Problematising the construction of journal quality:an engagement with the mainstream

Journal ranking studies have generally adopted citation techniques or academic perceptions as the basis for assessing journal quality. They have traditionally been a source of information about potential research outlets, new journals, and an aid to developing a consensus about the relative merit of publications for promotion decisions. The aim of our research is to address specific shortcomings in the conventional literature and construct an alternative view of how we might more appropriately assess journal ‘quality’. We attempt to engage with the conventional literature by applying an approach that does not privilege either citation techniques or academic perceptions. We have adopted from Zeff (1996) an objective measure of academic journal library holdings, which Zeff describes as a ‘market test’. Our construct provides evidence of an important difference in journal holdings for the Australasian region that could significantly influence further research on journal quality. The method itself is entirely mundane but may be considered to reflect a complex of historic and more contemporary variables which impact on academic and administrative decisions, influencing the makeup of academic library holdings and providing a proxy for journal ‘quality’.

Betwixt spaces: student accounts of turning point experiences in first year transitions

‘Not belonging’ is becoming a prevalent theme within accounts of the first-year student experience at university. In this study the notion of not belonging is extended by assuming a more active role for the idea of liminality in a student’s transition into the university environments of academic and student life. In doing so, the article suggests that the transition between one place (home) and another (university) can result in an ‘in-between-ness’ – a betwixt space. Through an interpretative methodology, the study explores how students begin to move from this betwixt space into feeling like fully-fledged members of university life. It is concluded that there is a wide range of turning points associated with the students’ betwixt transition, which shapes, alters or indeed accentuates the ways in which they make meaningful connections with university life. Moreover, transitional turning point experiences reveal a cast of characters and symbolic objects; capture contrasting motivations and evolving relationships; display multiple trajectories of interpersonal tensions and conflicts; highlight discontinuities as well as continuities; and together, simultaneously liberate and constrain the students’ transition into university life.

Studies of molecular interactions using physical techniques

The investigations described in this thesis concern the molecular interactions between polar solute molecules and various aromatic compounds in solution. Three different physical methods were employed. Nuclear magnetic resonance (n.m.r.) spectroscopy was used to determine the nature and strength of the interactions and the geometry of the transient complexes formed. Cryoscopic studies were used to provide information on the stoichiometry of the complexes. Dielectric constant studies were conducted in an attempt to confirm and supplement the spectroscopic investigations. The systems studied were those between nitromethane, chloroform, acetonitrile (solutes) and various methyl substituted benzenes. In the n.m.r. work the dependence of the solute chemical shift upon the compositions of the solutions was determined. From this the equilibrium quotients (K) for the formation of each complex and the shift induced in the solute proton by the aromatic in the complex were evaluated. The thermodynamic parameters for the interactions were obtained from the determination of K at several temperatures. The stoichiometries of the complexes obtained from cryoscopic studies were found to agree with those deduced from spectroscopic investigations. For most systems it is suggested that only one type of complex, of 1:1 stiochiometry, predominates except that for the acetonitrile-benzene system a 1:2 complex is formed. Two sets of dielectric studies were conducted, the first to show that the nature of the interaction is dipole-induced dipole and the second to calculate K. The equilibrium quotients obtained from spectroscopic and dielectric studies are compared. Time-averaged geometries of the complexes are proposed. The orientation of solute, with respect to the aromatic for the 1:1 complexes, appears to be the one in which the solute lies symmetrically about the aromatic six-fold axis whereas for the 1:2 complex, a sandwich structure is proposed. It is suggested that the complexes are formed through a dipole-induced dipole interaction and steric factors play some part in the complex formation.

Studies on DNA methylation and mechanisms of hypomethylation

The methylation of cytosinc residues in DNA is thought to play an important role in the regulation of gene expression, with active genes generally being hypomethylated. With this in mind peptides were synthcsised to mimic the cytosine-5 methylation activity carried out by DNA mcthylase, which however, showed no ability to carry out this function. The imidazotetrazinoncs are a novel group of antitumour agents which have demonstrated good activity against a range of murinc tumours and human tumour xenografts, and hypomethylation of DNA has been implicated in the mechanism of action. Studies have been conducted on the mechanism by which such agents cause hypomethylation, using DNA methylase partially purified from murine L1210 leukaemia cells. Unmodified calf thymus DNA does not inhibit the transfer of methyl groups from SAM to M.lysodeikticus DNA by partially purified DNA methylase. However, if the calf thymus DNA is modified by alkylating agents such as imida-zotetrazinones or nitrosoureas, the treated DNA becomes an inhibitor of the methylation reaction. This has been correlated with the induction of DNA damage, such as single strand breaks, since X-ray treated DNA and deoxyribonuclease treatment produces a similar effect. The mechanism of inhibition by the drug treated or damaged DNA is thought to occur by binding of the enzyme to an increased concentration of non-substrate DNA, presumably by the occurrence of single strand breaks, since neither sonication nor treatment with the restriction enzyme Mspl caused an inhibition. Attempts were made to elucidate the strict structure activity relationship for antitumour activity observed amongst the imidazotctrazinones. The transfection of a murine colon adcnocarcinoma cell line (MAC 13) with DNA extracted from GM892 or Raji cells previously treated with either the methyl (temozolomide) or ethyl (ethazolastone) imidazotetrazinone was performed. X-irradiated DNA did not cause any suppression of cell growth, suggesting that it was not due to physical damage. Transfection of MAC 13 cells with DNA extracted from GM892 cells, was more effective at inhibiting growth than DNA from Raji cells. Temozolomide treated cellular DNA was a more potent growth inhibitor than that from ethazolastone treated cells. For both agents the growth inhibitory effect was most marked with DNA extracted 6h after drug addition, and after 24h no growth suppression was observed. This suggested that the growth inhibitory effect is due to a repairable lesion. .The methylation of M.lysodeikticus DNA by DNA methylase is inhibited potently and specifically by both hereto and homoribo and dcoxyri-bopolynucleotides containing guanine residues. The inhibitory effect is unaffected by chain length or sugar residue, but is abolished when the O-6 residue of guanine is substituted as in poly d(OGG)2o. Potent inhibition is also shown by polyinosinic and polyxanthylic acids but not by polyadenylic acid or by heteropolymers containing adcnine and thymine. These results suggest that the 6 position of the purine nucleus is important in binding of the DNA methylase to particular regions of the DNA and that the hydrogen bonding properties of this group are important in enzyme recognition. This was confirmed using synthetic oligonucleotides as substrates for DNA methylase. Enzymatic methylation of cytosine is completely suppressed, when O6 methylguanine replaces guanine in CG sites.

Reacting and responding in TESOL Quarterly:a generic analysis of procedure and purpose in intertextual critical exchanges

A key feature of ‘TESOL Quarterly’, a leading journal in the world of TESOL/applied linguistics, is its ‘Forum’ section which invites ‘responses and rebuttals’ from readers to any of its articles. These ‘responses or rebuttals’ form the focus of this research. In the interchanges between readers reacting to earlier research articles in TESOL Quarterly and authors responding to the said reaction I – examine the texts for evidence of genre-driven structure, whether shared between both ‘reaction’ and ‘response’ sections, or peculiar to each section, and attempt to determine the precise nature of the intended communicative purpose in particular and the implications for academic debate in general. The intended contribution of this thesis is to provide an analysis of how authors of research articles and their critics pursue their efforts beyond the research article which precipitated these exchanges in order to be recognized by their discourse community as, in the terminology of Swales (1981:51), ‘Primary Knowers’. Awareness of any principled generic process identified in this thesis may be of significance to practitioners in the applied linguistics community in their quest to establish academic reputation and in their pursuit of professional development. These findings may also be of use in triggering productive community discussion as a result of the questions they raise concerning the present nature of academic debate. Looking beyond the construction and status of the texts themselves, I inquire into the kind of ideational and social organization such exchanges keep in place and examine an alternative view of interaction. This study breaks new ground in two major ways. To the best of my knowledge, it is the first exploration of a bipartite, intertextual structure laying claim to genre status. Secondly, in its recourse to the comments of the writers’ themselves rather than relying exclusively on the evidence of their texts, as is the case with most studies of genre, this thesis offers an expanded opportunity to discuss perhaps the most interesting aspects of genre analysis – the light it throws on social ends and the role of genre in determining the nature of current academic debate as it here emerges.

The nature of cognitive style and its relationship to educational performance

A survey is made of the literature relating to a number of dimensions of cognitive style, from which it is concluded that cognitive style has a strong theoretical potential as a predictor of academic performance. It is also noted that there have been few attempts to relate co gnitive style to academic performance, and that these have met with limited success. On the assumption that theories of individual differences should be congruent with theories of general functioning, an examination is made of the model of cognition presupposed by ,dimen sions of cognitive style. A central feature of this model is the distinction between cognitive content and cognitive structure. The origins of this distinction are traced back to the normative and experimental or quasi-experimental characteristics of research in psychology. The validity of the distinction is examined with reference to modern research findings, and the conclusion is drawn that the norma~ive experimental method is an increasingly inappropriate tool of research when applied to higher levels of cognitive functioning, as it cannot handle subject idiosyncracy or patterns of interaction. An examination of the presuppositions of educational research leads to the complementary conclusion that the research methods imply an oversimplified model of the educational situation. Two empirical studies are reported: (1) An experiment using conventional cognitive style dimensions as predictors of performance under two teaching methods (2) An attempt to predict individual differences in overall academic performance by means of a research technique which uses a questionnaire, intra-individual scoring, and an analysis of patterns of responses, and which attempts to take some account of subject idiosyncracy. The implifications of these studies for fUrther research are noted.

Volunteering for success:mentoring as a form of student volunteering

Previous studies into student volunteering have shown how formally organized volunteering activities have social, economic and practical benefits for student volunteers and the recipients of their volunteerism (Egerton, 2002; Vernon & Foster, 2002); moreover student volunteering provides the means by which undergraduates are able to acquire and hone transferable skills sought by employers following graduation (Eldridge & Wilson, 2003; Norris et al, 2006). Within the UK Higher Education Sector, a popular mechanism for accessing volunteering is through formally organized student mentoring programmes whereby more ‘senior’ students volunteer to mentor less experienced undergraduates through a particular phase of their academic careers, including the transition from school or college to university. The value of student mentoring as a pedagogical tool within Higher Education is reflected in the literature (see for example, Bargh & Schul, 1980, Hartman,1990, Woodd, 1997). However, from a volunteering perspective, one of the key issues relates to the generally accepted conceptualisation of volunteering as a formally organized activity, that is un-coerced and for which there is no payment (Davis Smith, 1992, 1998; Sheard, 1995). Although the majority of student mentoring programs discussed in the paper are unpaid and voluntary in nature, in a small number of institutions some of the mentoring programs offered to students provide a minimum wage for mentors. From an ethical perspective, such payments may cause difficulties when considering potential mentors’ motivations and reasons for participating in the program. Additionally, institutions usually only have one or two paid mentoring programs running alongside several voluntary programmes – sometimes resulting in an over-subscription for places as paid mentors to the detriment of unpaid programs. Furthermore, from an institutional perspective, student mentoring presents a set of particular ethical problems reflecting issues around ‘matching’ mentors and mentees in terms of gender, race, ethnicity and religion. This is found to be the case in some ‘targeted’ mentoring programs whereby a particular demographic group of students are offered access to mentoring in an attempt to improve their chances of academic success. This paper provides a comparative analysis of the experiences and perceptions of mentors and mentees participating in a wide-range of different mentoring programs. It also analyzes the institutional challenges and benefits associated with managing large scale student volunteering programs. In doing so the paper adds to third sector literature by critiquing the distinctive issues surrounding student volunteering and by discussing, in-depth, the management of large groups of student volunteers. From a public policy perspective, the economic, educational, vocational and social outcomes of student volunteering make this an important subject meriting investigation. Little is known about the mentoring experiences of student volunteers with regards to the ‘added value’ of participating in campus-based volunteering activities. Furthermore, in light of the current economic downturn, by drawing attention to the contribution that student volunteering plays in equipping undergraduates with transferable ‘employability’ related skills and competencies (Andrews & Higson, 2008), this paper makes an important contribution to current educational and political debates. In addition to providing the opportunity for students to acquire key transferable skills, the findings suggest that mentoring encourages students to volunteer in other areas of university and community life. The paper concludes by arguing that student mentoring provides a valuable learning experience for student volunteer mentors and for the student and pupil mentees with whom they are placed.

A critique of a model for an academic staff activity database developed to aid a department in strategic and operational decision making

This paper discusses the use of a Model developed by Aston Business School to record the work load of its academic staff. By developing a database to register annual activity in all areas of teaching, administration and research the School has created a flexible tool which can be used for facilitating both day-to-day managerial and longer term strategic decisions. This paper gives a brief outline of the Model and discusses the factors which were taken into account when setting it up. Particular attention is paid to the uses made of the Model and the problems encountered in developing it. The paper concludes with an appraisal of the Model’s impact and of additional developments which are currently being considered. Aston Business School has had a Load Model in some form for many years. The Model has, however, been refined over the past five years, so that it has developed into a form which can be used for a far greater number of purposes within the School. The Model is coordinated by a small group of academic and administrative staff, chaired by the Head of the School. This group is responsible for the annual cycle of collecting and inputting data, validating returns, carrying out analyses of the raw data, and presenting the mater ial to different sections of the School. The authors of this paper are members of this steer ing group.

Explaining process and performance in the co-production of knowledge:a comparative analysis of collaborative research projects

Despite considerable and growing interest in the subject of academic researchers and practising managers jointly generating knowledge (which we term ‘co-production’), our searches of management literature revealed few articles based on primary data or multiple cases. Given the increasing commitment to co-production by academics, managers and those funding research, it seems important to strengthen the evidence base about practice and performance in co-production. Literature on collaborative research was reviewed to develop a framework to structure the analysis of this data and relate findings to the limited body of prior research on collaborative research practice and performance. This paper presents empirical data from four completed, large scale co-production projects. Despite major differences between the cases, we find that the key success factors and the indicators of performances are remarkably similar. We demonstrate many, complex influences between factors, between outcomes, and between factors and outcomes, and discuss the features that are distinctive to co-production. Our empirical findings are broadly consonant with prior literature, but go further in trying to understand success factors’ consequences for performance. A second contribution of this paper is the development of a conceptually and methodologically rigorous process for investigating collaborative research, linking process and performance. The paper closes with discussion of the study’s limitations and opportunities for further research.

Tissue-specific selection of reference genes is required for expression studies in the mouse model of maternal protein undernutrition

Suboptimal maternal nutrition during gestation results in the establishment of long-term phenotypic changes and an increased disease risk in the offspring. To elucidate how such environmental sensitivity results in physiological outcomes, the molecular characterisation of these offspring has become the focus of many studies. However, the likely modification of key cellular processes such as metabolism in response to maternal undernutrition raises the question of whether the genes typically used as reference constants in gene expression studies are suitable controls. Using a mouse model of maternal protein undernutrition, we have investigated the stability of seven commonly used reference genes (18s, Hprt1, Pgk1, Ppib, Sdha, Tbp and Tuba1) in a variety of offspring tissues including liver, kidney, heart, retro-peritoneal and inter-scapular fat, extra-embryonic placenta and yolk sac, as well as in the preimplantation blastocyst and blastocyst-derived embryonic stem cells. We find that although the selected reference genes are all highly stable within this system, they show tissue, treatment and sex-specific variation. Furthermore, software-based selection approaches rank reference genes differently and do not always identify genes which differ between conditions. Therefore, we recommend that reference gene selection for gene expression studies should be thoroughly validated for each tissue of interest. © 2011 Elsevier Inc.

Autofiction as a fictional metaphorical self-translation:the case of Reinaldo Arenas' El color del verano

In the past thirty years, autofiction has been at the center of many literary studies (Alberca 2005/6, 2007; Colonna 1989, 2004; Gasparini 2004; Genette 1982), although only recently in Hispanic literary studies. Despite the many common characteristics with self-translation, no interdisciplinary perspective has ever been offered by academic researchers in Literary nor in Translation Studies. This article analyses how the Cuban author, Reinaldo Arenas, uses specific methods inherent to autofiction, such as nominal and personal identity exploitation, among others, to translate himself metaphorically into his novel El color del verano [The colour of summer]. Analysing this novel drawing on the theory of self-translation sheds light on the intrinsic and extraneous motives behind the writer’s decision to use this specific literary genre, as well as the benefits presented to the reader who gains access to the ‘interliminal space’ of the writer’s work as a whole.

Kiemelt gazdálkodástani kutatások a Public-Private Partnership területén – összehasonlító elemzés = Selected publications on Public-Private Partnership from a business studies perspective – comparative analysis

A tanulmányban összefoglalóan bemutatom a Public_Private Partnership (PPP) gazdálkodástani szempontból releváns kutatói munkáinak fogalomhasználatát, kérdésfeltevéseit, illetve főbb eredményeit. Ezzel betekintést kívánok nyújtani abba, hogy mit kutatnak a PPP területén a kollégák gazdálkodástani szempontból. Láthatóvá szeretném tenni, hogy eszerint melyek a „jelentős” témák és kérdések a tudományos közösség mai felfogása alapján. Az elemzés középpontjában huszonhárom, a Public-Private Partnership gazdálkodástani megközelítéséhez kapcsolódó, konkrét tudományos kutatásra épülő irodalom áll, amelyek láthatóvá teszik a PPP sokféle értelmezését a szerzők által alkalmazott részben eltérő definíciókkal. A többféle szempontból végzett szisztematikus elemzés eredményeképpen látható, hogy noha az írások mondanivalójuk függvényében vagy kiemelik a PPP partneri, kockázatmegosztó jellegét, vagy ezt nem hangsúlyozzák és általánosabb értelmezéssel dolgoznak. A PPP-t leginkább kritikusan bíráló szerzők körében jellemző, hogy a gyakorlati megvalósulás alapján a PPP-nek inkább feladatátadó, semmint partneri, illetve inkább finanszírozási, semmint értéknövelő jellegét hangsúlyozzák. = This working paper summarizes the terminology, research focus and primary results of academic articles on Public-Private Partnership (PPP) from a business studies approach. This is to show what fellow researchers focus on. I mean to highlight the „significant” topics as per the current understanding of the academic community. The analysis focuses on twenty-three academic articles that reveal the various interpretations of PPP, using somewhat different definitions. Analytical results show that the articles do not use a common interpretation, but authors either highlight the partnership, i.e. risk sharing nature of PPP; or it is not emphasized, and they use a more general interpretation instead. Researchers most critical with PPP typically give importance to the outsourcing and financing aspects of PPP in practice, rather than its partnership or value increasing character.

Mi a baj a modern szervezetekkel? – Kritikai menedzsmentelméletek (What is the problem in modern organisations? – Critical Management Studies)

A nemzetközi, elsősorban európai szervezettudományban mára meghatározóvá vált a kritikai megközelítés, a hazai szakirodalomban mégis elvétve találni rá utalásokat. A szerzők írásukban tárgyalják, hogy a kritikai menedzsmentelméletek (KME) szemszögéből miként bírálható a mindenkori szervezeti gyakorlat, és miért bírálandók a főáramú menedzsmentelméletek. A tanulmány fő részében elméleti megkülönböztetéseket tesznek: egyrészt elhatárolják a kritikai megközelítést a főáramú szervezetelméletektől, másrészt több szempontból is különbséget tesznek a különféle – de egyaránt a KME alá tartozó – kritikai megközelítések között. De a kritikai szemlélethez hűen nem csak a puszta elméletismertetés volt a céljuk: e bevezetés és problémafelvető tanulmány – s a későbbiekben tervezett cikksorozat – szándékuk szerint vitaindítóként is szolgál. Abban bíznak, hogy a felvetett kérdésekről valódi, lényegi párbeszédet generálhatnak a hazai menedzsmenttudományban (kutatók, oktatók és elméletalkalmazók körében), mely kihathat a szervezeti gyakorlatra is. _____ Critical Management Studies (CMS) as a field of organization studies (OS) has become central internationally, and especially in Europe. Yet, its appearance is still very rare in the Hungarian OS literature. In this study first the authors discuss how the nowadays dominant organizational practices along with the mainstream management and organization theories are to be criticized from a Critical Management perspective. In the main section, so as to define CMS, they make important theoretical distinctions, first between CMS and mainstream organization theories (in general), and then among the different critical approaches that nevertheless all fall under the broad CMS umbrella. But, in line with a truly critical attitude, they not only go into theoretical discussions but, at least to their intention, the purpose of this introductory paper is also to addresses important problems both in the theory and the practice of organization and management. Therefore, it could serve as an opening of an important debate or dialogue in the Hungarian academic community (researchers, educators and other professionals), a theoretical discussion that could have real influence on organizational practice too.

Cognitive dissonance and the effect of acceptance of methodology, beliefs about religion, religious orientation, and dogmatism on the success of university students in a religious studies course

The problem investigated was negative effects on the ability of a university student to successfully complete a course in religious studies resulting from conflict between the methodologies and objectives of religious studies and the student's system of beliefs. Using Festinger's theory of cognitive dissonance as a theoretical framework, it was hypothesized that completing a course with a high level of success would be negatively affected by (1) failure to accept the methodologies and objectives of religious studies (methodology), (2) holding beliefs about religion that had potential conflicts with the methodologies and objectives (beliefs), (3) extrinsic religiousness, and (4) dogmatism. The causal comparative method was used. The independent variables were measured with four scales employing Likert-type items. An 8-item scale to measure acceptance of the methodologies and objectives of religious studies and a 16-item scale to measure holding of beliefs about religion having potential conflict with the methodologies were developed for this study. These scales together with a 20-item form of Rokeach's Dogmatism Scale and Feagin's 12-item Religious Orientation Scale to measure extrinsic religiousness were administered to 144 undergraduate students enrolled in randomly selected religious studies courses at Florida International University. Level of success was determined by course grade with the 27% of students receiving the highest grades classified as highly successful and the 27% receiving the lowest grades classified as not highly successful. A stepwise discriminant analysis produced a single significant function with methodology and dogmatism as the discriminants. Methodology was the principal discriminating variable. Beliefs and extrinsic religiousness failed to discriminate significantly. It was concluded that failing to accept the methodologies and objectives of religious studies and being highly dogmatic have significant negative effects on a student's success in a religious studies course. Recommendations were made for teaching to diminish these negative effects.

The effects of required/sequenced preparatory courses on academic success and retention at a community college

This dissertation had two purposes: first, to analyze how required sequenced college preparatory courses in mathematics, reading, and writing affect students' academic success and, second, to add to a theoretical model for predicting student retention at a community college. Grade point average, number of degree credits earned, and re-enrollment rate were measured as determinants of academic success. The treatment group had a significantly higher grade point average than the control group. There was no significant difference in the number of degree credits earned or re-enrollment rate for the groups. A series of logistic regressions used the independent variables E-ASSET scores in math, reading, and writing; number of college prep areas required; credits earned; grade point average; students' status; academic restrictions/required course sequencing; sex; race; and socio-economic status to determine the predictor variables for retention. The academic variable that showed the greatest potential as a predictor for retention was grade point average. Overall, receiving financial aid was the greatest predictor for re-enrollment. For a financial aid recipient the odds of re-enrollment were 2.70 times more likely than if no financial aid was received.