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This paper focuses on the use of e-resources by research scholars and post-graduate students at Kashmir University. The main aim is to determine the use of e-resources, users skills in handling e-resources and the purpose of their use. Further, this paper aims to highlight the problems faced by research scholars and post-graduate students in accessing e-resources.

The survey was conducted through a structured questionnaire circulated among 250 research scholars, both (M.Phil./Ph.D.) and post-graduate students, from different departments of Kashmir University, and the response rate was 80%. Random sample method was used for the selection of respondents and interacting with them. The responses received from the research scholars to 14 questions are presented in the form of tables.

Major findings of the study reveal that the majority of the students reported using electronic journal resources for various purposes including working on assignments, research proposal writing, literature review writing, research report writing, current awareness and leisurely exploration of ongoing scientific debates through peer-reviewed papers. The challenges encountered in the use of electronic journal resources include a power outage, inadequate bandwidth, slow download speed, inability to access the resources from home, lack of training, lack of awareness, limited access to computers and difficulty in searching. The paper concludes that electronic resources have become an integral part of the information needs of research scholars’ post-graduate students at Kashmir University. Further, it finds that e-resources can be good substitutes for conventional resources, if the access is fast, and more computer terminals are installed to provide fast access to e-resources. Finally, recommendations for improving the use of electronic journal resources are provided.

The paper restrains the study exclusively to use of e-resources by the research scholars and post-graduate students of Kashmir University.

The paper highlights the use of e-resources by research scholars and post-graduate students of Kashmir University and makes some constructive suggestions for the improvement of electronic resources and services. This is the first time an effort has been made to assess the use of electronic resources by post-graduate students at Kashmir University. The study could be used to assess the post-graduate students’ needs for electronic resources at the Kashmir University and other users in higher learning institutions.

The purpose of this paper is to examine post‐graduate health promotion students' self‐perceptions of information literacy skills prior to, and after completing PILOT, an online information literacy tutorial.

Post‐graduate students at Queensland University of Technology enrolled in PUP038 New Developments in Health Promotion completed a pre‐ and post‐self‐assessment questionnaire. From 2008‐2011 students were required to rate their academic writing and research skills before and after completing the PILOT online information literacy tutorial. Quantitative trends and qualitative themes were analysed to establish students' self‐assessment and the effectiveness of the PILOT tutorial.

The results from four years of post‐graduate students' self‐assessment questionnaires provide evidence of perceived improvements in information literacy skills after completing PILOT. Some students continued to have trouble with locating quality information and analysis as well as issues surrounding referencing and plagiarism. Feedback was generally positive and students' responses indicated they found the tutorial highly beneficial in improving their research skills.

This paper is original because it describes post‐graduate health promotion students' self‐assessment of information literacy skills over a period of four years. The literature is limited in the health promotion domain and self‐assessment of post‐graduate students' information literacy skills.

Training in both employability and discipline‐specific skills has been provided and expanded over a number of years for post‐graduate research students, (PGRs) in the Faculty of Physical Sciences administered by the Physical Sciences Graduate School (PSGS) at the University of Glasgow. This project explored the training provided in 2005/06 with a view to further developing a programme that students and faculty alike consider appropriate, timely and developmental for the needs of research students. The training provided by the PSGS had grown over a number of years in response to suggestions from academic staff in the Faculty of Physical Sciences. Data were collected from Postgraduate Research students (PGRs) from all the stages of the 3 year PhD process to enable a complete map of views to emerge. In particular, the way PGR students perceive the training they undergo in relation to their core PhD research and career progression was examined. The students in our study also identified clearly where they perceived they were developing such transferable skills, and training sessions are not seen as the sole or even major source; the research group itself would appear to play a major role. The authors believe the finding could inform the provision of PGR training in other UK institutions.

Many start pursuing graduate or postgraduate research based education, however few complete on time. The purpose of this paper is to conceptualize a postgraduate student support model which will facilitate students to complete their studies successfully and on time.

The model was designed using authors viewpoint on this issue which was informed by literature and first-hand interactions with post graduate students and supervisors.

Ahmad's Student Support Model for Postgraduate Research Training proposes that students need support on three major dimension (Financial, Technical and Publishing) to complete degree on time. University and supervisor play critical role in this as they provide administrative and emotional support as they create learning environment for students. The model illustrates their role.

The model is useful for universities to ensure they provide students with all elements proposed. New supervisors can get ideas how to play their role in facilitating students to complete their degrees on time. Students can evaluate an institution before enrolling in research education if the institution has the elements proposed in the model.

This article examines the national and international connections made by women graduates of the School of Home Science in their efforts to develop the scholarly expertise and professional capacity that would enable them to pursue academic careers and to improve the position of women in universities. It argues that despite the obstacles, many women were able to pursue academic pathways and to establish their own authority. By undertaking a transnational analysis, this article examines webs of influence that linked women scholars in New Zealand, Australia, Canada and the United States as well as those in the so called “centre” (Europe and the United Kingdom). It explores the networks formed by a select number of middle class women ‐ scholars such as Ann Gilchrist Strong, Elizabeth Gregory and Neige Todhunter ‐ as they attempted to expand the range of their scholarly work beyond national borders. It considers the influence of appointments of women academics from the United States and the United Kingdom on; the significance of post graduate study opportunities for home science graduates; and the role of scholarships and awards that enabled two way travel between the southern and northern hemispheres. A number of tensions are evident in the way women scholars located their work in new and emerging fields of academic knowledge within the university. This article explores interrelationships between women academics and graduates from the School of Home Science at the University of Otago and academic women in the United Kingdom and the United States. The final section of the paper examines the academic and scholarly life of Catherine Landreth who exemplifies the experience of a select group of women who gained personally, culturally and professionally from their international opportunities, experiences and networks. It considers Landreth’s transnational travels in search of scholarly expertise, the influence of her personal and professional networks, the significance of her pioneering work in the emerging field of early childhood education and the constraints experienced in a highly gendered academic enclave. To begin however it gives a brief overview of the introduction of Home Science at the University of New Zealand and the influence of initial international appointments on the expansion of women’s academic work at the University of Otago.

The purpose of this paper is to find out the problems in the contemporary development of Chinese research universities and think about relevant measures and policy for promotion.

After over 20 years practice, China has made quite significant achievements in developing research universities, yet there are still some issues that exist. Analyzing the issues and the effects of existing policies for construction and development of China's research universities, and looking back at practices guided by these polices, the study proposes new dimensions in the measures and policies, on the bases of the achievements that have been made.

This paper analyzes the current situation of China's research university development and reveals that the critical issues, such as faculty qualities, academic freedom, post‐graduate education, initiative research outcome, and internationalization, etc. must be highlighted and solved.

To further progress it is important to analyze the problems of developing research university development in the existing higher education system. The policy implication of this paper lies in that the results can be a reference for policy makers and the HEI administrations.

The purpose of this article is to identify the offering and nature (scope) of sustainability accounting courses at universities that have signed the Talloires Declaration and also at universities with prominent sustainability accounting researchers' affiliations. For this purpose a university web sites content analysis for sustainability accounting courses was conducted. This study can be replicated in order to evaluate web sites disclosures by universities across disciplines in relation to sustainability education. It can also be replicated to assess the theoretical versus implemented scope of sustainability education, and to determine the impact of prominent researchers in the area of sustainability education.

Talloires Declaration signatories' universities' web sites were searched for information regarding sustainability accounting subjects. A search was also conducted for the Curriculum Vitae and profile of prominent sustainability accounting researchers to collect data on involvement in sustainability accounting education by these researchers. The findings regarding the offering of a sustainability accounting course and its nature and scope (if found on the web sites) are presented in this article.

It is found that less than 30 per cent of the Talloires Declaration universities' web sites in Canada, USA, United Kingdom and Australia have information on sustainability accounting education in various forms including stand alone subjects (all electives) and sustainability accounting embedded in other accounting and non accounting courses, with limited scope. This percentage was found to be substantially lower or non‐existent at universities from other countries. The probability of sustainability accounting education being offered at the post‐graduate level (specifically as a PhD programme) is much higher at universities that have a prominent research profile in the area. It is also found that sustainability accounting education is not offered in majority of the cases, at the undergraduate level at universities where prominent sustainability accounting researchers are based. The focus is on post‐graduate and research education rather than on undergraduate and course work education.

A limitation of this study was the limited information available in English on universities' web sites from countries where English is not the primary language. Other technical limitations such as the absence of a search function on the university's web site were also found as a hindrance to data collection.

This paper addresses the existence and scope of sustainability accounting education, the gap between universities' expected comprehensive (including all disciplines) commitment to sustainability and the actual implementation of this commitment. It also addresses the absence of sustainability education involvement by prominent sustainability researchers and academics at the under graduate level.

The purpose of this paper is to consider the national and international political-economic environment in which Australian university research grew. It considers the implications of the growing significance of knowledge to the government and capital, looking past institutional developments to also historicise the systems that fed and were fed by the universities.

The paper is based on the extensive archival research in the National Archives of Australia and the Australian War Memorial on the formation and funding of a wide range of research programmes in the immediate post-war period after the Second World War. These include the Australian Atomic Energy Commission, the NHMRC, the Commonwealth Scientific and Industrial Research Organisation, the Australian Pacific Territories Research Council, the Commonwealth Office of Education, the Universities Commission and the Murray review. This research was conducted under the Margaret George Award for emerging scholars for a project entitled “Knowledge, Nation and Democracy in Post-War Australia”.

After the Second World War, the Australian Government invested heavily in research: funding that continued to expand in subsequent decades. In the USA, similar government expenditure affected the trajectory of capitalist democracy for the remainder of the twentieth century, leading to a “military-industrial complex”. The outcome in Australia looked quite different, though still connected to the structure and character of Australian political economics.

The discussion of the spectacular growth of universities after the Second World War ordinarily rests on the growth in enrolments. This paper draws on a very large literature review as well as primary research to offer new insights into the connections between research and post-war political and economic development, which also explain university growth.

This paper aims to consider the realities and problematics of applying a grounded theory (GT) approach to research, as a novice, within a mixed methods study during post graduate research. Its intention is to provide the novice user with a framework of considerations and greater awareness of the issues that GT can expose during research activity.

Using empirical evidence and a comparative approach, the paper compares the efficacy of both the classic Glaserian and Straussian models. It observes the effects of a positivist academic environment upon the choice of approach and its application. This study was specific to design education; however, its reliance upon a social science epistemology results in findings beneficial to research novices across broader disciplines.

GT presents the novice researcher with several potential pitfalls. Most problematic were the immutable, positivist institutional requirements, researcher a priori knowledge, the reliance upon literature for the research proposal and structure of the proposal itself. These include suspension of the notion that the purist use of either model can be applied in the current academic environment, the need for a close relationship with the data and toleration of a non-linear process with unexpected results.

The practicalities of GT research are often reflected upon by the academy, but use by novice researchers is little considered. The findings from this study provide a novel set of guidelines for use by those embarking on GT research and particularly where the requirements of formal education may cause a conflict.