Editorial: Making Unstructured Abstracts More Concrete.
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| Title: | Editorial: Making Unstructured Abstracts More Concrete. |
|---|---|
| Authors: | Dobbins, Kerry1, Pollard, Eileen2, Andrew, Martin3, Middleton, Rebekkah4 |
| Source: | Journal of University Teaching & Learning Practice. 2024, Vol. 21 Issue 9, p1-11. 11p. |
| Subject Terms: | *Scholarly method, *Discussion in education, *Research personnel, *Higher education, Cardiac research |
| Abstract: | The objective of this editorial is two-fold. First, to place the importance of clear abstract writing in the context of booming academic submissions. The editorial highlights the huge pressure on systems of review that have had the side effect of strongly positioning the abstract as gatekeeper to publication. Such emphasis on this short, hardworking text means that if the abstract is poorly written or does not effectively articulate its contribution to pedagogy, it falls at the first hurdle. Second, the editorial aims to give practical advice to scholars seeking publication of their learning and teaching research and scholarship by emphasizing the centrality of meaningful contribution at the heart of good research design, which is then further distilled into an articulate abstract. Not what was done, but what was found: the contribution of the contribution. Furthermore, the authors are aware of, and sensitive to, the many voices historically excluded from discussions of higher education and therefore also wish this editorial to act as an enabler for those researchers. As such, the editorial simply offers principles of effective abstract writing to ensure openness to different approaches and styles, resisting an abstract-formula beyond placing the meaningful contribution front-and-centre. On a meta level, this abstract attempts to articulate its meaningful contribution to the debate, by following these principles, while crucially retaining the voice and character of its authors. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180946394 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Editorial: Making Unstructured Abstracts More Concrete. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dobbins%2C+Kerry%22">Dobbins, Kerry</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pollard%2C+Eileen%22">Pollard, Eileen</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Andrew%2C+Martin%22">Andrew, Martin</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Middleton%2C+Rebekkah%22">Middleton, Rebekkah</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2024, Vol. 21 Issue 9, p1-11. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Discussion+in+education%22">Discussion in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+personnel%22">Research personnel</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Cardiac+research%22">Cardiac research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The objective of this editorial is two-fold. First, to place the importance of clear abstract writing in the context of booming academic submissions. The editorial highlights the huge pressure on systems of review that have had the side effect of strongly positioning the abstract as gatekeeper to publication. Such emphasis on this short, hardworking text means that if the abstract is poorly written or does not effectively articulate its contribution to pedagogy, it falls at the first hurdle. Second, the editorial aims to give practical advice to scholars seeking publication of their learning and teaching research and scholarship by emphasizing the centrality of meaningful contribution at the heart of good research design, which is then further distilled into an articulate abstract. Not what was done, but what was found: the contribution of the contribution. Furthermore, the authors are aware of, and sensitive to, the many voices historically excluded from discussions of higher education and therefore also wish this editorial to act as an enabler for those researchers. As such, the editorial simply offers principles of effective abstract writing to ensure openness to different approaches and styles, resisting an abstract-formula beyond placing the meaningful contribution front-and-centre. On a meta level, this abstract attempts to articulate its meaningful contribution to the debate, by following these principles, while crucially retaining the voice and character of its authors. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180946394 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53761/t28dqa89 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 1 Subjects: – SubjectFull: Scholarly method Type: general – SubjectFull: Discussion in education Type: general – SubjectFull: Research personnel Type: general – SubjectFull: Higher education Type: general – SubjectFull: Cardiac research Type: general Titles: – TitleFull: Editorial: Making Unstructured Abstracts More Concrete. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dobbins, Kerry – PersonEntity: Name: NameFull: Pollard, Eileen – PersonEntity: Name: NameFull: Andrew, Martin – PersonEntity: Name: NameFull: Middleton, Rebekkah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 14499789 Numbering: – Type: volume Value: 21 – Type: issue Value: 9 Titles: – TitleFull: Journal of University Teaching & Learning Practice Type: main |
| ResultId | 1 |
