基于美国《科学引文索引》分区的新系数算法对不同学科间学术论文评价方法探讨

学术论文评价中不同学科间存在的差异一直是困扰科研机构进行论文质量评价的一个问题。因此,针对不同学科间的学术期刊建立一种兼顾科学性与实操性的评价方法显得尤为重要。基于此,我们以中科院SCI分区为基础,通过最高系数、基准系数调整计算P值,减小因学科分布不均导致的评价差异,建立了一种科学的评价方法。该方法可以有效地纠正不同学科期刊间影响因子的差异,从而为科学公平地评价不同期刊、反映科研成果的价值提供了科学的评价方法。     

The flourishing of care in a multidisciplinary Faculty Learning Community

In a multidisciplinary Faculty Learning Community focussed on exploring threshold concepts and bottlenecks in learning, care emerged as an unanticipated dimension to our work, transforming the ways we view teaching, learning, our disciplines, and educational development. In this piece, we reflect on the types of care that emerged and consider implications for educational development.     

推进军事体育学位与研究生教育创新发展的思考

阐明了军事体育学位与研究生教育的发展现状和态势,分析了当前学位与研究生教育存在问题及原因,就如何推进学位与研究生教育创新发展,提出了创新学科体系、拓宽教育平台、完善管控机制、优化导师队伍、抓好招生工作等思路和对策。     

Using Online Studio Groups to Improve Writing Competency: A Pilot Study in a Quality Improvement Methods Course

Communication skills are a significant contributor to an individual's success in the workplace. Unfortunately, students often have trouble expressing their ideas in written form and the poor quality of students’ written work often impedes the learning process. This pilot study investigates the use of online writing studios within a quality improvement methods course and the impact of this intervention on students’ writing competency and perceptions about the writing process. The impact of this approach on student performance is evaluated within and across semesters using comparative statistical analyses. Results show that students who participated in online writing studios performed better (i.e., at least one rubric level higher) on their final written assignments for the course compared to students who did not, and that this approach is associated with improved students’ perceptions about the writing process. This research suggests that the use of online writing studios within a content‐specific course can incrementally improve students’ writing competency over the course of one semester, and can positively affect the learning of written communication skills and change students’ perceptions about various aspects of the writing process.     

Applying IRSS Theory: The Clark Atlanta University Exemplar

The percentage of underrepresented minorities (African‐American, Hispanic, Native Americans) that have obtained graduate level degrees within computing disciplines (computer science, computer information systems, computer engineering, and information technology) is dismal at best. Despite the fact that academia, the computing workforce, professional associations, and scientific societies have identified procedures, models, and best practices in an attempt to increase the number of individuals within these underrepresented communities, the number of minorities receiving MS and PhDs in these fields have only increased marginally. In this article, we discuss how Boice's four‐part IRSS model (i.e., Involvement, Regimen, Self‐Management, and Social Networks) combined with effective mentoring models as introduced in Payton et al., is a promising framework for addressing the longstanding issue of underrepresented minorities in management education, which tends to mirror findings in science, technology, engineering, and mathematics disciplines. The focus of this article is to illustrate the application of these theories at the undergraduate level by discussing two precollege/early college/scholarship programs implemented at Clark Atlanta University (CAU). These CAU programs provide the field with an exemplar which can serve as a foundational example for institutions seeking to foster, retain and graduate underrepresented minorities in higher education management disciplines, in general, and offer lessons learned from historically black colleges and universities, in particular. Using a “360‐degree mentoring” model to supplement the IRSS framework, our study concludes with implications for future research regarding how academic institutions can create, foster and sustain programs for effective recruitment, retention, and training of underrepresented minorities.     

刍议基于学习型组织理论的高职高专院校足球队建设

将学习型组织理论应用于高校足球队建设这一开拓性模式目前还处于学习和摸索阶段。结合学习型组织理论分析高职高专院校足球队的现状特点,有助于构建基于"五项修炼"为基础的高职院校足球队。     

基于数据挖掘的中文理工科纸本图书采访经费分配模型

以复旦大学图书馆2005-2010年的流通数据、复旦大学院系师生人数、2005-2010年新闻出版业出版情况为数据源,通过数据筛选、清洗、处理等方法,建模并进行多元回归分析,从海量实际数据中挖掘出影响采访经费分配的显著变量,确定变量之间的数学关系式,并进行统计校验,由此得出采访经费比例预测模型.     

转型背景下新建本科院校学科专业调整困境与路径研究

为响应国家高教改革、适应经济社会发展,在高等教育生态系统中获取最优的位置,新建本科院校必须实现向应用型本科院校转型。转型意味着学科专业的结构性调整,转型背景下新建本科院校学科专业调整面临内涵建设践行难、模仿容易创新难、理念虽好落实难等困境。摆脱困境需要形成由"管理型"到"治理型"的学科专业调整机制,建设"科学发展型"的领导班子,培育"双素质型"的教师队伍,发展"关联型"的学科专业群。     

Wage earning differentials by field of study: Evidence from Vietnamese university graduates

Using data from the 2018 Labor Force Survey, this paper analyzes wage differentials by field of study among Vietnamese university graduates. In contrast to previous findings, we find that many fields, even more technically and quantitatively oriented disciplines, such as engineering, science/math/computer science and business/finance, afford lower earnings than do the arts/humanities disciplines. The differences are statistically significant and, in many cases, large, even after controlling for other individual and regional characteristics. Also, the differences are greater among female than among male graduates. Our results shed light on the value of various types of human capital represented by the various disciplines. Such findings offer useful policy implications for policymakers and educational managers.     

On using spheres of meaning to define and dignify the IS discipline

The question, “Is information systems a real discipline?” has taxed IS scholars for over 20 years, and they debate its identity at length. Many other disciplines are facing similar crises. This article suggests a new approach, which views disciplines in terms of what is meaningful to those who work within them. Making use of the philosophical notion of ‘spheres of meaning’, and one well-thought-out suite of such spheres, the core contribution of the IS discipline may be understood, giving it confidence among its neighbours, so as to maintain dialogue with them. Questions about identity are replaced by questions about dignity, destiny and responsibility, and strategic suggestions are offered.