6,614 research outputs found

    Financial and Economic Review 22.

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    Searching the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective

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    There are few references that critically evaluate the different ways of searching the literature on scholarship of teaching and learning (SoTL), or how these are related to researchers’ goals. We use an academic literacies perspective as a lens with which to explore the different ways that literature searches may be undertaken. While searching the literature is often presented as a scientific objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent process. We provide a practical, critical guide to undertaking SoTL literature searches and argue that these need to be seen as socially constructed processes. There is no one right way of searching the SoTL literature. The academic literacies perspective leads us to emphasise the variety of different purposes for carrying out a literature search. We distinguish between using comprehensive tools and selective sources. We end by arguing that there is a need for SoTL researchers to be less insular and take purposeful steps to search for, cite, and amplify diverse voices. This article complements a separate one where we review and synthesise the SoTL literature

    Novos desafios do ensino doutoral: Políticas, configurações e percursos entre universidades e empresas

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    O ensino doutoral tem atravessado transformações impulsionadas pela "sociedade do conhecimento". A introdução de colaborações universidade-empresa no ensino doutoral tornou-se desejável e promovida, embora os processos e efeitos envolvidos sejam geralmente desconhecidos. O presente estudo sociológico pretende contribuir para o seu conhecimento, tendo em conta três níveis de análise: o macro, das tendências europeias e especificidades das políticas nacionais; o meso, de práticas de colaboração; e o micro, dos percursos dos doutorandos. Particular atenção é dada às culturas dos dois setores, ao capital social existente e adquirido e ao papel dos doutorandos no processo. A partir da triangulação de instrumentos, os resultados evidenciam que o ensino doutoral, embora com tendências convergentes, reage, a nível nacional, de forma distinta das orientações europeias. O governo português tem atuado como promotor das colaborações, sobretudo a partir do acesso a financiamento, mas com instrumentos que variam em termos de foco e narrativa. A diversidade de modelos de colaboração é moldada, em particular, pelo capital cognitivo e relacional dos académicos. Os doutorandos, incorporando e traduzindo linguagens e lógicas diversas, são impulsionadores dos processos de colaboração e de transferência de conhecimento. Por último, tais contextos de formação e socialização têm influência nas experiências académicas e perceções dos doutorandos, mas sem implicar mudanças abruptas na cultura académica. Os resultados têm implicações significativas para a elaboração ou reconceptualização de políticas, sobretudo em países que se iniciam nestes processos, e em contextos académicos que pretendam potencializar colaborações profícuas para todos os envolvidos, em particular para os doutorandos.Doctoral education has undergone transformations driven by the "knowledge society". The introduction of university-industry collaborations in doctoral education has become desirable and promoted, although the processes and effects involved are generally unknown. The present sociological study contributes to new knowledge of these, taking into account three levels of analysis: the macro, of European trends and specificities of the national policies; the meso, of collaboration practices; and the individual, of the paths of doctoral students. Particular attention is given to the cultures of the two sectors, to the existing and acquired social capital and to the role of doctoral students in the process. The results show that doctoral education reacts, at national level, differently to European guidelines. The Portuguese government has acted as a promoter of collaborations, mainly through access to funding, but with instruments that vary in terms of focus and narratives. The collaboration models are shaped, in particular, by the cognitive and relational capital of academics. Doctoral students, incorporating and translating different languages and logics, are drivers of collaboration processes and the consequent transfer of knowledge. Finally, such training and socialization contexts have influences on the academic experiences and perceptions of doctoral students, but without implying abrupt changes in academic culture. Such results have significant implications for the elaboration or reconceptualization of policies, especially in countries that are starting in these processes, and in academic contexts that intend to enhance fruitful collaborations for all those involved, in particular for doctoral students

    Direct-to-Consumer Advertising of Prescription Drugs: Constitutionally Protected Speech or Misinformation?

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    This Note will argue that the United States can and should regulate direct-to-consumer (DTC) prescription drug advertisements on television more strictly—preferably by proscribing them altogether. In Part I, this Note will discuss the issues of soaring drug prices, disappointing health care outcomes, a glut of misleading drug advertisements affecting the doctor-patient relationship and personal health, and the problem with the current approach to prescription drug advertising. Part I will also discuss the misleading nature of DTC prescription drug advertisements and some examples of the harm they have caused. Additionally, Part I will propose a solution that focuses on limiting the influence of DTC advertising to reduce consumer confusion and deception. Part II will introduce and discuss the constitutional test for restrictions on commercial speech. In Part III, this Note will apply the constitutional test, enunciated in the Central Hudson case, to demonstrate that proscribing DTC prescription drug ads or confining them to certain, more fitting places would be a constitutional policy. Part III will also explain how the Note’s proposed solutions fit into the existing statutory framework and refute some anticipated counterarguments to this Note’s proposed solutions. This abstract has been taken from the author\u27s introduction

    The mad manifesto

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    The “mad manifesto” project is a multidisciplinary mediated investigation into the circumstances by which mad (mentally ill, neurodivergent) or disabled (disclosed, undisclosed) students faced far more precarious circumstances with inadequate support models while attending North American universities during the pandemic teaching era (2020-2023). Using a combination of “emergency remote teaching” archival materials such as national student datasets, universal design for learning (UDL) training models, digital classroom teaching experiments, university budgetary releases, educational technology coursewares, and lived experience expertise, this dissertation carefully retells the story of “accessibility” as it transpired in disabling classroom containers trapped within intentionally underprepared crisis superstructures. Using rhetorical models derived from critical disability studies, mad studies, social work practice, and health humanities, it then suggests radically collaborative UDL teaching practices that may better pre-empt the dynamic needs of dis/abled students whose needs remain direly underserviced. The manifesto leaves the reader with discrete calls to action that foster more critical performances of intersectionally inclusive UDL classrooms for North American mad students, which it calls “mad-positive” facilitation techniques: 1. Seek to untie the bond that regards the digital divide and access as synonyms. 2. UDL practice requires an environment shift that prioritizes change potential. 3. Advocate against the usage of UDL as a for-all keystone of accessibility. 4. Refuse or reduce the use of technologies whose primary mandate is dataveillance. 5. Remind students and allies that university space is a non-neutral affective container. 6. Operationalize the tracking of student suicides on your home campus. 7. Seek out physical & affectual ways that your campus is harming social capital potential. 8. Revise policies and practices that are ability-adjacent imaginings of access. 9. Eliminate sanist and neuroscientific languaging from how you speak about students. 10. Vigilantly interrogate how “normal” and “belong” are socially constructed. 11. Treat lived experience expertise as a gift, not a resource to mine and to spend. 12. Create non-psychiatric routes of receiving accommodation requests in your classroom. 13. Seek out uncomfortable stories of mad exclusion and consider carceral logic’s role in it. 14. Center madness in inclusive methodologies designed to explicitly resist carceral logics. 15. Create counteraffectual classrooms that anticipate and interrupt kairotic spatial power. 16. Strive to refuse comfort and immediate intelligibility as mandatory classroom presences. 17. Create pathways that empower cozy space understandings of classroom practice. 18. Vector students wherever possible as dynamic ability constellations in assessment
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