Knowledge Graph for Discovery and Navigation, Case of Interdisciplinary Ph.D. Program

This paper is showing a Ph.D. research in progress that was presented at ISCW conference, Monterey, CA.This research is proposing the development of a methodology for eliciting and formalizing relationships that should be organized in a knowledge graph, intended for improved resource discovery and collaboration opportunities in a Ph.D. program. By taking a case of an interdisciplinary Ph.D. program, proposed steps will include participatory design method, text mining, and social network analysis, while reusing available models and vocabularies for the academic domain. The proposed analysis will be based on intellectual outputs, research profiles, information on activities and other relevant data that is produced by the given community. The expected outcome would account for the emphasis of actors’ roles in a community, which should result in enhanced opportunities for quality cooperation

Training scholars in dissemination and implementation research for cancer prevention and control: A mentored approach

Abstract Background As the field of D&I (dissemination and implementation) science grows to meet the need for more effective and timely applications of research findings in routine practice, the demand for formalized training programs has increased concurrently. The Mentored Training for Dissemination and Implementation Research in Cancer (MT-DIRC) Program aims to build capacity in the cancer control D&I research workforce, especially among early career researchers. This paper outlines the various components of the program and reports results of systematic evaluations to ascertain its effectiveness. Methods Essential features of the program include selection of early career fellows or more experienced investigators with a focus relevant to cancer control transitioning to a D&I research focus, a 5-day intensive training institute, ongoing peer and senior mentoring, mentored planning and work on a D&I research proposal or project, limited pilot funding, and training and ongoing improvement activities for mentors. The core faculty and staff members of the MT-DIRC program gathered baseline and ongoing evaluation data regarding D&I skill acquisition and mentoring competency through participant surveys and analyzed it by iterative collective reflection. Results A majority (79%) of fellows are female, assistant professors (55%); 59% are in allied health disciplines, and 48% focus on cancer prevention research. Forty-three D&I research competencies were assessed; all improved from baseline to 6 and 18 months. These effects were apparent across beginner, intermediate, and advanced initial D&I competency levels and across the competency domains. Mentoring competency was rated very highly by the fellows––higher than rated by the mentors themselves. The importance of different mentoring activities, as rated by the fellows, was generally congruent with their satisfaction with the activities, with the exception of relatively greater satisfaction with the degree of emotional support and relatively lower satisfaction for skill building and opportunity initially. Conclusions These first years of MT-DIRC demonstrated the program’s ability to attract, engage, and improve fellows’ competencies and skills and implement a multicomponent mentoring program that was well received. This account of the program can serve as a basis for potential replication and evolution of this model in training future D&I science researchers

Re-Imagining Andragogy for Innovative and Inclusive Leadership Training for Minority Women in Higher Education

The purpose of this case study undertaken in 2021 was to explore the different ways educators in higher education might implement innovative andragogical practices for inclusive leadership training for minority women. There is need for minority women to develop abilities to make personal adjustments as well as receive support from external structures if they are to benefit from leadership training programs and to be successful leaders (Flower, 2021). The potential for innovation to shift towards a more engaged form of teaching and learning is very important in the 21st Century especially for the inclusion of minority women in leadership in higher education. Trainers of minority women for leadership must reflect on their praxis and learn how to implement innovative and responsive andragogical practices that engage and empower minority women in higher education. This case study attempted to answer a critical question: How might educators in higher education implement innovative andragogical practices for inclusive leadership training for minority women? This study was anchored on transformative leadership theory which aims at building socially just systems in a volatile, uncertain, complex, and ambiguous world (Shields, 2018). Protagonists of transformative leadership theory urge educators to proactively initiate conversations and implement praxis that remove barriers that impede groups of learners, such as minority women, from thriving to their full potential. Researchers conducted online focus group discussions with eight minority women as tools to collect data for this study. More data was collected from participants’ personal stories. Focus group conversations and participants’ stories were recorded on Zoom. The data collected was analysed through the constant comparison of conversations and stories to distil common themes. Six common themes emerged as perceived game changers in the implementation of effective andragogical practices for the training of minority women for leadership in higher education. The six themes include (a) positive self-worth, (b) effective mentorship and role modelling, (c) networks of supportive partner allies, (d) female models and styles of leadership, (e) mindset change, and (f) male positive perception of women as leaders

A roadmap to develop dementia research capacity and capability in Pakistan: a model for low- and middle-income countries

Objective To produce a strategic roadmap for supporting the development of dementia research in Pakistan. Background While global research strategies for dementia research already exist, none is tailored to the specific needs and challenges of low- and middle-income countries (LMIC) like Pakistan. Methods We undertook an iterative consensus process with lay and professional experts to develop a Theory of Change-based strategy for dementia research in Pakistan. This included Expert Reference Groups (ERGs), strategic planning techniques, a “research question” priority survey, and consultations with Key Opinion Leaders. Results We agreed on ten principles to guide dementia research in Pakistan, emphasizing pragmatic, resource sparing, real-world approaches to support people with dementia, both locally and internationally. Goals included capacity/capability building. Priority research topics included raising awareness and understanding of dementia, and improving quality of life. Conclusion This roadmap may be a model for other LMIC health ecosystems with emerging dementia research cultures

The Craft of Incentive Prize Design: Lessons from the Public Sector

In the last five years, incentive prizes have transformed from an exotic open innovation tool to a proven innovation strategy for the public, private and philanthropic sectors. This report offers practical lessons for public sector leaders and their counterparts in the philanthropic and private sectors to help understand what types of outcomes incentive prizes help to achieve, what design elements prize designers use to create these challenges and how to make smart design choices to achieve a particular outcome. It synthesizes insights from expert interviews and analysis of more than 400 prize

Strategies for a Successful PhD Program: Words of Wisdom From the \u3cem\u3eWJNR\u3c/em\u3e Editorial Board

Nursing doctoral programs prepare students for research-focused careers within academic settings. The purpose of this Editorial Board Special Article is to provide PhD students and advisors with suggestions for making the most of their doctoral experience. Editorial Board members provide their individual insights on the skills and attributes students must acquire during the course of their doctoral education in order to succeed. The authors provide practical tips and advice on how to excel in a PhD program, including how to select an advisor and a dissertation committee, the importance of attending conferences to increase visibility and develop a network of colleagues, presenting and publishing research while still a student, and balancing work and personal life. Students who take full advantage of the opportunities available to them during the course of their doctoral programs will graduate well prepared to take on the multiple responsibilities of research, teaching, and leadership

Comparison of awarded university business incubators: Italy and Turkey.

Based on the diffusion and the effects of university business incubators this thesis work examining university business incubators based on their networking activities in respect to different geographical scopes and intentions of the networking. A large and growing body of literature has investigated on networking activities of university business incubators and outputs of networked incubators. Networking is one of the main competitive advantages of all models of business incubators and also it has a huge impact on the development of the entrepreneurial environment. However, to the author ́s best knowledge, very few publications can be found available in the literature that addresses the issue of the geographical scope of networking how it differentiates its’ development structure. Due to this reason, the objective of this thesis is aiming to analysis the networking activities in different geographical scopes; local, national and international and how do they structure in two different countries. Sample university business incubators are from two different countries, one from ‘developed country’ and one from ‘developing country’ to illustrate the main partners of both incubators according to their geographical scopes, how do they create those partnerships, what are the main activities that they realize together, is there any intermediate third parties and government policies behind of it. What kind of activities are conducting in both university business incubators in order to become more international and finally in respect to their networking activities what kind of industrial partners both UBIs have and how do they create those relationships. This study has determined the relationship between all the partners of a university business incubator and incubator itself. In consideration of previous academic studies about the topic and contributions of this thesis work, now we can gain a better understanding of cause-effect relation of partnership choices and activities in diversified geographical scopes of a university business incubator.ope

Success factors for Indigenous entrepreneurs and community-based enterprises

Introduction: This resource sheet reviews the available literature on the key factors that have underpinned successful Indigenous entrepreneurs and community-based enterprises. It also explores the different characteristics of Indigenous entrepreneurs and community-based enterprises. Where possible, it also looks at the outcomes of government programs that have aimed to help these different types of Indigenous businesses. For the purposes of this resource sheet, the term ‘Indigenous entrepreneurialism’ (or ‘entrepreneur’) has been used to refer to Indigenous-owned private and commercial businesses that are run for a profit. Likewise, the term ‘community-based enterprise’ has been used to refer to businesses that have a more communal purpose (they are also known as ‘community-managed’ and ‘social’ enterprises). The two terms used in this resource sheet are defined below and were selected for convenience and because they were commonly used in the literature. Indigenous economic development is defined as the involvement by Indigenous people in employment, business, asset and wealth creation in the communities and regions where they live. One key aspect of improving Indigenous economic development is through Indigenous people operating their own private businesses or community-based enterprises (refer to the definition above). In the case of successful Indigenous entrepreneurs, self-employment and ownership of enterprises is believed to help individuals, families and communities improve self-sufficiency and decrease reliance on government welfare. This resource sheet is based on a literature review of approximately 30 sources. The review process used various search terms (for example, Indigenous economic development/Indigenous business; social enterprises, entrepreneurship) and research databases containing peer reviewed articles (AIFS Library catalogue; all of the EBSCO and Informit databases and collections) and general online resources from government or Indigenous community organisations

Preparing Culturally Responsive Teachers Of Science, Technology, Engineering, And Math Using The Geophysical Institute Framework For Professional Development In Alaska

Thesis (Ph.D.) University of Alaska Fairbanks, 2011The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on methodologies used to conduct program research, and on findings obtained. Research indicates that in both situations the GI Framework for Professional Development was effective in preparing culturally responsive STEM teachers. Implications of these findings and recommendations for future research are discussed in the conclusion