Globalised vs averaged: Bias and ranking performance on the author level

We analyse the difference between the averaged (average of ratios) and globalised (ratio of averages) author-level aggregation approaches based on various paper-level metrics. We evaluate the aggregation variants in terms of (1) their field bias on the author-level and (2) their ranking performance based on test data that comprises researchers that have received fellowship status or won prestigious awards for their long-lasting and high-impact research contributions to their fields. We consider various direct and indirect paper-level metrics with different normalisation approaches (mean-based, percentile-based, co-citation-based) and focus on the bias and performance differences between the two aggregation variants of each metric. We execute all experiments on two publication databases which use different field categorisation schemes. The first uses author-chosen concept categories and covers the computer science literature. The second covers all disciplines and categorises papers by keywords based on their contents. In terms of bias, we find relatively little difference between the averaged and globalised variants. For mean-normalised citation counts we find no significant difference between the two approaches. However, the percentile-based metric shows less bias with the globalised approach, except for citation windows smaller than four years. On the multi-disciplinary database, PageRank has the overall least bias but shows no significant difference between the two aggregation variants. The averaged variants of most metrics have less bias for small citation windows. For larger citation windows the differences are smaller and are mostly insignificant.In terms of ranking the well-established researchers who have received accolades for their high-impact contributions, we find that the globalised variant of the percentile-based metric performs better. Again we find no significant differences between the globalised and averaged variants based on citation counts and PageRank scores.     

Mining of Egyptian missions data for shaping new paradigms

This paper reviews data mining applications of students’ databases in educational institutions. Data mining techniques that predict and improve students’ retention rates and success is presented. Moreover, the Missions Administration at the Ministry of Higher Education in Egypt and previous analysis done on the missions databases is described. The focus of the paper is to examine how data mining can help in classifying the delayed and succeeded missioners to support the implementation of a missioners model. An investigation of how data mining can help in best or worse destinations for missioners is implemented using the Cross Industry Standard Process for Data Mining (CRISP-DM). The paper further describes the methodology used for analyzing the database for the ministry of higher education in Egypt. The process starts by extracting a subset of data including the missioners and the mission’s data, countries, specialties, departure and arrival dates and finally the extension requests from the missioners. These data were extracted into a data warehouse for the analysis purpose. The used model discovered the best and the worst countries for student mission. A detailed analysis discovered the best and the worst specialties in the previously discovered countries. Moreover, the analysis revealed the effect of the marital status on the mission of students in foreign countries. A visual display using a chart was used to express the information to business users. This model may help in supporting decision making regarding the reallocation of Egypt students to other countries.     

Students’ perceptions of assessment: a comparative analysis between Portugal and Sweden

This paper aims at investigating students’ perceptions about assessment, especially the ways in which it is put into practice. Data were collected through questionnaires in different programmes in Portugal and Sweden. In total, 173 students from Portugal and 72 from Sweden participated in the study. Findings showed that students had similar ideas about assessment, such as verification of knowledge and learning, tests and grades. Their experiences of assessment methods used varied in the two countries, which can partly be explained by differences in national education systems. A learner-oriented perspective is prominent in the use of assessment methods, but at the same time student influence on assessment is perceived as low in both countries. Implications of the findings are analysed, namely issues regarding a learner-oriented perspective and the effectiveness, influence, trust, times and methods of assessment.     

Cognitive and Educational Interventions for Orphans and Vulnerable Children Affected by HIV/AIDS: A Meta-Analysis

Orphans and vulnerable children affected by HIV/AIDS (HIV OVC) are at risk for cognitive difficulties and lack of access to education. Interventions addressing cognitive or educational outcomes for HIV OVC worldwide were examined through systematic searches conducted from October 2016 to 2019. We examined the summative effectiveness of interventions and the specific effects of participant age and intervention length. Interventions targeting cognitive outcomes had a small, significant effect, with no effect of moderating variables. Interventions targeting educational outcomes had significant effects. Educational interventions over 1 year were effective, but effects of intervention length were not significant. Overall, this review provides support for the effectiveness of interventions targeting cognitive and educational outcomes for OVC and highlights the need for more research on such interventions.     

Isolated Obesity Is Not Enough to Impair Cardiac Autonomic Modulation in Metabolically Healthy Men

Purpose: To evaluate whether excess body mass influences the heart rate variability (HRV) indexes at rest, and to correlate adiposity indicators and the aerobic fitness with cardiac autonomic variables in metabolically healthy young adults. Method: In all, 41 untrained males (M_age = 21.80, SD = 2.14 years), 14 normal weight (M_BMI = 22.28, SD = 1.86 kg?m^?2), 11 overweight (M_BMI = 26.95, SD = 1.43 kg?m^?2), and 16 obese (M_BMI = 33.58, SD = 3.06 kg?m^?2) metabolically healthy (normal values of blood pressure, fasting blood glucose, triglycerides, and total cholesterol), underwent evaluations of the HRV at rest and of the peak oxygen consumption (VO₂ peak) during maximal exercise on a cycle ergometer. Results: Blood pressure, heart rate, HRV indexes, casual blood glucose, oxidative stress, and antioxidant activity did not differ among the groups. The VO₂ peak (mL?kg^?1?min^?1) was lower in the obese group compared with the normal weight and overweight groups. The body mass (r = ?.40 to ?.45) and abdominal circumference (r = ?.39 to ?.52) were slightly to moderately correlated with SD1, SD2, RMSSD, SDNN, pNN50, LF, and HF indexes and total power. The VO₂ peak (mL?kg^?1?min^?1) was slightly to moderately correlated (r = .48 to .51) with SD2, SDNN, and LF indexes in the individuals with excess body mass. Conclusion: Cardiac autonomic modulation at rest was preserved in metabolically healthy obese young men. However, the indicators of adiposity, as well as the aerobic fitness were correlated with cardiac autonomic modulation in the individuals with excess body mass.     

Local and national effects of a quality system in Dutch general practitioner specialty training: a qualitative study

A quality system (named GEAR; acronym for Combined Evaluation Audit Round in English), has been introduced in eight institutes of the Dutch general practitioner specialty training. This paper focuses on the local and national effects of GEAR. Seventeen semi-structured interviews were conducted with the directors and quality co-ordinators. At a local level, GEAR provided the institutes with insights into their current practice. The institutes designed and implemented several improvement plans based on feedback. Furthermore, GEAR addressed quality management more systematically, and it enhanced the quality culture. At a national level, the institutes formulated national priorities. In addition, GEAR stimulated collaboration as a result of more frequent contacts. Institutes differed in their perception of the extent to which GEAR offered added value. Integrating the quality system into the local policy was sometimes a problem. Despite some scepticism at the start, GEAR provoked enthusiasm that can contribute to the quality of medical education.     

The Learning Effects of a Multidisciplinary Professional Development Programme

Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers’ daily school practice (Hunzicker in Prof Dev Educ 37:177–179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students’ prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers’ professional growth in different learning areas.     

Balancing academic and professional pedagogies: a comparative study of two accounting departments in South Africa and the UK

The paper adds to extant professional education literature by reflecting on apparent differences in pedagogy of similar professional programmes of study, allowing deeper insight into the unique strand of higher education influenced by the professions. A comparative international case study approach is adopted of an interpretive qualitative nature regarding curricular, teaching and learning and assessment strategies of an accounting department in South Africa (SA) and one in the UK. Findings point to significant differences in curriculum and assessment but less so in teaching and learning approaches. One department endeavoured to find a balance between vocational and academic activities, whilst the other favoured the former being inconsistent with both its governmental and institutional governing bodies. Explanations offered include differing strengths of coercive, competitive, mimetic and normative influence