of new contributions. While the shift may be minor, it is constant and steady, and is neither homogenous nor dominated by a unique vision of the field, but it is defined by heterogeneity and plurality.

This paper first introduces the relevant content of fuzzy theory system and expounds the relevant knowledge of fuzzy comprehensive evaluation in fuzzy theory. In this paper, an evaluation system for the teaching of environmental art design specialty based on the integration of production, teaching and research is established to provide scientific basis for the exploration and control of the teaching mode, and a fuzzy comprehensive evaluation model is established on the basis of the index system. Through the methods of literature retrieval, real data analysis and expert interview, 14 factors influencing the level of classroom teaching were collected, and questionnaires were distributed to teachers to collect the factor weight data, and these data were sorted out and calculated to obtain the weight indicators at all levels. Through the collection of online teaching evaluation data, the fuzzy evaluation matrix of each level index is calculated, and the matrix is combined with the corresponding weight vector to establish the fuzzy comprehensive evaluation model. Finally, the teaching evaluation results of the integrated mode of production, teaching and research are as follows: 74.8% are excellent, 12.6% are good, 7.1% are medium, and only 5.5% are poor. Through the above results, it can be concluded that the teaching effect of the integration mode of production, teaching and research is excellent. [ABSTRACT FROM AUTHOR]

Mentoring is important for improving capacity development in population and public health research in sub-Saharan Africa. A variety of experiences have been documented since Consortium for Advanced Research Training in Africa (CARTA) admitted the first cohort in 2011. However, the experience of mentoring opportunities in CARTA has not been studied. Our study focused on the perceptions, experiences and challenges of mentoring among CARTA fellows. We adopted a descriptive design based on data collected from the fellows using an online semi-structured questionnaire. Out of 143 fellows in the programme, a total of 52 fellows from seven cohorts completed the questionnaire. Fifty-three percent of the respondents were females, more than half belonged to the health sciences while 35% were in the social sciences. Fellows received mentoring from CARTA graduates and experienced researchers in the CARTA network, but they also engaged in peer-mentoring with one another. Teaching, publishing, conference attendance and grant application were considered particularly important in mentoring, but mentors and mentees highlighted personal and social issues such as networking, work-family life balance, and managing stress and time, as challenges. There is a need for more formalised but flexible mentorship initiative in the CARTA fellowship to facilitate enduring relationships for career development. [ABSTRACT FROM AUTHOR]

Copyright of Revista CESUMAR: Ciências Humanas e Sociais Aplicadas is the property of Revista Cesumar - Ciencias Humanas e Sociais Aplicadas 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 paper addresses Rosario Villari's scientific activity in the 1960s, when he devoted himself to the writing of the famous History textbook for high schools. Villari's correspondence with the publisher Laterza enables us to grasp not only the author's cultural concerns, but also the existential ones. The manuscript submission was repeatedly delayed since he was simultaneously involved in other major works, and mainly in his study into the 1647 Naples revolt against the Spanish rule. Yet, for this reason too Villari managed to condense into his textbook the most recent and stimulating studies and debates of that period, and to transfer the achievements of his own research and of the main international historiography to a schoolbook. [ABSTRACT FROM AUTHOR]

In this paper we aimed to understand how professors of Management Post Graduate programs relate among themselves and with other stakeholders of higher education. We conducted a multiple case study through interviews with professors and document analysis of lattes curricula. It was found that communication problems, lack of coordination, the time constraint, the concentration of knowledge and the independence of the researcher hinder the interaction among professors of the same program. It was evident also that the activities of existing interaction among professors rarely address issues of education. It was also identified institutions such as CNPq, the State Foundations of Research Development and CAPES as entities that participate in field analysis. We also highlight the standards of conduct encouraged by the CAPES evaluation system, through the establishment of metrics points to the publication.

Performance appraisal is one of the key management tools which identifies employees’ strengths and weaknesses. Usually, this is the major mechanism of gathering information for rewarding/training employees based on their performance, and hence a key to achieve organisational goals by creating a satisfied workforce. Therefore, this study was aimed at examining the effects of the Performance Appraisal Process on job satisfaction of the university academic staff. The information collected within one of the largest universities in the UK via questionnaires and semi-structured interviews showed that the existing appraisal process majorly aligned with the requirements of the research-excellence-framework of the UK, which is greatly concerned with research rather than teaching. Furthermore, it was found that there is no clear link between promotions, salary increments, and rewards, etc. with staff performance within the current appraisal process. Eventually, it was realised that the majority of the academic staff of the source university were dissatisfied with the current performance appraisal process, and this could be the situation in the majority of universities in the UK. Therefore, further research in this area is highly recommended to explore extensive information to create a favourable work/study environment for both staff and students within the universities.

To break through the development bottleneck of architecture specialty, it should think about how to realize the high-quality cultivation of talents through the adjustment of teaching system. Reform path of architecture under the collaborative education of "production, teaching and research" and its application effect are systemically studied. By analyzing the relationship among production, teaching and scientific research, the essence of integration and mutual assistance among the three is analyzed. A series of teaching reforms are carried out on the reform principles of teaching content, setting principles of practice curriculum and implementation paths of practice curriculum in the theoretical and practical courses of architecture specialty. The purpose is to make the achievements of scientific research and production contribute to the development of teaching, so that the three sections of "production, teaching and research" form a benign interaction, mutual assistance and common promotion. This teaching system under the collaborative education of "production, teaching and research" is of positive significance to the cultivation of architectural talents' innovative ability, practical ability and comprehensive ability. [ABSTRACT FROM AUTHOR]

Geographical Information Systems (GISs) in architecture were initially limited to regional and urban development applications. Over recent years its potential has been recognized and its use has evolved to address urban planning and architectural heritage management subjects. Nevertheless, evidence shows that its use in architecture teaching is scarce and uneven. Directive 2007/2/EC, establishing the infrastructure for spatial information in the European Community (EU), is, in this way, an opportunity to develop a greater knowledge and application of GIS in the framework of higher education. In architecture, this can be achieved by problem solving based on real case scenarios, which can benefit from GIS-based techniques and analysis capabilities. In this paper, the authors aim to present a review of the use of GIS in teaching and research in architecture to assess its level in different European programmes. Experiences from three European universities (University of Seville, Spain, University of Beira Interior, Portugal, and Technical University of Crete, Greece), which are among the few in their respective countries that promote the inclusion of GIS in architectural education, particularly in the fields of urban and regional planning and architectural heritage, are compared and framed within the European scenario. The paper concludes with a reflection on the three universities’ practice compared to the leading European architecture programmes listed in the main international university rankings. Main trends of future evolution on the use of GIS in architecture teaching are also presented.

Given the development of Service-Learning (SL) in Hong Kong, it is important to study the experience and impact of S-L on faculty members, the challenges and the professional development they need to successfully integrate S-L into teaching. This study adopts the Faculty Engagement Model to conceptualise the factors affecting faculty engagement in SL at Lingnan University in Hong Kong. Forty faculty members completed the online survey and 17 faculty participated in individual interviews. Over 80% of faculty members indicated that SL had a positive impact on student learning and community engagement. Only 28% of faculty members indicated that SL had little influence on faculty research, promotion and tenure. Similar research could be conducted at other universities to solicit further faculty responses. Experts in the field and university management committed to S-L should explore ways to facilitate faculty member's integration of SL, research and teaching, which could also influence their career paths. [ABSTRACT FROM AUTHOR]

In order to improve the application frequency of large-scale instruments, make the resources reasonabe and effective, give full play to the role of large-scale instruments in teaching and research, resource sharing of large-scale instruments is the inevitable developing trend of testing center. The work had been done by "985" instrumental analysis center in resource sharing construction is introduced from three aspects: establishment of the operating mechanism, intelligent management system construction and the improvement of professional quality of the experimental technical personnel. Meanwhile, the role of resource sharing of large-scale instrument in teaching and research of School of Chemical Engineering also is discussed. [ABSTRACT FROM AUTHOR]

The link between higher education institutions and companies is significant for a country's economic development. Universities have the potential to prepare and encourage individuals to enter the job market. The purpose of this paper was to analyze the influence of teaching, research, innovation and internationalization in the labor market. Thus, it was used data from the 2017 Folha University Rank (RUF) for 195 universities. It is a descriptive, documentary and quantitative research. For data analysis, multiple linear regression model was performed, in which the dependent variable is the labor market and the independent variables are teaching, research, innovation and internationalization. The results indicate that the variables of education, innovation and internationalization have influence on the labor market. Likewise, the research variable influenced on the labor market, but its relation is inversely proportional. These findings proveide university managers greater understanding of what the labor market expects from their students, and further contribute empirically to the finding that research in Brazil still needs to expand in terms of connection with the labor market. [ABSTRACT FROM AUTHOR]

Copyright of Lifelong Learning / Celoživotní Vzdělávání is the property of Institute of Lifelong Learning 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 paper investigates factors that influence Zambian higher education lecturer's attitude towards integrating ICTs in research and teaching. To determine these factors, we used online administered survey with a total of 163 respondents from public and private higher education institutions in Zambia. Quantitative data analysis based on descriptive and inferential statistics was used in this study. Inferential analysis was employed to investigate the relationships among variables using Pearson correlation analysis and completely randomized design. The results revealed that lack of adequate Internet bandwidth is among the major barrier or obstacle for assimilating ICTs in research and teaching for Zambian higher education lecturers. Additionally, training lecturers on the use of ICTs e.g. email, PowerPoint presentations, electronic boards and its advantages is the most important incentive to motivate lecturers to incorporate ICTs in research and teaching. Therefore, this study contributes to literature on factors that influence higher education lecturers' attitude towards integrating ICTs in research and teaching. This study also demonstrates a positive correlation between the important factors that influence lecturers in integrating ICTs in research and teaching. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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 purpose of this article is to contribute empirically to the measurement of the current stage of development of the specific field of international relations in the context of the Human Sciences, throughout the decade of its consolidation, that is, between 2004 and 2014. The hypothesis is that the growth rate of the consolidation period does not support the same proportion of development, however its measurement contributes to the analysis of the scenario and future perspective.

Objective: Internationally, there is a shortage of anatomists, and variability in the availability of resources and level of support, across all career stages. The aim of this project was to investigate what support anatomists at differing stages in their career would find helpful. Methods: An anonymous mixed-methods survey was employed to gather data from anatomists across the world using the online survey tool Qualtrics. The survey gathered demographic, quantitative and qualitative information, with responses analyzed by stage of career: emerging (received PhD since 2016 and/or teaching <10 years), mid (received PhD in last 5--16 years and/or teaching <16 years) and senior (received PhD and/or teaching >16 years), using descriptive statistics. Ethical approval was granted by University of Otago's Human Ethics Committee. Results: Complete survey responses were received from 406 anatomists from 44 countries, with 164 emerging, 104 midcareer and 138 senior anatomists. While anatomists across all stages of their career ranked highly being able to network with international anatomists for teaching and research (65--74%), differences were identified across the three groups in what they had found helpful in the past and what support would be useful in the future. These differences included access to funding and training in teaching and research. Conclusion: The data suggest that there are some common areas where support would be helpful for all anatomists. However, there are also topics that emerging and mid-career anatomists seek specific support. This talk will set the scene for workshops to explore in more detail the support that could be provided. [ABSTRACT FROM AUTHOR]