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An examination of biomedical intellectual reputation in relationship to graduates’ productivity, regional innovation and absorptive capacity at selected universities worldwide
Title
An examination of biomedical intellectual reputation in relationship to graduates’ productivity, regional innovation and absorptive capacity at selected universities worldwide.
Creator
Cavanaugh, Gesulla, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was first to determine factors associated with intellectual reputation, specifically among selected biomedical departments worldwide within the university setting. Second, the study aimed to examine intellectual reputation in relationship to doctoral graduates’ productivity in the biomedical sciences and in relationship to organizational biomedical advancement and productivity. Third, the study aimed to visualize a spatial relationship between intellectual reputation...
Show moreThe purpose of this study was first to determine factors associated with intellectual reputation, specifically among selected biomedical departments worldwide within the university setting. Second, the study aimed to examine intellectual reputation in relationship to doctoral graduates’ productivity in the biomedical sciences and in relationship to organizational biomedical advancement and productivity. Third, the study aimed to visualize a spatial relationship between intellectual reputation and local organizational biomedical advancement and productivity in the United States and the United Kingdom. Finally, a simulated research-based model was proposed for understanding hospital productivity. The study used quantitative analysis in order to achieve these goals. The Geographic Information System (GIS) and Geocommons were used to visualize possible relationship between universities and hospitals in different regions. The findings from this study suggest that the university’s research intensity, having a Nobel Laureate on staff, Hirsch Index of the most prominent researcher on staff, scientific patent, scientific publications, and affiliation with multiple countries are good predictors of intellectual reputation. Correlation analysis suggests that university intellectual reputation is associated with doctoral graduates’ productivity. When examining the relationship between the university and hospitals, university intellectual reputation was positively correlated with hospital biomedical advancement, r= .445, p =0.001. Hospital productivity was significantly correlated with university intellectual reputation, r= .322, p =0.001. University intellectual reputation was significantly correlated with hospital capacity to absorb knowledge (r= 0.211, p =0.005) and knowledge spillover (r=.242, p =0.001). Regression analysis reveals that hospital capacity to absorb knowledge and knowledge spillover are good predictors of hospital biomedical advancement, F (2, 176) = 52.637, p = 0.001. Hospital capacity to absorb knowledge, affiliation with a university, intellectual reputation of the affiliated university, and distance between the hospital and the affiliated university were shown to be good predictors to hospital productivity, F (4, 106) = 11.115, p = 0.001. Visual examination of the hospitals suggests that when the universities publish at a large quantity, this tends to influence the hospitals within the area to publish a large quantity as well. Additionally, hospitals that are more productive tend to cluster around universities with higher intellectual reputation.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004090, http://purl.flvc.org/fau/fd/FA00004090
Subject Headings
Academic achievement -- Measurement, Educational productivity -- Measurement, Universities and colleges -- Ratings and rankings
Format
Document (PDF)
Assessment success today or learning success tomorrow? How a longitudinal perspective can help standards-based accountability systems eliminate the persistent gap between nominal and actual achievement for high school graduates
Title
Assessment success today or learning success tomorrow? How a longitudinal perspective can help standards-based accountability systems eliminate the persistent gap between nominal and actual achievement for high school graduates.
Creator
Dolan, Megan F., Florida Atlantic University, Ashworth, Sara
Abstract/Description
Current standards-based accountability systems, exemplified by No Child Left Behind (NCLB), generally rely on successive year comparisons to gauge educational progress and place special emphasis on achievement in elementary school, but include no mechanisms to monitor the degree to which early improvements noted by increases in these successive year comparisons demonstrate genuine improvements in curricular and instructional practice that lead to higher levels of achievement in later grades....
Show moreCurrent standards-based accountability systems, exemplified by No Child Left Behind (NCLB), generally rely on successive year comparisons to gauge educational progress and place special emphasis on achievement in elementary school, but include no mechanisms to monitor the degree to which early improvements noted by increases in these successive year comparisons demonstrate genuine improvements in curricular and instructional practice that lead to higher levels of achievement in later grades. The absence of a longitudinal perspective within these standards-based accountability systems means that critical educational decisions such as the continuation or abandonment of practices or programs may be based on incomplete depictions of student achievement. The present study was designed to test and present an alternate method of data analysis that can be used to complement (not replace) the analysis that is typical of current accountability systems, without any additional testing or resources. The study utilized extant student achievement data for reading and math for more than 9,000 students from a large ethnically and economically diverse school district, and compared the results of data analyses typical of current standards-based accountability systems with those using the proposed longitudinal analyses. While the depictions of student achievement presented by the different methods were rather similar for math, they were vastly different for reading, which suggests that the addition of the proposed longitudinal analysis has the potential to enhance current systems such that they provide more complete depictions of student achievement.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12134
Subject Headings
Academic achievement--Measurement, Educational productivity--Measurement, Academic achievement--Longitudinal studies, Education, Higher--United States--Longitudinal studies, Educational equalization--United States--Longitudinal studies
Format
Document (PDF)