Northern European Universities Research Articles

Análisis bibliométrico de The European Journal of Psychology Applied to Legal Context entre 2009-2018

El estudio realiza un análisis bibliométrico del European Journal of Psychology Applied to Legal Context entre 2009-2018, situado en el percentil 96 en su categoría. Se construyó una base de datos que permite analizar autores, instituciones, países, género, temáticas e impacto en las bases de datos de la Web of Science. Los resultados permiten observar el incremento de la colaboración internacional, y la existencia de un grupo reducido de autores muy productivos, en grupos de colaboración próximos al equipo editorial y a la Sociedad Española de Psicología Jurídica y Forense, de la que la revista es órgano de expresión. Encuentra un eje vertebrador institucional que incluye un pequeño grupo de universidades españolas, y que vincula universidades y centros extranjeros, sobre todo mejicanos y de la Europa del Norte. Hay una elevada presencia de mujeres, productivas, con buen posicionamiento en el orden de firma e impacto diferencial en la comunidad científica, aunque no en el Consejo Editorial. Son temas destacados la evaluación, la credibilidad y el testimonio. El 95% de sus artículos han sido citados, y sólo siete explican una cuarta parte del total de citas recibidas. La revista está bien posicionada en el ámbito de las aplicaciones de la Psicología al contexto legal.

The Literary Construction of Journalism Education: A Review of the Course Literature in the Nordic Academic Journalism Programmes

ABSTRACTThis article investigates the course literature in the curricula of 12 major journalism schools at Northern European universities. This analysis of the course literature listed in documentation of bachelor programmes traces how journalism education institutions constitute their knowledge base on journalism. It is found that Nordic journalism students are required to read almost four books per study credit on average. Undergraduate academic journalism programmes are professionally oriented, and professional literature by non-scientific publishers occupies a major place in the course literature. A strong emphasis is placed on professional books written in the domestic language, with an average age of seven years. Though the Scandinavian languages show high degrees of similarities with each other, there is very little circulation of literature across the countries within the Nordic area. This analysis of the literature points to a relatively homogeneous educational culture with small differences and raises questions about the qualitative dimensions of instructional design.

Interreligious University Theologies, Christian/Islamic

ABSTRACTWith reference to the establishment of new chairs and centres for Islamic theology at Northern European universities, this article discusses how Christian and Islamic university theology may develop into a multi- or interreligious way of doing theology. Will these initiatives change the ways in which theology is done in academia, through institutionalized cooperation between theologians from different traditions? Having introduced the academic field of ‘interreligious studies’ the author further defines the term ‘interreligious theology’ in relation to confessional theology and comparative theology and argues that interreligious ways of doing theology are characterized by their relational and interactive approach, with a strong emphasis on agency. The article further explores the institutionalized aspect of interreligious theology – citing the classical example of Muslims and Christians reflecting together in medieval Baghdad, the late modern practice of ‘scriptural reasoning’, and the pluralization of theology in contemporary academia. Having noted the tension between inter-and trans-religious ways of doing theology, the article critically explores the metaphors of ‘third space’, ‘spaces in between’, and ‘home’.

Achieving Co-Operation in an Aid-Funded Development Network Organisation (DNO): Lessons for Development Practitioners

New ‘networked’ organisational forms that are mission-driven and characterised by high levels of interconnectivity and interdependence are becoming popular in the field of development. This article focuses on one type of ‘networked’ organisational form, ‘development network organisations’ (DNOs). It is argued that DNOs could be used to accelerate development, but this depends on the achievement of effective co-operation in the DNO, which is a major challenge in these types of networks. Using mixed-methods social network analysis, the article identifies facilitators and barriers to achieving co-operation in a DNO that consisted of a publicly funded university in Mozambique, an international NGO based in Africa and two Northern European universities working together to develop optometry capacity in Mozambique. Processes essential for achieving co-operation in DNOs are identified – negotiating a common mission and shared meanings and network institutions, and effective social skill – highlighting ways to improve the management of development in practice.

Changing missions? How the strategic plans of research-intensive universities in Northern Europe and North America balance competing identities

ABSTRACTThis paper assesses the assumption that public research-intensive universities are conforming to external pressures and demands in similar ways. By analyzing the strategic plans of public research-intensive universities in Northern Europe and North America, we identify variations in how public and private dimensions of higher education are balanced. The study includes 19 North American and Northern European universities and finds that North American universities loosely couple strategic objectives addressing separate stakeholders linked to their public and private missions. Northern European universities tend to organize their strategic priorities more tightly within a narrative of ‘research excellence.’ The findings suggest the nature of change in contemporary higher education and the blurring boundaries between public and private missions.

Anatomy and the Body in Renaissance Protestant Psychology.

This article addresses the use of anatomical knowledge in Renaissance works on the soul produced at northern European universities, as well as the notions of 'body' and 'soul' that emerge from them. It examines specifically Philip Melanchthon's and Rudolph Snell van Royen's treatises on the soul. This analysis shows that a number of Protestant professors of arts and medicine generally considered the anatomical study of the body--which they conceived of as a teleologically organised machina (machine)--to be instrumental in studying the human soul. This article will, however, also document that the reasons motivating this conception were not uniform.

Breeding plantation tree crops. Temperate species

In conjunction with the companion publication dealing with 16 tropical species of fruits, nuts and industrial crops, this volume is devoted to temperate fruits including two stone fruits, apricot and plums, three pome fruits, apple, pear and Citrus, a small fruit, raspberry, and two tree nuts, almond and walnut. It provides a good sample of temperate fruits and contributes effectively to presenting and understanding all aspects of breeding and crop production. The contributing authors selected, mainly originating from the USA and northern European Universities, are regarded as international experts in their specific crops. Each chapter is divided into four parts: (1) an introduction, including history, characteristics of production, and uses; (2) a consideration of botany, comprising taxonomy, reproductive biology and main characteristics of the species; (3) breeding, with the different objectives and approaches, and, when necessary, a sub-chapter devoted to rootstocks; and (4) biotechnology, mainly devoted to molecular genetics. The bibliographies for each chapter are generally comprehensive and often extensive (about 50–250 references per chapter, covering the last 50 years and integrating recent work). But, in some cases, the most innovative citations are missing, notably for apples, and this constitutes a certain weakness of the volume. Origins and history are generally well illustrated, but recent studies concerning phylogeography or phylogeny are not mentioned. However, the chapters provide an efficient way to understand relationships between species and the diffusion of the plant material from the centres of origin, through different areas of the Mediterranean basin, for example. The production and socio-economic importance of the crops covered are more or less developed according to the authors and the species. Interesting information is given concerning uses and nutritional composition; a positive aspect of the structure of the chapters that is very useful in the context of health benefits of fruit and food security. The sub-chapters on botany give interesting information concerning taxonomy and reproductive biology. Self-incompatibility enhances the possibility to obtain interspecific hybrids, which are produced either by spontaneous hybridization or by crossing under controlled conditions. These possibilities offer very interesting strategies for the creation and selection of rootstocks either for Prunus (for example, peach × almond hybrids) or Citrus (e.g. citrange, citrumelo), and also for creation of innovative fruit material such as plumcot, Japanese plums, or tangerines. In the sub-chapters on breeding, the consideration of genetic resources is more developed towards the idea of using genetic diversity, rather than evaluating and organizing germplasm collections at the national or international level (genebanks, core collections, methodologies of characterization and evaluation) or defining strategies for their use at the level of breeding programs. The main objectives of selection are generally well described, both for cultivars and rootstocks. The different tools used in integrating breeding programs are well described, with an emphasis on biotechnological aspects in the strict sense, for example in the Citrus genus where the exploitation of this technology is highly developed. In most of the other chapters biotechnological approaches deal with molecular genetics: molecular markers, genetic mapping or marker-assisted selection. It is a little disappointing that new aspects concerning genomics or breeding strategies are not discussed. In conclusion, despite the slight heterogeneity of presentation due to the variety of authors for different chapters, the book covers a good range of information dealing with eight major temperature fruit crops. It is well documented and appropriate for readers interested in breeding of temperate fruits species.

User Acceptance of Virtual Learning Environments: A Case Study from Three Northern European Universities

Virtual learning environments have in recent years become an important tool in higher education, in distance learning as well as on campus. This study analyzes factors influencing acceptance of virtual learning environments among academic staff and students in blended learning environments. Two research questions guided the study: (1) How do organizational and individual factors influence the acceptance of virtual learning environments among academic staff and students? (2) What are the implications for practice in order to create good prerequisites for acceptance of virtual learning environments? The study was performed as a comparative, explanatory case study at three universities providing master education of public health in Sweden, Norway and Lithuania. The findings of the case study showed that the contextual factor of culture was powerful in influencing acceptance of virtual learning environments, positively as well as negatively. High degrees of performance expectancy, results demonstrability and social influence affected acceptance of virtual learning environments positively. The degree of social influence was hypothesized to be transferred by the contextual factor of culture. The organizational culture of universities, ex-pressed as shared values of what is good quality teaching and learning, were found to partly oppose values inherent in the virtual learning environment. Implications for practice are put forward, emphasizing culture as an important factor to consider in the implementation of virtual learning environments.

Articulating electronic space for interaction

The author has been working on communications with and without technology, and was guest-editor of the Ekistics special issue with the same title (October 1983). His Edinburgh University 1974 Ph.D was on Space Networks, considering space as a network. Born into a family of sailors, he grew up on ocean-going boats, and for three years was a Naval Intelligence officer. He was active in the 1968-and-after period in Northern European universities. He has acted as consultant to national/international bodies and, being invited to look into Europe as-a-whole, or into the Aegean Sea, or into the Mediterranean, he has formulated proposals to change policy (although cannot claim being successful in trying). Having combined behavioral sciences with visual arts, he has contributed to the art-science-technology field two on-going series of projects and project-proposals: the video communications installations Face-to-Face, and geopolitical art. He has concentrated on islands both for observations of communications issues and using telecommunications for quality development, and also for the ongoing series of minimal constructions on coastal remote sites. As a student he was invited to the Delos 1969 Symposion on Networks, and is a member of the World Society for Ekistics - for which society he has also acted as vice-president. He has not sailed through the Pacific. The text that follows is a slightly edited version of a paper presented by the author at the international symposion on Globalization and Local Identity, organized jointly by the World Society for Ekistics and the University of Shiga Prefecture in Hikone, Japan, 19-24 September, 2005.

Articulating electronic space for interaction

The author has been working on communications with and without technology, and was guest-editor of the Ekistics special issue with the same title (October 1983). His Edinburgh University 1974 Ph.D was on Space Networks, considering space as a network. Born into a family of sailors, he grew up on ocean-going boats, and for three years was a Naval Intelligence officer. He was active in the 1968-and-after period in Northern European universities. He has acted as consultant to national/international bodies and, being invited to look into Europe as-a-whole, or into the Aegean Sea, or into the Mediterranean, he has formulated proposals to change policy (although cannot claim being successful in trying). Having combined behavioral sciences with visual arts, he has contributed to the art-science-technology field two on-going series of projects and project-proposals: the video communications installations Face-to-Face, and geopolitical art. He has concentrated on islands both for observations of communications issues and using telecommunications for quality development, and also for the ongoing series of minimal constructions on coastal remote sites. As a student he was invited to the Delos 1969 Symposion on Networks, and is a member of the World Society for Ekistics - for which society he has also acted as vice-president. He has not sailed through the Pacific. The text that follows is a slightly edited version of a paper presented by the author at the international symposion on "Globalization and Local Identity, " organized jointly by the World Society for Ekistics and the University of Shiga Prefecture in Hikone, Japan, 19-24 September, 2005.

The Trojan War of 1518: Melodrama, Politics, and the Rise of Humanism

Scholarly representations of the rise of humanism in Northern European universities during the sixteenth century have been under some strain since James Overfield's 1982 study, Humanism and Scholasticism in Late Medieval Germany, which successfully critiqued earlier positivist narratives through a detailed examination of continental European experience. Students of sixteenth-century England have, by contrast, remained remarkably consistent in arguing that English humanists took over the universities of Oxford and Cambridge during the reign of Henry VIII, and while they did not eliminate the backward scholastics, they had considerable success in making them appear ridiculous. English historiography follows the rhetoric of its sources: humanism is presented as the dawn of the New Age-an intellectual, scholarly achievement. This paper challenges such orthodox representation by examining reactions to the founding of three humanist lectureships at Corpus Christi College, Oxford, in 1518.