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The scientific community shares a heritage of knowledge generated by several different fields of research. Identifying how scientific interest evolves is relevant for recording and understanding research trends and society’s demands.

This article presents SciBR-M, a novel method to identify scientific interest evolution from bibliographic material based on Formal Concept Analysis. The SciBR-M aims to describe the thematic evolution surrounding a field of research. The method begins by hierarchically organising sub-domains within the field of study to identify the themes that are more relevant. After this organisation, we apply a temporal analysis that extracts implication rules with minimal premises and a single conclusion, which are helpful to observe the evolution of scientific interest in a specific field of study. To analyse the results, we consider support, confidence, and lift metrics to evaluate the extracted implications.

The authors applied the SciBR-M method for the Educational Data Mining (EDM) field considering 23 years since the first publications. In the digital libraries context, SciBR-M allows the integration of the academy, education, and cultural memory, in relation to a study domain.

Cultural changes lead to the production of new knowledge and to the evolution of scientific interest. This knowledge is part of the scientific heritage of society and should be transmitted in a structured and organised form to future generations of scientists and the general public.

The method, based on Formal Concept Analysis, identifies the evolution of scientific interest to a field of study. SciBR-M hierarchically organises bibliographic material to different time periods and explores this hierarchy from proper implication rules. These rules permit identifying recurring themes, i.e. themes subset that received more attention from the scientific community during a specific period. Analysing these rules, it is possible to identify the temporal evolution of scientific interest in the field of study. This evolution is observed by the emergence, increase or decrease of interest in topics in the domain. The SciBR-M method can be used to register and analyse the scientific, cultural heritage of a field of study. In addition, the authors can use the method to stimulate the process of creating knowledge and innovation and encouraging the emergence of new research.

What kind of knowledge is needed by information specialists working in a specific subject field like medicine, sociology or music? What approaches have been used in information science to produce kinds of domain‐specific knowledge? This article presents 11 approaches to domain analysis. Together these approaches make a unique competence for information specialists. The approaches are: producing literature guides and subject gateways; producing special classifications and thesauri; research on indexing and retrieving specialities; empirical user studies; bibliometrical studies; historical studies; document and genre studies; epistemological and critical studies; terminological studies, LSP (languages for special purposes), discourse studies; studies of structures and institutions in scientific communication; and domain analysis in professional cognition and artificial intelligence. Specific examples and selective reviews of literature are provided, and the strengths and drawbacks of each of these approaches are discussed.

The purpose of this paper is to distinguish two roles of theories, domain theory and method theory, and examine their relationships in management accounting research. Are these two roles explicitly distinguished in management accounting studies? Can this be achieved in an unambiguous manner? Where do ambitions for theoretical contribution lie in management accounting studies that employ method theories?

The authors develop a conceptual framework for analysing possible relationships between domain theories and method theories in studies and illustrate the theoretical arguments with examples from management accounting studies employing Actor-Network Theory (ANT) as their method theory.

There can be various types of relationships between domain theories and method theories, and the theoretical ambition of the analysed studies typically focused on domain theories. However, ambiguity can exist with regard to the location of a study's theoretical ambition. Both domain theories and method theories tend to be moving fields, and their interaction can add to this feature.

The suggested conceptual clarification assists in the reconciliation of extreme perspectives that relate to management accounting and theory. It will also help researchers to systematically design their own work and evaluate that of others. An increased understanding of how a field develops as a result of interaction with method theories might perhaps alleviate concerns regarding the value of mobilizing the latter.

The analysis contributes to the on-going debate on the value and effects of employing method theories, or theoretical lenses, in management accounting research.

This paper seeks to understand how teachers' mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers' knowledge of tasks, representations and students' learning.

This study is based on the networking of two theories, namely the Interconnected Model of Teacher Professional Growth (IMTPG) and MKT. The methodology is qualitative and interpretative. The participants are three primary school teachers and team members involved in a lesson study. Data collection was conducted by means of participant observation, with audio recordings of the sessions and a final individual interview.

The participant teachers developed their knowledge of tasks and representations, which are essential elements of content and teaching knowledge, as well as knowledge of the curriculum, content and students. Additionally, they developed specialized knowledge of mathematics, the meaning of fraction as a measure and its representation on the number line. This development arose from activities conducted in the Domain of Practice, in many cases prompted by the External Domain, and was particularly important when these activities gave rise to unforeseen consequences. Connections among the various domains were established through enactment and reflection processes.

The study shows how the networking of two different theories, in this case the IMTPG and MKT, may enhance further understanding of educational phenomena. This networking involved the coordination of these two theories, which were superimposed in the Group Domain.

Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science.

The authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science.

Results indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies.

Implications for instructional design and pedagogy are discussed.

The framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science.

By studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention.

The current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.

This study aims to discover the influence of researcher competence on University-Industry collaboration via researcher’s domain knowledge.

Quantitative data were collected via survey questionnaire by using purposive sampling technique from a total of 121 academicians from all five research universities in Malaysia. PLS-SEM is used to examine multiple structural relationships between the researcher competence, domain knowledge transfers and spillovers and university-industry collaboration.

Researcher’s competence serves as a success booster to initiate the collaborative endeavour, and the University-Industry collaboration is found to be substantially influenced by the domain knowledge transfers and spillovers.

The size of the sample in this study was however constrained by the characteristics and background of the targeted pool of respondents to be generalised to the population of all universities in Malaysia.

Researcher competence is found to be significant drive to the University-Industry collaboration formation through the development and deployment of domain knowledge transfers and spillovers. Thus, it requires the desire and need for continuous competence development for researchers, and a step change is called for individual principal investigators about extending their leadership across the field of studies and appearing as critical business partners in the University-Industry collaboration.

The paper contributes to the literature by empirically investigating the influence of researcher competence on the University-Industry collaboration via researcher’s domain knowledge. It attempts to show the researcher’s ability to leverage their competencies in increasing the collaborative endeavour in making out business opportunities, which will eventually influence the public university’s sustainability development. In addition, it proves the importance of researcher’s competence and domain knowledge within the entrepreneurial activities, which serves as the significant drivers to ensure successful University-Industry collaboration.

The purpose of this paper is threefold: first, to present a framework of five “facets,” i.e., distinct but complementary ways in which the observed appeal of a consumer shopping site’s features can potentially be generalized across product/service domains (the authors call this framework the feature appeal generalization perspective); second, to determine if and how observed feature preferences for consumer electronics, bookstores, and sites “in general” generalize across domains; third, to test hypotheses about the impact of frequency of domain usage upon feature generalizability.

Via an online survey administered in a controlled laboratory setting, 313 respondents evaluated 26 website features in three domains (books, electronics, general) for a total of 24,414 preference judgments.

Two facets, individual feature values and within domain evaluative dimensions, revealed minimal generalizability, while there was moderate comparability across all domains in between domain feature correspondence. Personal preference elevation could be generalized between books and general, but not between these two and electronics. Differentiating dimensions showed that preferences were not generalizable from electronics to books and general because consumers wanted electronics features to provide “flashy sizzle” and books/general features to give “comfortable safety.” As hypothesized, patterns of generalizability coincided with frequency of domain usage.

Practitioners should not apply published studies of feature appeal to their domain of interest unless those studies directly analyzed that domain. Scientists should incorporate all five facets in modeling what attracts consumers to commercial websites.

This is the first multidimensional analysis of the generalizability of site feature appeal across business-to-consumer product/service domains, and the first to propose this integrated evaluative framework with its unique facets.

The use of computer-assisted audit techniques and tools (CAATTs) is a part of many professionally recommended audit procedures. This paper aims to argue that obtaining a better understanding of the factors underlying successful CAATTs adoptions would be helpful to aid wider development of these technologies in internal audit functions.

To help develop the understanding of the factors that lead to successful adoption of GAS, this paper uses current theories that are seeking to better explain the various elements that constitute IT adoption processes. In particular, it makes use the “Unified Theory of Acceptance and Use of Technology” (UTAUT). UTAUT is used to structure the analysis of ten semi-structured, qualitative, interviews of key decision-makers in adoptions of CAATTS in internal audit functions in exploring the key factors that drove the successful adoption of these IT technologies. The most widely used CAATTs tools available to internal auditors is currently GAS. This study specifically focuses on GAS tools.

This paper explores the successful adoption of GAS in ten cases to draw out the general factors that appear to be essential elements that lead to successful adoptions. From this basis, the paper proposes an initial model, built on existing theories of IT adoption more generally, as a theoretical basis for GAS adoption by decision-makers in an internal audit setting to better understand what may be essential factors to their adoption decisions to be likewise successful. Results suggest that two constructs from UTAUT (performance expectancy and facilitating conditions) appear to be particularly important factors influencing successful adoptions of GAS in this domain. However, the UTAUT constructs of social influence and effort expectancy are not found by this study to be as important in this specific IT adoption domain. UTAUT also proposes four moderating factors that influence the constructs. This paper explores two of these moderators – experience and voluntariness – and shows that both are keys to the constructs application to this domain.

The paper examines the motivation for CAATTs adoption by internal auditors using the UTAUT framework commonly used in information system research but not so to date in this domain where there is professional guidance suggesting wider use of technology should be made compared to actual usage.

The purpose of this paper is to address the problem of job satisfaction determinants of higher education graduates across six selected study domains.

Based on the theoretical considerations, derived from human capital theory and signalling theory, the authors formulate the model explaining job satisfaction as a broad measure of labour market success. Explanatory variables include various socio-demographic characteristics as well as market environment and process of learning, modes of teaching and study programme characteristics. Data used in the analysis comes from two special surveys of European research projects REFLEX and HEGESCO. Principal component analysis method and OLS regression were used to estimate model parameters.

The results of our research show the important role of characteristics of educational process, as well as individual graduates’ early work-related experience in predicting job satisfaction. Differences in job satisfaction determinants across domains may be to some extent explained by the differences in the labour market characteristics for graduates in given discipline. Variety of education-related characteristics taken into account in the empirical analysis of determinants of job satisfaction is a key valuable contribution to the research in the field.

Research findings indicate the areas of potential actions aimed at improving future job satisfaction which can be undertaken by higher education institutions’ management bodies.

This study aims to examine the current state of literature on structural equation modeling (SEM) studies in “cloud computing” domain with respect to study domains of research studies, theories and frameworks they use and SEM models they design.

Systematic literature review (SLR) protocol is followed. In total, 96 cloud computing studies from 2009 to June 2018 that used SEM obtained from four databases are selected, and relevant data are extracted to answer the research questions.

A trend of increasing SEM usage over years in cloud studies is observed, where technology adoption studies are found to be more common than the use studies. Articles appear under four main domains, namely, business, personal use, education and health care. Technology acceptance model (TAM) is found to be the most commonly used theory. Adoption, intention to use and actual usage are the most common selections for dependent variables in SEM models, whereas security and privacy concerns, costs, ease of use, risks and usefulness are the most common selections for causal factors.

Previous cloud computing SLR studies did not focus on statistical analysis method used in primary studies. This review will display the current state of SEM studies in cloud domain for all future academics and practical professionals.