An aphorism highlighting the importance of research publication, “Publish or Perish” shapes the culture of research in the academe. In the last few decades, journals indexed in the Web of Science (ISI, now Clarivate Analytics) and Scopus Elsevier are considered to be the gold standard of publishing. With a tedious vetting process, low acceptance and high rejection rates, how can one researcher prepare his/her manuscript for publication in journals indexed by ISI (Clarivate Analytics)/Scopus?
As the COVID-19 pandemic continues to push researchers to create innovative and novel ways for the digitalization of the research process, we continue to navigate a significant paradigm shift in research goals and methods at a dizzying pace in such a unique time. As the pandemic calls for a more digitalization of research and its processes, how does one design a research fit for the new normal? Adapting to the COVID-19 challenge, the Asian Society of Teachers for Research Inc. invites you to a webinar, Designing Research in the New Normal on August 13-14, 2020 (9:00 am -5:00 pm, daily).
Considering safety and health at the paramount, the COVID-19 pandemic has become an impetus for schools, universities, and colleges to reimagine new forms of education as a substitute to the traditional, physical teacher-student interaction. An effective research instruction requires an expert understanding of the 21st century pedagogy-technology nexus and the complications brought about by these times. As blended learning and emerging technologies in education takes renewed interest, how can a teacher of research unlearn traditional, old modes of education and acquire new skills of blended, online learning engagement that blend pedagogy that develops the student’s critical and strategic knowledge with smart technologies that mold their procedural skills?
Effective research instruction requires an expert understanding of the 21st century pedagogy-technology nexus. A competent research teacher should be able to weave research theories, principles and knowledge with available technologies, applications and software. In the Conceptual Age where models of teaching demands a more sophisticated approach, how can a teacher of research efficiently blend pedagogy that develops the student’s critical and strategic knowledge with smart technologies that mold their procedural skills?
Statistics is considered to be the grammar of science. Statistical methods and analyses are utilized to communicate research results, support the hypotheses, and give credibility to research methodology and conclusions. Guiding the students in establishing the credibility of their research outputs that could be published in indexed journals, how can one become an effective research adviser and nourishing research panelist?
Considered to be the gold standard in publication, publishing in ISI (now Clarivate Analytics) and Scopus Elsevier indexed journals is a goal for every researcher as it validates the quality of their research work as well as their reputation as a published author. With a very tedious vetting process, low acceptance and high rejection rates, how can one researcher publish his/her manuscript in journals indexed by ISI (Clarivate Analytics)/Scopus?
The malpractice of research teachers and thesis mentors requiring students to fully entrust statistical treatments to pseudo-statisticians without knowledge and skill transfer has given way to research outputs with erroneous results, blatant claims in the conclusions and total disregard of tatistical assumptions. To avoid these consequential effects of deficient statistical knowledge, how can one improve on the pedagogy of teaching tatistics and become an effective research teacher and thesis mentor?
Most thesis/dissertation writing students are taught how to write a 200-page thesis but after the painstakingly arduous and demanding amount of time, effort and resources that come with the process, most completed thesis/dissertation remain unpublished and are kept in the confines of institutional libraries. With an academic community where the pressure to publish is more of a must than a can, how can one write a thesis and dissertation that could result to one or more publications in indexed journals?
Citation serves more purposes than simply naming the academic giants on whose shoulders researchers find themselves standing. Citations have become one objective and quantifiable measure of research utilization that solidifies the researcher’s reputation, dictates the journal article’s reliability and establishes journal quality. In today’s academic environment where citations, h-indeces, journal impact factors and journal metrics have become the currency of good science, a question persists: how do you get your articles and your journals cited?
At the heart of policy formulation, program development, process management and advocacy enhancements is research. The value of a research output is best defined by its impact to stakeholders. Given all the time, energy, and resources devoted to research, how can institutions and their personnel utilize research outputs that will produce lasting and efficient impact to the community they serve?
Fit for archiving rather than publication, a Germanic Thesis is the classical five chapter thesis (Chapter I. The Problem; Chapter II. Review of Related Literature and Studies; Chapter III. Research Methodology; Chapter IV. Presentation, Analysis and Interpretation of Data; Chapter V. Summary, Conclusion, Recommendations). Most thesis/dissertation writing students are taught how to write a 200-page thesis but are not taught how to convert a thesis/dissertation to a scientific article for publication using the IMRAD format: Introduction, Methods, Results and Discussion. With the trend shifting from Germanic form to the IMRAD format, how can one translate a thesis/dissertation in the chaptered form to an article of publishable format for high-impact journals?
Generative, instructional and evaluative in its ways, the peer review process serves as the gold standard that defines the quality, validity and integrity of the scientific literature. Policing scholarly publications from misinterpretations, unwarranted claims and gross inaccuracies, how does one become an effective vanguard of journal quality and uphold peer review as the central pillar of trust for researchers?
As a sentry of quality, academic rigor and integrity of students’ scholarly work, the thesis mentor is a crucial determinant to the boon or bane of the mentees’ thesis completion. Nourishing, capable and in sync with the times, a great thesis mentor personifies excellence in education and research, exhibits technological expertise and manifests leadership qualities. Turning passive research advising to a more dynamic thesis mentoring, how does one become an effective thesis mentor which ultimately results to scientific publications?
In today’s digital divide with students having little knowledge of how the scholarly process works, interactive pedagogy and effective praxis spell the difference. Both a daunting and challenging task for educators, research instruction should be able to weave research theories, principles and knowledge with current available technologies. With pedagogy developing students’ critical and strategic skills and technology molding their procedural skills, how can a teacher efficiently blend pedagogical techniques with smart technologies in the teaching of research?