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Article
Publication date: 25 November 2013

Anna Marie Johnson, Claudene Sproles and Robert Detmering

– The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

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Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 41 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 29 July 2020

María-del-Mar Camacho-Miñano, Cristina del Campo, Elena Urquía-Grande, David Pascual-Ezama, Murat Akpinar and Carlos Rivero

The purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test…

Abstract

Purpose

The purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment.

Design/methodology/approach

A survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis were run.

Findings

First, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students.

Research limitations/implications

The sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings.

Practical implications

There are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability.

Originality/value

Our findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria.

Details

Education + Training, vol. 62 no. 6
Type: Research Article
ISSN: 0040-0912

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Book part
Publication date: 29 January 2021

Olga Zlatkin-Troitschanskaia and Miriam Toepper

This chapter outlines the challenges that research and practice in higher education have faced in measuring students' competences and learning outcomes. Particular…

Abstract

This chapter outlines the challenges that research and practice in higher education have faced in measuring students' competences and learning outcomes. Particular attention is given to the systematic and institutional contexts in Germany. Based on the outlined national and international contextual framework, the Germany-wide program “Modeling and Measuring Competences in Higher Education (KoKoHs)” is discussed in terms of its two central working stages, key outcomes and lessons learned. In particular, the central results of the second phase are presented for the first time and integrated into the current state of international research. Based on this analysis, perspectives for further research on student learning in higher education and implications for practice and policy are derived.

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Article
Publication date: 10 August 2015

Chien Hsiang Liao

– The purpose of this paper is to enrich the understanding of how to form a multi-item assessment and what approaches can be applied for researchers.

Abstract

Purpose

The purpose of this paper is to enrich the understanding of how to form a multi-item assessment and what approaches can be applied for researchers.

Design/methodology/approach

This study proposes three ways to form a multi-item assessment (i.e. separate, formative and reflective approaches) and further makes a comparison between these three approaches.

Findings

The results show that multi-item assessment, particularly for formative and reflective constructs, has greater explanatory power in the research model. Finally, this study provides a roadmap to guide future researchers’ decision strategy for selecting multi-item assessments.

Originality/value

Due to the multi-faceted nature of research, using a single indicator to judge a scholar’s research performance will never reveal a multi-faceted picture and can easily result in measurement bias. In this vein, researchers should use different evaluation approaches and indicators to address various forms of research outcomes. However, prior studies rarely adopt multi-item scales to evaluate research performance and seldom discuss how to build a composite construct of research performance. This study aims to fill this research gap in the literature.

Details

Online Information Review, vol. 39 no. 4
Type: Research Article
ISSN: 1468-4527

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Article
Publication date: 1 September 1993

Gary D. Geroy and Phillip C. Wright

Summarizes experience gained from implementation and review of theneeds assessment process in 12 client‐driven applied research studiesand puts it forth as a set of…

Abstract

Summarizes experience gained from implementation and review of the needs assessment process in 12 client‐driven applied research studies and puts it forth as a set of propositions which relate to decisions concerning organization and societal economic development projects. Suggests that a needs‐assessment process must be client‐owned, pragmatic and result in outcomes which are usable and perceived by stakeholders to be important. As well as being grounded in economic and research theory, a needs assessment must contain definable data sets comprising skill/knowledge profiles categorized into some usable format. The 12 studies provide support for these ideas, validating models characterized by intensive involvement and topdown/bottom‐up consultation developed in the authors′ previous publications.

Details

Journal of European Industrial Training, vol. 17 no. 9
Type: Research Article
ISSN: 0309-0590

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Article
Publication date: 1 June 2001

Geoff Ruggeri‐Stevens, Jon Bareham and Tom Bourner

This article is about the assessment of the Doctor of Business Administration (DBA) degrees that were developed in the UK in the 1990s. The article is based on a content…

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1217

Abstract

This article is about the assessment of the Doctor of Business Administration (DBA) degrees that were developed in the UK in the 1990s. The article is based on a content analysis of the 16 DBA programmes in the UK at the end of 1999. It evaluates the assessment methods found against: the assessment of students’ achievement on traditional Doctor of Philosophy degrees (PhDs); the guidelines on the assessment of DBA candidates produced by the Association of British Business Schools; and the espoused intended learning outcomes of the DBA programmes themselves. The main conclusion is that there is a tension in the assessment methods employed by DBAs through their relationship with the traditional PhD. The tension is captured in the question: should programme developers follow the assessment methods of the “gold standard” PhD or should they use assessment methods that assess the learning outcomes of the DBA that distinguish it from the traditional PhD?

Details

Quality Assurance in Education, vol. 9 no. 2
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 21 October 2020

Maude Brunet, Sofiane Baba, Monique Aubry, Sanaa El Boukri, Marie-Douce Primeau and Debra Dollard

This study focuses on the dynamic relationship between organizational actors and engaged scholars involved in a normative assessment conducted in a public organization…

Abstract

Purpose

This study focuses on the dynamic relationship between organizational actors and engaged scholars involved in a normative assessment conducted in a public organization managing major projects.

Design/methodology/approach

We build on a 15-month engaged scholarship experience carried out in the Ministry of Transport of Quebec. We explain and analyze the normative assessment process, using a storytelling approach and vignettes to explore four situated learning moments.

Findings

This study offers a deeper understanding of how normative assessment is conducted, and how situated and collective learning occur throughout. We find that both organizational actors and researchers learn through this process and synchronize their mutual learning such that researchers actually participate in a larger organizational transformation.

Research limitations/implications

Like any qualitative endeavor, this research is context-specific. We offer several research avenues to extend the applicability of findings.

Practical implications

This article could inspire organizations and scholars to collaborate on normative assessment during organizational transformation. This approach is of particular interest in the context of a worldwide pandemic where public and private organizations all have to adapt to new sanitary, economic, technological and social realities.

Social implications

In a context marked by growing concern for the research-practice gap and the relevance of scholarship, our study illustrates the development of a mutually beneficial collaboration between practitioners and researchers that enhances understanding of complex organizational phenomena and issues.

Originality/value

This research highlights the relevance of engaged scholarship and supports normative assessment as a social process to generate mutual learning.

Details

International Journal of Managing Projects in Business, vol. 14 no. 1
Type: Research Article
ISSN: 1753-8378

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Article
Publication date: 13 November 2017

Sarah K. Coombs and Isabella Peters

The purpose of this paper is to provide a critical discussion of the Leiden Manifesto for libraries already engaged in bibliometric practices. It offers practical…

Abstract

Purpose

The purpose of this paper is to provide a critical discussion of the Leiden Manifesto for libraries already engaged in bibliometric practices. It offers practical recommendations based on the work of the European Association for Research Libraries (LIBER) Working Group on Metrics. This work is in the beginning phase and summarizes literature on the topic, as well as the experiences of the members of the Working Group. The discussion reflects today's growing popularity of (quantitative) research assessment which is seen in enthusiasts introducing new metrics (i.e. altmetrics) and by critics demanding responsible metrics that increase objectivity and equity in evaluations.

Design/methodology/approach

This paper is the result of the Working Group on Metrics of the European Association for Research Libraries (LIBER) that critically discussed the practicality of the Leiden Manifesto for libraries.

Findings

Full compliance with the Manifesto is time-consuming, expensive and requires a significant increase in bibliometric expertise with respect to both staffing and skill level. Despite these apparent disadvantages, it is recommended that all libraries embrace the Manifesto’s principles. To increase practicality, it is advised that libraries collaborate with researchers, management and other libraries at home and around the world to jointly design and provide services that can be reused within the library community.

Originality/value

Libraries have increasingly been confronted with questions about research assessment, responsible metrics and the role of digital products in evaluations and funding decisions. Although a wide range of recommendations and initiatives are available (e.g. DORA San Francisco Declaration on Research Assessment), many recommendations are not straightforward enough to be implemented from a library perspective. This paper provides assistance for libraries to implement these principles by acknowledging the heterogeneous backgrounds the libraries may stem from.

Details

Digital Library Perspectives, vol. 33 no. 4
Type: Research Article
ISSN: 2059-5816

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Article
Publication date: 22 July 2019

Rachael Jacobs

A methodology that combined ethnographies, including the ethnography of performance with narrative inquiry was used in a research project investigating the assessment of…

Abstract

Purpose

A methodology that combined ethnographies, including the ethnography of performance with narrative inquiry was used in a research project investigating the assessment of senior secondary Drama performance in Australia. The paper aims to discuss this issue.

Design/methodology/approach

After a temporal change in the research approach, it was decided that the research method needed to capture the Drama performance assessment phenomenon as it was lived and experienced.

Findings

As a result, methodological choices shifted from procedural documentation and document analysis to ethnographic observations that were able to capture the more nuanced aspects of the relationship between Drama performance and assessment, embracing tacit learning, agendas, cultures, experiences and understandings.

Originality/value

This paper reflects on the methodological dilemmas and choices made when studying artistic and aesthetic texts in the classroom, and poses considerations for future researchers conducting inquiries in aesthetically rich learning environments.

Details

Qualitative Research Journal, vol. 20 no. 1
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 14 November 2016

Latisha Reynolds, Samantha McClellan, Susan Finley, George Martinez and Rosalinda Hernandez Linares

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated…

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4012

Abstract

Purpose

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

Findings

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

Details

Reference Services Review, vol. 44 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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