Alphabetization and the skewing of first authorship towards last names early in the alphabet

The practice of listing co-author surnames in alphabetical order, irrespective of their contribution, can make it difficult to effectively allocate research credit to authors. This article compares the percentages of articles with co-authors in alphabetical order (alphabetization) for two-author, three-author and four-author articles in eighteen social sciences in 1995 and 2010 to assess how widespread this practice is. There is some degree of alphabetization in all disciplines except one but the level varies substantially between disciplines. This level is increasing slightly over time, on average, but it has increased substantially in a few disciplines and decreased in others, showing that the practice of alphabetization is not fading away. A high correlation between alphabetical order and the proportion of first authors near the beginning of the alphabet confirms that high percentages of alphabetical order could affect the appropriate allocation of research credit. Similar patterns were found for science and the humanities. Finally, since some degree of alphabetization is almost universal in social science disciplines, this practice may be affecting careers throughout the social sciences and hence seems indefensible.     

EVALUATION OF TEACHING

This paper attempts to ‘lay out’ as clearly as possible some of my preconceptions and assumptions about the evaluation of teaching. The main focus is on teaching in higher education but I hope the ideas may be applicable to teaching in general.

The main reason for this analysis was a feeling of dissatisfaction with many of the papers I had read, but the attempt to make my assumptions as explicit as possible was the result of trying to understand the process of bracketing — a process central to existential‐phenomenological psychology in which one attempts to take a ‘transcendental attitude'’ ‘ to the world rather than a ‘natural attitude’. Whilst my understanding of this process may be inadequate, even faulty, I think the process has helped me to clarify my ideas about both teaching and the evaluation of it.     

Distance higher education for women in Saudi Arabia: Present and proposed

This paper describes the recent history of distance higher education in Saudi Arabia with particular reference to the education of women. It compares the contribution to external study for women of the General Presidency of Girls' Education (GPGE) with the introduction of intisab (a system which allows individuals to pursue higher education without attending lectures) in three universities founded for men. It records the growing numbers of women wishing to enter higher education and the withdrawal of intisab from two universities in Riyadh. It identifies the limitations placed on women's higher education as compared with men's and notes the generally conservative attitudes to the role of women found in Saudi Arabia. It oudines discussions over the last 15 years, concerning an Arab open university, which have yet to result in action. Finally, it reports a recent survey which reveals strong support for an open university for women in Saudi Arabia. Such an institution would gready increase access for women to higher education while, at the same time, be compatible with Islamic custom concerning the segregation of the sexes and a woman's primary role as wife and mother.     

Drive for Thinness and Fear of Fat Among College Women: Implications for Practice and Assessment

College women are at particular risk for developing eating disorders and related eating and body image concerns. The purpose of this article is to explore how both drive for thinness and fear of fat may be addressed in counseling with college women. Characteristics of drive for thinness and fear of fat as they relate to the development of eating disorders are addressed, and implications for college counseling and assessment of these constructs are presented.     

Perceived Expectations Related to Promotion and Tenure: A National Survey of CACREP Program Liaisons

The purpose of the present study was to determine the perceptions of expectations and practices that contribute to decisions regarding promotion and tenure for counselor educators. Council for Accreditation of Counseling and Related Educational Programs liaisons for 74 counselor education programs responded to an Internet‐based survey about perceptions of promotion and tenure practices in their programs and institutions. The responses indicate that relatively equal emphasis is placed on teaching, scholarship, and service. Implications for defining promotion and tenure criteria are discussed, and recommendations for further research are provided.