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The purpose of this paper is to identify personality types between different university disciplines, and to establish whether there are differing requirements in the design of physical learning environment. Also to identify features of the learning environment that can support a sense of community. This paper seeks to investigate the relationship between student’s personality and preferences of features of the built environment.

Quantitative questionnaires were distributed in three university disciplines based on the variables personality, elements of the physical learning environment and features that could support a sense of community.

The analysis revealed that there are differences in preferred features within the physical learning environment for the three university disciplines within a large UK-based university. It can also be seen that there are differences in personality profiles between these three university disciplines. Features of the environment that could support a sense of community have been also identified.

Those who are responsible for the design and refurbishment of higher education institutions may find this research useful to improve the facilities for students. To support the development of appropriate physical learning spaces through the understanding of students’ requirements.

This paper presents a new perspective on how the development of higher education facilities can be designed to increase student experience by identifying specific features of the physical learning environment students prefer.

Physical education, like most areas of education, is changing and taking on a new look for the 1980s. Physical educators, school administrators, and others making decisions about programs for children and young people are examining both current practices and forecasts for the future in this field. What they decide will profoundly affect the resources that should be a part of library collections for children and youth. Too often librarians and school media specialists have found it difficult to think about the kinds of materials appropriate for such collections because they do not have the knowledge necessary for sound selection. A major reason for this difficulty is that the area of physical education is usually separated from other subject areas in schools. Along with the industrial arts, domestic science, and the fine arts, physical education is categorized as a performative subject area. Classified as such, it is usually not thought of as something you ask young people to think about, talk about, or even read about; but rather, something you ask them to “do.” Yet, upon closer examination, there exists a small wealth of library materials for children.

In order to solve the current imbalance of academic resources within the discipline, this article builds a three-dimensional talent evaluation model based on the topic–author–citation based on the z index and proposes the ZAS index to evaluate scholars on different research topics within the discipline.

Based on the sample data of the CSSCI journals in the discipline of physical education in the past five years, the keywords were classified into 13 categories of research topics including female sports. The ZAS index of scholars on topic of female sports and so on was calculated, and quantitative indexes such as h index p index and z index were calculated. Comparative analysis of the evaluation effect was performed.

It is found that compared with the h index and p index, the z index achieves a better balance between the quantity, quality and citation distribution of scholars' results and effectively recognizes that the citation quality is higher and the number of citations of each paper is more balanced. In addition, compared to the z index, this article is based on a ZAS index model with an improved three-dimensional topic–author–citation relationship in research fields such as female sports.

It can identify some outstanding scholars who are engaged in small-scale or emerging topic research such as female sports and are excellent in different research areas. Talents create an objective and fair evaluation environment. At the same time, the ranking ability of ZAS indicators in the evaluation of talents is the strongest, and it is expected to be used in practical evaluations.

An important process for teachers is shaping professional identity. Using narrative approaches to examine complexities of teaching and learning can be beneficial in both performing and understanding this shaping process. For teachers to develop a positive professional identity, they need to perceive that others view them as possessing those characteristics of a quality teacher and need to perceive that others view them as embodying the characteristics (Korthagen, 2004). Researching identity development of Health/Physical Education (HPE) preservice teachers as well as HPE teachers with various years of experience may provide insight regarding shaping teacher identity.

One key aspect is to look at how history has influenced Physical Education status and what can be done to increase PE status as an academic core discipline. By looking at how and why PE has been marginalized, as well as what can be done to decrease marginalization, is key to avoiding further devaluation of PE and its potential removal from the curriculum.

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on curriculum selection for courses and degree programs focused on global leadership. This article begins by exploring how emerging areas of study become recognized as disciplines and applies this knowledge to the global leadership discipline. We also look at doctoral-level degree programs in global leadership, comparing, and contrasting their offerings and approaches, and reflecting on global leadership doctoral education’s role in the ultimate crafting of the discipline. Finally, the curriculum strategies within the doctoral program in global leadership at Indiana Tech are discussed to illustrate the complex and multidisciplinary approach required to prepare global leadership scholars-practitioners.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

In 2008, Paul De Knop (Vrije Universiteit Brussels) stated that “in spite of the social value of sport and its role as a policy tool, human sport sciences still lack a fulfilling position in the academic world.” In Belgium and in Flanders (the northern and Dutch-speaking part of the country), the sociology of sport is still a small field of research among the sport sciences. The discipline is institutionalized within the institutes of physical education of the three universities (University of Ghent; Katholieke Universiteit Leuven; Vrije Universiteit Brussels). The scarcity of academic funding streams resulted in a focus on more applied, policy-based research in Flanders. Additionally, all institutes emphasize increasingly an interdisciplinary cooperation to connect with stronger research fields (e.g., health sciences, social studies, or international studies on sport participation). Even though each university has its own research tradition, the universities and the government cooperate in a longitudinal study on sport participation in Flanders. De Knop, who became rector of the Vrije Universiteit Brussels (VUB) in 2008, was the first lecturer of the course sociology of sport at his university. He graduated in 1975 as licentiate in physical education and his career at the university converged with the development of the discipline. Together with Roland Renson and Bart Vanreusel (KU Leuven), he was one of the academic pioneers for the sociology of sport in Flanders.

This paper aims to determine the extent to which graduate student funding portfolios vary across and within engineering, life sciences and physical sciences academic fields for degree recipients. “Graduate student funding portfolios” refers to the percentages of students funded by fellowships, research assistantships, teaching assistantships, personal means and other sources within an organizational unit.

Using data from the Survey of Earned Doctorates data set, the authors analyze doctoral students’ self-reported primary mechanisms of funding across and within academic fields varying along the Biglan taxonomy. The authors used cluster analyses and logistic regression to investigate within-field variation in funding portfolios.

The authors show significant differences in doctoral student funding portfolios across dimensions of the Biglan taxonomy characterizing academic fields. Within those fields, the authors demonstrate considerable variation in funding; institutions cluster into different “modes” of funding portfolios that do not necessarily map onto institutional type or control variables.

Despite tremendous investment in graduate students, there has been little research that can help characterize at the program-level how graduate students are funded, either by internal or external mechanisms. As programs continue to feel the pressures of more limited resources coupled with increasing graduate enrollment demands, investigating graduate student funding at a macro level is becoming increasingly important so programs may better understand constraints and predict shifts in resource availability.

Using bibliometrics to examine eight core journals in the year 2000 for the disciplines of higher education and library science, characteristics of the authors were determined, including gender or sex; Carnegie Classification or institutional affiliation; and position of the authors. Characteristics of the articles were also examined, including the research methods used such as descriptive statistics, inferential statistics, or qualitative analysis. A content analysis of each article was performed to determine the subjects discussed in each literature. For both disciplines, it was learned that males publish more, the highest Carnegie Classification, extensive research institutions, were represented the most, and authors came from academic departments other than their own disciplines. In higher education, inferential statistics were used frequently; in library and information descriptive statistics were used frequently; both disciplines failed to use research methodologies regularly. From these findings, it appears that both disciplines are still emerging and are in their early stages of development.