A research impact indicator for institutions

This paper introduces a new impact indicator for the research effort of a university, ⁿh₃. The number of documents or the number of citations obtained by an institution are used frequently in international ranking of institutions. However, these are very dependent on the size and this is inducing mergers with the apparent sole goal of improving the research ranking. The alternative is to use the ratio of the two measures, the mean citation rate, that is size independent but it has been shown to fluctuate along the time as a consequence of its dependence on a very small number of documents with an extremely good citation performance. In the last few years, the popularity of the Hirsch index as an indicator of the research performance of individual researchers led to its application to journals and institutions. However, the original aim of this h index of giving a mixed measure of the number of documents published and their impact as measured by the citations collected along the time is totally undesirable for institutions as the overall size may be considered irrelevant for the impact evaluation of research. Furthermore, the h index when applied to institutions tends to retain a very small number of documents making all other research production irrelevant for this indicator. The ⁿh₃ index proposed here is designed to measure solely the impact of research in a way that is independent of the size of the institution and is made relatively stable by making a 20-year estimate of the citations of the documents produced in a single year.     

Rivals for the crown: Reply to Opthof and Leydesdorff

We reply to the criticism of Opthof and Leydesdorff on the way in which our institute applies journal and field normalizations to citation counts. We point out why we believe most of the criticism is unjustified, but we also indicate where we think Opthof and Leydesdorff raise a valid point.     

Independent force and position control for cooperating manipulators

The problem of independent force and position control of multitask cooperating manipulators is studied. Each manipulator is in a non-singular configuration and the object can be driven by the contact forces exerted by the end effectors of the manipulators. The design requirement is to control each coordinate of the position of the object as well as each component of the “rest” forces, except the moving forces that are determined uniquely from the object's position. The present design requirement has been proved to be always satisfied together with asymptotic and BIBO stability. A class of controllers solving the above simultaneous problem is analytically determined. The proposed state feedback controller does not depend upon the specific object dynamics and thus the resulting closed-loop multimanipulator system performs as required, not only when handling various objects but also when the dynamics of the objects are unknown or hard to compute or disturbed by external forces.     

Gaining access to everyday life information seeking

The discursive viewpoint adopted by many researchers who study everyday life information seeking allows for a shift in focus away from the individual as a unit of analysis toward a more general understanding of the broader cultural conditions within which individuals operate. However, the data employed by such researchers often consist of the testimony or observed actions of individuals. This paradox provides a point from which to reflect on the process of gaining access or entry to everyday life information seekers as research participants. This article presents the authors’ reflections on their experiences of conducting separate library and information science studies of three diverse populations: pregnant women, members of a self-help support group, and preschool children. The article’s premise is that theory and research practice are intertwined and that attending to issues of gaining access is essential for the development of both. Access is an emergent process dependent on the characteristics of the researcher, the participants, and the research context.     

Path dependency and the politics of quality assurance in higher education

Abstract

National policy agendas for quality assurance in higher education (HE) are increasingly influenced by supra‐national trends and decisions. Taking Spain, Switzerland and The Netherlands as examples, the paper analyses how supranational trends are re‐interpreted at the national level and how recently formulated national policies combine the demands for cross‐national harmonisation with the long‐lasting influence of decisions and procedures run in the past in the domain of quality assurance. In this perspective, the paper argues that cross‐national policy harmonisation, a key prerequisite for the construction of the European Higher Education Area is challenged by the long‐lasting influence of national path dependent policies.     

Rites of Passage: Does adaptation to university mean severing connections?

Many factors go into the decision of selecting a university, ranging from the overall costs and the programme of study to the institute’s reputation; however, accommodation while at university and proximity of the university to one’s permanent abode also play important roles in this decision-making process. Thus, first-year students experience different stages of separation from their prior networks depending on their individual situations. The results of this Ontario (Canada) 2012 study add to prior research by indicating that separation of students’ living arrangements and distance from home impact on transition and incorporation variables, which influenced students’ adaptation to university.     

Training and psychosocial patterns during the early development of Portuguese national team athletes

This study explored the early development of expert athletes compared to a group of athletes that did not achieve an expert level of performance despite being involved in youth events with their national squads. In particular, the activities, training patterns, and psychosocial influences that characterized their paths in competitive sports were examined. Male and female participants (N?=?42) from different sports were interviewed. Overall, athletes showed several commonalities. However, experts were selected to national squads later and also started thinking about investing in becoming elite athletes later. Non-experts revealed more parental pressure and less individual training with coaches.     

Student-centred and teacher-centred learning environments: what students think

This contribution explores the relationship between teacher-centred and student-centred learning environments from a student's perspective. Three different views with respect to this relationship can be retrieved. The balance view suggests that the more teacher-centred a learning environment is, the less student-centred it is and vice versa. The transactional view stresses the continuous renegotiation of teacher- and student-roles. The independent view argues that teacher- and student-centredness are independent features of learning environments. Results from three survey studies of higher education students’ conceptions of quality education are discussed. While the practice-oriented literature regularly seems to adopt a balance view, factor analyses did not reveal evidence for the balance view in any of these studies. In students’ minds student-centredness and teacher-centredness seem to be mutually reinforcing features of high quality education. From a curricular point of view, and especially with regard to teacher training, the results warrant to argue for the development of so-called powerful learning environments rather than for the transition from teacher-centred towards student-centred learning environments.     

A Bourdieusian approach to academic reading: reflections on a South African teaching experience

As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities.