Ethical aspects of doctoral-research advising in the emerging African information society

This paper discusses the ethical aspects of doctoral-research advising in the emerging African information society from an African perspective. It addresses the following research questions: What is the status of information ethics in Africa? What theoretical frameworks are available to illuminate the ethical dimension of the emerging African information society? To what extent are ethical aspects of the emerging African information society integrated into doctoral research advising in library and information science in Africa? What are the roles and obligations of the supervisor and supervisee in doctoral research? How is information and communication technology (ICT) being used to enhance doctoral-research advising? The paper is underpinned by various ethical theoretical models, such as the Trust Model, Hayward Power Relations, classical and contemporary ethical traditions, and game theory. It relies upon a literature survey to address the research problems. Results reveal, among other things, the milestones achieved by African scholars in promoting information ethics through curriculum development and research. However, there is a need for the evolving information society to take cognizance of African cultural contexts. The results also reveal that supervisor–supervisee relationships are constrained. The ethical dimension of the emerging African information society should be infused into the doctoral-research process to improve the relationships of supervisor and supervisee. This should be supported by responsible use of ICT, taking into account the Africa cultural context and African values to facilitate the doctoral-advising process. All these should be buttressed by an enabling policy framework at the institutional level to promote harmony and productivity in doctoral research.published or submitted for publicationOpe

A Scoping Review of Research Ethics and Practices in Library and Information Science in Scopus and Library and Information Science Source Databases

Introduction and Background: Library and information science scholars are partially aware of the research ethics regarding data falsification, fabrication, data cooking, gifted authorship, neglected authorship, and other factors. Such activities are not only unethical but may equally cause harm to the academic community and society. Purpose: This paper aims to identify the gaps in studies focusing on research ethics and practices in Library and Information Science in the Scopus and Library and Information Science Source Databases. The review seeks to respond to research questions such as what is the scope of articles focusing on research ethics and practices between 2011 and 2021; what are the features of articles focusing on research ethics and practices in the Scopus and LISS domain; to what extent is the African research on ethics and practices and LISS reflected in the domain; and what are the implications of studies focusing on research ethics as reported in the identified literature? Methodology: Databases searched include the Scopus and Library and Information Science Source for articles published between 2011 and 2021. Advanced search strategies are used as well as thematic analysis. Result: Out of 190 documents identified from the databases, 70 were eligible for review while 13 were included in the scoping review. The majority of the articles focusing on research ethics and practices were published between 2016 and 2021. The year 2021 witnessed the highest number of publications, while the lowest was in 2014. The majority of studies published in the LIS domain emerged from developed countries. However, few were published by African scholars in Scopus and LISS focusing on research ethics and practices. Implications: This paper has implications for LIS researchers and policymakers. Practical implications include the control and reduction of data falsifications, data cooking, and unethical research practices among LIS researchers. Implications for efficient knowledge management for sustainable development are also prominent in this paper. Conclusions: Given that limited articles focus on the subject identified in the domain, African scholars need to contribute immensely towards literature addressing research ethics. They also need to engage the researchers, information managers, and policymakers to empower librarians with knowledge of how to manage scholarly publications in academic libraries

“From Whence Cometh My Help?” Exploring Black Doctoral Student Persistence

In previous decades, the bulk of research focused on Blacks in doctoral programs highlight issues of recruitment and access with little attention given to the racialized experiences or perspectives of African descent scholars-in-training. More recently, a growing body of research has used qualitative methods to dismantle the myth of a colorblind doctoral student experience. Instead these scholars illuminate the ways in which race and racism create challenges for Black doctoral students. The present study adds to this literature by revealing the ways that Black doctoral students persist amid this highly racialized context. Researchers employ critical race theory and qualitative focus group methods to describe the factors that contribute to Black doctoral student persistence. Findings expand the existing literature on Black doctoral student persistence in ways that further delineate the nature of support factors, which have implications for faculty and administrators

Social justice development: creating social change agents in academic systems

The purpose of this dissertation is to use critical and transformative research to engage academic advisors in developing the social, cultural, and political habits of mind, understanding, knowledge and skills necessary to enact social justice leadership in academic systems and higher education. This research posits that a contemporary approach to academic advising is necessary to meet the diverse sociocultural and sociopolitical needs of today's learners. Today's colleges and universities need academic advisors who encompass a unique set of critical competencies necessary to support and promote equity and equality, and contribute to the holistic success and achievement of college students. At the center of the dissertation project lies a social justice development model, designed to represent the logical sequence of stages/phases an advisor may undergo to develop the necessary social justice competencies and habits of mind to engage in social justice leadership. Critical theoretical constructs such as critical feminism, critical race theory, constructivism, critical pedagogy, post-womanist pedagogy and transformative curriculum leadership are used to develop the model. Additionally, a diversity education curriculum is included to engage academic systems and academic/student affairs practitioners in a professional development workshop/training experience

Quality Mentorship Matters: An Innovative Approach to Supporting Student Success in Engineering Undergraduate Research

In this research study, the authors developed a new model of mentorship for faculty members to engage and support their group of students conducting undergraduate engineering research. Research efforts attest that mentoring undergraduate students is a critical role that can dramatically enhance student academic and personal outcomes. This finding is magnified in the context of STEM related disciplines, such as engineering, where efforts to pro-actively diversify the workforce are taking shape. Yet, not every form of faculty-student mentorship is proven to be effective, particularly when faculty conceal forms of knowledge and information regarding internship/employment resources, departmental and research opportunities, curriculum alternatives, exposure to graduate school, and professional experiences that may result favorable in future career aspirations. A fundamental component to facilitating successful student career paths is correlated to an authentic form of mentorship, which exposes students to a plethora of career opportunities and prepares them to navigate postgraduate experiences. The proposed model, which was implemented over a span of four years with a total of sixteen engineering students conducting undergraduate research, identifies four key elements in the transformative process: 1) develop student-faculty relationship; 2) faculty commitment; 3) genuine desire for the mentee to succeed, and 4) willingness from faculty members to disseminate appropriate technical and personal wisdom. This emerging model, termed RCDD (e.g., acronym for Relationship, Commitment, Desire, Disseminate), gives faculty members a template to advance undergraduate engineering student success through a genuine mentorship role. Results indicate that graduating students are better prepared when applying for employment or graduate school. It was also noted that the confidence level increased going into internship opportunities or full-time employment due to their undergraduate involvement in research and the guidance from the faculty advisor

The Impact of Supervisory Inputs on Postgraduate Students

Pengawasan telah menjadi isu utama dalam studi di sekolah pascasarjana. Pengawasan dapat didefinisikan sebagai hubungan orang per orang secara intensif dan interpersonal. Pengawas dirancang untuk dapat memfasilitasi perkembangan akademik mahasiswa baik terkait dengan tugas maupun penelitian mereka. Paper ini menunjukkan betapa kompleksnya bidang pengawasan terhadap mahasiswa, yang dipengaruhi oleh banyak faktor, di antaranya latar belakang sosial, kepribadian pengawas dan mahasiswa, hubungan yang berkembang di antara mereka, keahlian pengawas, dan masalah-masalah yang dihadapi oleh para mahasiswa. Paper ini mendiskusikan pentingnya input-input kepengawasan dalam proses pengawasan, dan juga meneropong hakikat interaksi sosial antara pengawas dengan mahasiswa. Sasaran yang dituju dalam paper ini adalah untuk mengembangkan pengawasan yang efektif terhadap mahasiswa sekolah pascasarjana guna menghasilkan modal sumber daya manusia yang unggul. Kata kunci : pengawasan, mahasiswa pascasarjana, input kepengawasan, dan pengawasan efekti

Winter 2015

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Online Catalog: Academic Year 2007-2008

Originally published online for Fuller Theological Seminary\u27s 2007-2008 academic year.https://digitalcommons.fuller.edu/academic_catalogs/1000/thumbnail.jp

Online Catalog: Academic Year 2007-2008

Originally published online for Fuller Theological Seminary\u27s 2007-2008 academic year.https://digitalcommons.fuller.edu/academic_catalogs/1000/thumbnail.jp