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Academic social (question and answer) Q&A sites are now utilised by millions of scholars and researchers for seeking and sharing discipline-specific information. However, little is known about the factors that can affect their votes on the quality of an answer, nor how the discipline might influence these factors. The paper aims to discuss this issue.

Using 1,021 answers collected over three disciplines (library and information services, history of art, and astrophysics) in ResearchGate, statistical analysis is performed to identify the characteristics of high-quality academic answers, and comparisons were made across the three disciplines. In particular, two major categories of characteristics of the answer provider and answer content were extracted and examined.

The results reveal that high-quality answers on academic social Q&A sites tend to possess two characteristics: first, they are provided by scholars with higher academic reputations (e.g. more followers, etc.); and second, they provide objective information (e.g. longer answer with fewer subjective opinions). However, the impact of these factors varies across disciplines, e.g., objectivity is more favourable in physics than in other disciplines.

The study is envisioned to help academic Q&A sites to select and recommend high-quality answers across different disciplines, especially in a cold-start scenario where the answer has not received enough judgements from peers.

Therapeutic communities (TCs) use social learning between peers in treating substance abuse. One mechanism for fostering social learning is peer affirmations for prosocial behavior. The purpose of this study is to use consistency of affirmations as a test of whether social learning does occur.

Using the results of a social network survey of 50 women in a corrections-based TC, the authors compared affirmations and nonprogrammatic compliments exchanged between residents as two directed social networks. The authors evaluated consistency of judgment using the hubs and authorities algorithm, and tested to see whether more senior residents are more likely to be hubs, thereby showing more consistent judgment.

More senior residents show greater consistency with peers in program affirmations but not in nonprogrammatic compliments. Hub status in the network of affirmations increases most rapidly in the first 200 days of residence, with slower increases thereafter.

This study is limited to one survey of the women in one TC. The external validity of the findings is therefore unclear. The results suggest that social learning of TC principles and prosocial behavior does occur and that it is not simply a function of popularity among peers. This seems to happen most rapidly in the first 200 days, suggesting that programs much shorter than six months may limit this process.

This is the first use of the hubs and authorities algorithm with a social network drawn from a therapeutic community and the first attempt to verify social learning through a social network analysis.

Within the current offender personality disorder (OPD) pathway in the UK, black, Asian and minority ethnic (BAME) populations are underrepresented. Fewer BAME offenders are engaging with services despite being proportionately identified for inclusion and referred on to the pathway. The paper aims to discuss this issue.

This qualitative study explored the experiences of 11 BAME men engaged in a prison-based OPD service for young offenders to identify the highlights and challenges of engagement within the service and to what extent they experienced a sense of inclusion/belonging.

Thematic analysis was used to identify three overarching themes and sub-themes. Why am I going to be an Outcast? describes the barriers to engagement encountered by the participants; and Give it a Try and Nothing but Respect describe the process of overcoming these barriers. Barriers revolved around the experiences of judgement, alienation and hopelessness. These were overcome through peer encouragement, developing relationships with staff and freedom to regulate levels of engagement.

Practice and policy implications are considered to support similar services in addressing the barriers to engagement faced by BAME individuals. Areas for future research are also recommended.

Currently, no research has directly explored the under-representation of young BAME offenders with emerging personality disorder in the OPD pathway. The findings provided an insight into some of the difficulties these young BAME offenders faced when accessing this service, alongside aspects which maintained their engagement.

Reflects on the quality assessment experience from 1993 to 1996. Discusses the issues raised during that period, the historical situation of higher education and the technical and organizational problems of a rigorous quality assessment programme. Concludes that the revised assess‐ment method delivers valuable information, and clarifies the process and responsibilities of assessors.

This paper explores the challenge of “fuzzy” assessment criteria and feedback with a view to aiding student learning. The paper untangles three guiding principles as mechanisms to enhance the effectiveness of assessment and feedback through overcoming the inherent challenges which stem from tacit judgement during assessment.

The paper applies a realistic evaluation methodology, with a framework for assessment and feedback consisting of three principles – Means, Opportunity and Motivation (MOM). Through in-depth interviews with undergraduate and postgraduate management students the paper identifies how and when the means, opportunity and motivation principles impact student learning through assessment and the utility of the feedback received on their learning.

The findings in the paper illustrate that students do not always understand the feedback they receive on their learning because they do not fully understand the criteria to which it refers due to the tacit dimensions of assessment. The findings substantiate the proposition that effective assessment processes must ensure that students have the means, opportunity and motivation to use feedback and to understand the criteria, a central component of which is understanding tacit dimensions of assessment.

The paper deciphers three practical implications for instructors related to (1) teaching, (2) course and program design and (3) the nature of the feedback instructors should provide.

While prior scholarship has flagged the challenge of “fuzzy” assessment and feedback, this paper identifies when and how the means, opportunity and motivation principles are manifested in the process of making the tacit components of assessment codified and actionable, a critical process in developing expert learners.

This chapter explores the development and the role of accounting for research quality in Australia’s Excellence in Research for Australia (ERA) assessment exercise. It tracks the progress of performance measurement systems from quantitative to qualitative measurement within the Australian higher education sector since 1970, leading up to the implementation of a formal ERA in 2010, and its subsequent iterations in 2012, 2015, and 2018. Although only a part of the ERA submissions, now certain published research outputs provide the primary evidence for research quality to most ERA panels and are a significant driver of the final rating awarded. Before the authors assess the 2018 exercise, they will examine the ever-changing role of journal publications as a vehicle for academic research output.

Many bureaucracies still exist, and not just in the public sector. Increasingly, however, we would argue that they are more likely to evolve towards polyarchic forms because of the growing centrality of stakeholder resistance, especially that which is premised on empowerment of key employees. We suggest that managerial responses to this resistance are transforming bureaucracies through process of accommodation: upper echelon managers invent responses to contentious acts and voices so as to reintegrate ‘resisters’ while rewarding them for contesting decisions in a cooperative way. Understanding these processes help us understand why traditional bureaucracy is currently transforming itself as a result of the emergence of new forms of resistance in the workplace.

The purpose of this study is to explore the social and collective foundations of the auditor’s judgment and specifically highlights that the dialogical dimension of auditors’ judgment is founded on both their interactions with their auditees and their interactions with their colleagues.

This qualitative study is based on interviews with 22 audit partners, conducted between March 2013 and October 2016, in France.

The research points out the complexity of auditor judgment. Confronted with issues such as equivocal and ambiguous circumstances, auditors must question the relevance of the meanings elaborated to act according to the situation (self-criticism or doubt) and must be wise and not be overconfident toward the information provided by the manager (wisdom). Last but not least, the findings also suggest that contrary advice helps auditors to improve an alternative point of view and hence reach a consensus.

The research uses a K. Weick sensemaking approach and contributes theoretically to gaining deeper understanding of the social dimension in audit judgment, by showing that professional judgment is an interactive and social practice.

This study aims to assess the validity of citation metrics based on the disciplinary representative survey.

The present project compared citation rankings for individual scientists with expert judgments collected through a survey of 818 Russian sociologists. The Russian Index of Science Citation was used to construct the general population of 3,689 Russian sociologists, to whom the survey was sent by email. The regression analyses of bibliometric indicators and peer review scores for 723 names of scholars mentioned in the survey have been undertaken.

Findings suggest that scientometric indicators predict with significant accuracy the names of the most influential sociologists and those scholars who are not mentioned while they are less relevant for prediction names which received moderate attention in the survey.

This study contributes to the research on the validity of citation metrics by focusing on scientometric indicators, not limited to traditional metrics but including non-standard publication metrics and indicators of potential metric abuse. Besides, the study presents the national bibliometric data source that is especially important for non-Western higher education systems, less presented in the Web of Science or Scopus.