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1 – 10 of over 147000Anna 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.
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
Keywords
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 whether…
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.
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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 propositions…
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.
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Juliette Senn, Mercedes Luque-Vílchez and Carlos Larrinaga
The purpose of this study is to provide insights into how accounting and accountability systems can contribute to transforming metrics used thus far in research performance…
Abstract
Purpose
The purpose of this study is to provide insights into how accounting and accountability systems can contribute to transforming metrics used thus far in research performance evaluation. New metrics are needed to increase research impact on the challenges addressed by science. In particular, we document and reflect on accounting transformations towards responsible research and innovation (RRI).
Design/methodology/approach
The study draws on the European H2020 MULTI-ACT research project that focuses on the development of a collective research impact framework in the area of health research. We document, analyse and report our engagement in this project, which also included research funders, patient organizations, health researchers, accounting practitioners and health care providers. Drawing on RRI, Mode 2 knowledge production and accounting performativity, we inquire into the potential of accounting technologies to foster knowledge production and increase research impact.
Findings
The study shows how the engagement of accounting with other disciplines enables the development of new and relevant forms of research impact assessment. We document how accounting can be mobilised for the development of new forms of research impact assessment (i.e. indicators that evaluate key accountability dimensions to promote RRI) and how it helps to overcome the difficulties that can emerge during this process. We also show how the design of multiple accountabilities’ indicators, although chronically partial, produced a generative interrogation and discussion about how to translate RRI to research assessment in a workable setting, and the pivotal role of certain circumstances (e.g. the presence of authoritative actors) that appear during the knowledge production process for creating these generative opportunities.
Practical implications
This study illustrates the key role of accounts in the generation of knowledge. It also shows the value of considering the stakes of all affected actors in devising fruitful accounting approaches. This collective perspective is timely in the accounting discipline and could foster the connection between academics and practice which is so far under-reported. This perspective should be useful for policymakers such as the European Union and managers in the design of new policies, initiatives and practices.
Social implications
Discussing and devising appropriate research assessment frameworks is strategic for the maximization of the social impact of research results. Accounting has a key role to play in optimizing a sustainable return on investment in research.
Originality/value
How to assess research impact in a more balanced way is in an early stage of development. The study provides empirical and practical material to advance further work and develop its potential to broaden the conceptualization of accountability.
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– 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.
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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 analysis…
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?
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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 bibliography of…
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
Keywords
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 managing…
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.
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Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on information literacy 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 information literacy published in 2016.
Findings
The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain 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 information literacy.
Details
Keywords
Tessa Withorn, Carolyn Caffrey, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford
This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy 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, reports and other materials on library instruction and information literacy published in 2018.
Findings
The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.
Details