Professional Societies

RESUMEN. ^Cuánto ha cambiado el desarrollo educativo en cinco afios?, •quE lugar ocupa éste en la enseñanza superior en el Reino Unido? Esce art(culo o^rece una visión de conjunto sobre el estado actual del desarrollo educativo en el Reino Unido y se propone identificar los cambios que han ocurrido durantc los últimos cinco años. El trabajo aporta tambiEn las respuestas de 53 directores de unidades de desarrollo educativo a un cuestionario basado en una investigación similar que se llevó a cabo en 1995. El trabajo analiza algunos de los principales factores contextuales que han afectado al desarrollo educativo a lo largo de este per(odo de cinco afios y ofrece una evaluación alentadora del crecimiento en el número de unídades o departamentos que han sido creados con una función de desarrollo educativo. ? What is its standing in UK higher education? 'I'his paper provides an overview of the current state of educational development in the uK and attempts to idcnrify thc changes that have occurred over the last five years. It reports on the responses of 53 heads ofeducational development units to a questionnaire bascd on a similar survry undertaken in 1995 and reported in this journal. The paper considers some of the major contactual factors which have influenced educational development aver this fivc-ycar period, and provides an encouraging assessment of the growth in thc number of units or depanements being established wirh an educationa) development rolt.

Scientists and their professional societies are seeking to increase their influence in shaping policy decisions. A recent call for natural resource professional societies to endorse position statements on economic growth raises questions about how scientific societies can and should effectively contribute to policy development. Taking a stand on policy issues is akin to serving as a policy advocate. We believe that natural resource professionals can most constructively contribute to policy development by conducting rigorous research that is policy relevant and by effectively conveying the results and policy implications of that research to all parties interested in the issue. By actively engaging decisionmakers and providing information on pressing policy issues, professional societies can increase opportunities to be recognized as sources for reliable, unbiased information about natural resources and their management.

This paper applies the sociological theory of professions, as espoused by Abbott and Freidson, as a conceptual framework to assess the critical issues associated with the ongoing implementation of ASCE Policy Statement 465-also called the "Raise the Bar" initiative. The sociology of professions provides an objective basis for evaluating key aspects of the initiative, including publication of the civil engineering body of knowledge, raising educational standards for licensure, collaboration with other engineering disciplines, and defining the role of paraprofessionals. The analysis demonstrates the following: (1) the models of professionalism by Abbott and Freidson are highly applicable to civil engineering; (2) most aspects of Policy Statement 465 implementation are consistent with these models; (3) the initiative is contributing to the strength of the profession as intended; and (4) some future additions and adjustments appear to be warranted. From this analysis, the author derives recommendations for the future direction of the Raise the Bar initiative.

The dark web provides a crucial layer of anonymity that supports privacy-preserving communication, while also enabling illicit activities ranging from data breaches to illegal trade. Academic and industrial researchers increasingly study the dark web to enhance cybersecurity, inform policy, and understand online deviance; however, these studies raise significant ethical and legal concerns. This survey synthesizes the state of practice regarding ethical oversight, lawful data collection, and responsible publication for dark-web research. We review research methodologies and data sources, examine applicable ethical frameworks (Menlo Report, AoIR), and analyze regulatory constraints including the EU General Data Protection Regulation (GDPR). We discuss common pitfalls-such as lack of informed consent, dual-use risks, cross-jurisdictional uncertainty, and data retention-and propose a practical Ethical Research Lifecycle Model (ERLM) with checklists researchers can adopt. We conclude with recommendations for harmonizing policy, oversight, and reproducibility without compromising privacy and safety.

Research into Higher Education is strongly supported in Australia by journals and conferences. Teaching and learning awards, projects and programmes in Australia have gained a significantly larger profile over the last five years thanks, in part, to an imaginative and supportive environment fostered by the federal government through the Australian Learning and Teaching Council (ALTC) and now the Office for Learning and Teaching (OLT). This project sought to investigate the nature and impact of Australian Higher Education research between 2007 and 2012 by reviewing the research and related publications that have been generated from recent scholarship relating to Australian tertiary education learning and teaching. The project looked for common themes and methodologies and offers some broad insights related to on-going or new tertiary education learning and teaching issues that would warrant further investigation. The outcomes of this project have been manifold. Sixteen themes have been identified which broadly capture the spectrum of educational research that has been carried out in Australia over the last five years. These themes have been derived from, and are represented in, the journals, conferences and projects sourced from a sample of these items. Journals and ALTC projects have been analysed over the last five years, and conferences over the last three years. Conferences have been analysed over a shorter time period not because of a lack of importance but solely due to time constraints on the project. The educational resources have been analysed primarily from an academic learning and literacy perspective, which looks at academic learning as an issue all students must grapple with regardless of culture and looks to provide an understanding of academic enquiry in academic disciplines. Chapter One examines three leading higher education journals, specifically Higher Education Research and Development (HERD), Studies in Continuing Education and the Journal of University Teaching and Learning Practice (JUTLP). Original articles published over the last five years that had an Australianbased first author were considered. Editorials, book reviews and other similar works were excluded from analysis. Two hundred and twenty-five articles were identified with more than half of them coming from HERD. The majority of contributions to journals such as HERD were typically single author manuscripts, and focused on important areas such as Student Experience, Learning and Teaching, Research into Higher Education and Work-Integrated Learning. There was a significant cross-disciplinary approach to articles, although business and education were heavily represented as individual disciplines. The majority of research works in these journals were from the eastern states and less than half had a single author. Fifteen authors published in the same journal over the five-year analysis period and five published across journals. We therefore find that contributions to the higher education research landscape are ably lead and supported by key thinkers, but fortunately these leaders do not dominate research output. There is a healthy body of scholars actively participating in the field from across a wide range of disciplines and using a wide range of research methods. The journals analysed in Chapter One have significant international contributions and, although these do not form part of the analysis, it is important to note that a sound international perspective balances the local publications within these journals. Keywords relating to the research articles showed a prevalence of the words 'student' and 'academic', but there were over 800 keywords identified from the 225 articles. The articles were therefore classified for analysis by 16 themes identified by the project team. These themes, covering areas such as Work-Integrated Learning and Educational Technology were applied to ALTC projects and conferences in later chapters and may have additional utility in the future. The three most prevalent themes identified were the Student Experience (perceptions), Learning and Teaching and Research into Higher Education. These three themes covered over half of all publications in the five-year analysis period. Conversely, themes such as Critical Thinking, Disadvantage, Transition and Retention achieved relatively little attention. Discussion types of papers, not relying on any form of data collection, were well represented. Research papers that depended on data collection used a wide range of methodologies but were dominated by surveys, interviews and other qualitative approaches. Chapter One provides an in-depth examination of each of the educational themes derived by the project team and concludes by providing a list of areas not well covered by HERD, Studies in Higher Education and JUTLP. Themes not well addressed in the journals analysed in Chapter One do not imply that these receive no attention in Australia. The opposite may be the case. As an example, Chapter Two discusses the journal Australasian Journal of Educational Technology (AJET) that covers the use of educational technology and has significant Australian contributions. Other specialised journals undoubtedly cover other themes. Chapter Two illustrates that the Educational Technology theme is strongly supported in AJET and by the ASCILITE conference. The articles in AJET all effectively cover this theme and 26 subthemes were identified to allow the articles to be classified and analysed. It was found that Web 2.0 Technologies (including discussion forums, wikis and virtual classrooms), Engagement and Assessment and Feedback dominated the broad range of publication themes. Discussion or review articles also were well represented. Themes such as security, online learning communities, plagiarism, equity and authentic learning received little attention. Like other Australian journals, AJET has a significant international contribution, comprising some 40% of all articles. Of the Australian articles analysed it was found that, although many disciplines were represented, there was a large number of non-discipline-specific papers, suggesting a healthy generic approach to the issues. Research methodologies within AJET were mainly qualitative, incorporating surveys, interviews and focus groups in many instances The conclusions of Chapter Two and Chapter Three discuss the contributions of the conferences ASCILITE and HERDSA to the education landscape. Both conferences were analysed over three years with papers (concise or full) being included. Posters, symposia and workshops did not form part of the analysis. This meant that 405 papers were included as part of the ASCILITE analysis and 152 for HERDSA. The project team was interested in looking at conferences to examine potential differences in works presented at conferences and those published in the closely related journals (HERD for HERDSA and ASCILITE for AJET). As expected, conference papers were more descriptive or discursive than the articles published in the related journal. Whilst many of the themes addressed in the related journals were repeated at the conference level, there were some notable differences. Educational Technology and Leadership and Professional Development featured more heavily at HERDSA than in HERD and the number of themes addressed was broader. Although trends were hard to identify over only three years of data, Educational Technology appeared to be waning as a theme of interest at HERDSA. This was obviously not the case at ASCILITE, which has a very strong technology focus. Once again the conference showed a more broadly represented thematic content. Web 2.0 technologies and assessment were prevalent themes, but virtual worlds and mobile learning were also notably represented in papers at this conference. It is possible that these conferences provide an indicator of articles to be published in the future. If that is the case, mobile learning and work-integrated learning are potential key areas over the next two years. Chapter Four examines the grants awarded by the Carrick Institute and ALTC from 2007 to 2012. Over 300 grants were evaluated, including competitive grants, extension projects, priority projects and special projects. There was widespread institutional involvement in these grants and only 28 lead investigators were involved in more than one project. As assessed by measures of impact, these 28 persons made significant impact in other areas such as journal and conference papers. As one might expect, Learning and Teaching was a consistent theme across most grants. Almost one third of the grants related to Assessment and Feedback, with Leadership and Professional Development featuring strongly, as did Work-Integrated Learning, Quality Assurance, and Transition and Retention. The grants revolved strongly around education interventions, including online resources and databases, frameworks, policies and practices. The types of research methods used within the grants involved qualitative and quantitative methods in equal measure. Chapter Five gathers the opinions of different groups of academics interested in education on Higher Education research. Members of HERDSA, ERGA and HERDSA Fellows were surveyed to identify the journals and conferences they read and actively contributed to, as well as identifying areas in which they felt had been and should be researched thoroughly. Overall, all groups read and made some contribution to similar journals and conferences, with HERD, AJET, JUTLP being featured amongst the journals and HERDSA and ASCILITE being the standout conferences. Themes perceived as being represented in the literature over the last five years were similar across groups with Assessment and Graduate Attributes featuring strongly with the HERDSA and HERDSA Fellows group. The ERGA group, which could be described as being comprised of those newer to education research, focussed more on Learning...

in the School of Engineering and Applied Science. He completed his doctorate in engineering education from Purdue University's School of Engineering Education. Previously, he received an M.S. in earth and planetary sciences studying geospatial imaging, and an M.S. in physics studying high-pressure, high-temperature FT-IR spectroscopy in heavy water, both from the University of California, Santa Cruz. He holds a B.S.E. in engineering physics with a concentration in electrical engineering from Case Western Reserve University. His academic interests include longitudinal analysis, visualization, semantics, team formation, gender issues, existential phenomenology, and lagomorph physiology.

The ambition of this paper is to analyze the discursive practices of three Danish trade unions for professional and managerial staff (The Danish Society of Engineers, The Association of Lawyers and Economists, and The Danish Association of Masters and PhD‟s) as found in their strategy and position papers. Using discourse analytic methods the paper will analyze, discuss and compare the current strategy papers of the three unions in order to investigate how they problematize their roles and objectives. This investigation will clarify the discursive premises of the unions and it will be shown how these premises restrain and afford their agendas. Thus the overall purpose of the paper is to investigate and describe the dominant logics and rationalities that have shaped the documents and to point to their limits and bounds. This archaeological investigation will be the point of departure for a critical examination of the implicit and tacit naturalizations made in the documents that reveal...