Archive

Archive for April, 2007

Evidence-Based Management

April 19, 2007 Leave a comment

Reference

Ashkanasy, N. M. 2007. From the editor: Evidence-based inquiry, learning and education: what are the pros and cons? Academy of Management Learning & Education, 6(1): 5-8.

Pfeffer, J. & Sutton, R. I. 2006. Hard facts, dangerous half-truths & total nonsense: Profiting from evidence-based management. Boston: HBS Press.

Rousseau, D. M. 2006. Is there such a thing as evidence-based management. Academy of Management Review, 31: 256-269.

Rousseau, D. M. & McCarthy, S. 2007. Educating managers from an evidence-based perspective. Academy of Management Learning & Education, 6(1): 84-101.

2007. Academy of Management Learning and Education, 6(1): 137-

Categories: Education, Research

Credits

April 12, 2007 Leave a comment

Credits in the academic profession usually earned through publication they published, in terms of the number and quality of their works.

Occasionally, we can hear some tangible or under table conflicts about who should deserve credits from one published works, especially in those co-authored works. However, power inequality among authors makes some people earned credits that cannot comparable to the contributions they made in those works.

Seniority between authors and the relationship between supervisors and subordinates (students) are two major sources to make such a inequality happens. Therefore, while I found some doctoral programs, especially those in English spoken countries and Europe, or research institutes have formalized guidelines or regulations to rule out how to attribute credits for cooperative works and co-authored papers, I feel more glad that the whole community is getting closer to equality, at least in surface or procedural aspects.

At least, those rules claim the importance of having fairly credits among researchers, and provide the procedural justice for those potential victims to have the opportunities to appeal and/solve such conflicts, even reduce their chance to face such a inequality.

Personally, I think people who proposed main research ideas should deserve the main contributions, the credit of others decrease along with their efforts, so does the order of authorship on that published work. If so, if one doctoral student proposes his/her research topics, he/she should be the first author in publications derived from his/her dissertation.

On the other hand, senior staff should not enforce junior staff or students to list their names as the first author in any cooperated works, except they already established mutual consensus before doing the research.

Of course, all credits need to match responsibilities derived from them. I sincerely expect to have a fair treat in the academic profession, and believe that also encourage more new blood to participate this business, and stimulate diversified progress of the subject field.

Categories: Education, Life, Research

Critics

April 9, 2007 Leave a comment

In a non English language country that deliver English taught programs, do you know you may have foreign students who may good at local language as the second language but don’t know how to communicate with conference chair or editor of the journal in the English world, except using translation tools or asking fellow students? Do you know a local students may not judge by the same criteria for entering into the doctoral program, for example, local students or foreign students but have their master degree from that non-English spoken country may not need to have the same English proficiency as those schools require to those foreign students.

Of course, these critics may reflect one fundamental issue that whether English should be a dominant language in the academic community?

I would rather to say if one school insists to have English taught program, it should better fair judgment all registered students with the same criteria, that even local student and foreign student who can use local language all need to be evaluated the same language requirement as other foreign students are required. Otherwise, those English taught programs are just faked to attract poor foreign students, especially while they offered juicy financial support. Or how can one program discriminate its student at first?

***************

One major differences in doctoral programs in US and other universities is there is no written document to regulate the criteria for getting the degree, except claiming those dissertations need to have the contributions to the subject field.

However, many doctoral programs in China and Taiwan, maybe in other countries that I don’t aware yet, do have formalization those criteria, in term of the number of journal article doctoral students published and the quality of journals they require.

Even some may critics those kind of regulations are too rigid and may limit the scope of research, I do believe it is better to have such a written document, in avoidance of too much human bias and unequal discrimination.

Unfortunately, not all doctoral programs in the world have that kind of written documents, but that individual or few professors dominate that kind of requirement. Therefore, sometimes we can see one graduated doctoral student can have his/her degree without any confirmed publication, but others who may have some published works but still can’t get their degrees.

Reference

Sheppard, J. P., Nayyar, P. R., & Summer, C. E. 2000.  Managing your doctoral program: A practical orientation. Production and Operations Management, 9(4): 414-437.

Categories: Education, Life