University of Texas at Arlington

About: University of Texas at Arlington is a education organization based out in Arlington, Texas, United States. It is known for research contribution in the topics: Population & Large Hadron Collider. The organization has 11758 authors who have published 28598 publications receiving 801626 citations. The organization is also known as: UT Arlington & University of Texas-Arlington.

Top management team group factors, consensus, and firm performance

Abstract: The results of recent consensus-performance research have been equivocal. Substantive and methodological issues are examined to suggest reasons for this equivocality. Top management team composition, structure, and decision processes are proposed as antecedents to the consensus-performance relationship. An argument is developed for a curvilinear aggregate consensus-performance relationship, moderated by environmental dynamism. A model and associated propositions are advanced to further descriptive and normative theory.

Jet energy measurement and its systematic uncertainty in proton-proton collisions at s√=7 TeV with the ATLAS detector

Abstract: The jet energy scale (JES) and its systematic uncertainty are determined for jets measured with the ATLAS detector using proton-proton collision data with a centre-of-mass energy of [Formula: see text] TeV corresponding to an integrated luminosity of [Formula: see text][Formula: see text]. Jets are reconstructed from energy deposits forming topological clusters of calorimeter cells using the anti-[Formula: see text] algorithm with distance parameters [Formula: see text] or [Formula: see text], and are calibrated using MC simulations. A residual JES correction is applied to account for differences between data and MC simulations. This correction and its systematic uncertainty are estimated using a combination of in situ techniques exploiting the transverse momentum balance between a jet and a reference object such as a photon or a [Formula: see text] boson, for [Formula: see text] and pseudorapidities [Formula: see text]. The effect of multiple proton-proton interactions is corrected for, and an uncertainty is evaluated using in situ techniques. The smallest JES uncertainty of less than 1 % is found in the central calorimeter region ([Formula: see text]) for jets with [Formula: see text]. For central jets at lower [Formula: see text], the uncertainty is about 3 %. A consistent JES estimate is found using measurements of the calorimeter response of single hadrons in proton-proton collisions and test-beam data, which also provide the estimate for [Formula: see text] TeV. The calibration of forward jets is derived from dijet [Formula: see text] balance measurements. The resulting uncertainty reaches its largest value of 6 % for low-[Formula: see text] jets at [Formula: see text]. Additional JES uncertainties due to specific event topologies, such as close-by jets or selections of event samples with an enhanced content of jets originating from light quarks or gluons, are also discussed. The magnitude of these uncertainties depends on the event sample used in a given physics analysis, but typically amounts to 0.5-3 %.

Where is Research on Massive Open Online Courses Headed? A Data Analysis of the MOOC Research Initiative

Abstract: This paper reports on the results of an analysis of the research proposals submitted to the MOOC Research Initiative (MRI) funded by the Gates Foundation and administered by Athabasca University. The goal of MRI was to mobilize researchers to engage into critical interrogation of MOOCs. The submissions – 266 in Phase 1, out of which 78 was recommended for resubmission in the extended form in Phase 2, and finally, 28 funded – were analyzed by applying conventional and automated content analysis methods as well as citation network analysis methods. The results revealed the main research themes that could form a framework of the future MOOC research: i) student engagement and learning success, ii) MOOC design and curriculum, iii) self-regulated learning and social learning, iv) social network analysis and networked learning, and v) motivation, attitude and success criteria. The theme of social learning received the greatest interest and had the highest success in attracting funding. The submissions that planned on using learning analytics methods were more successful. The use of mixed methods was by far the most popular. Design-based research methods were also suggested commonly, but the questions about their applicability arose regarding the feasibility to perform multiple iterations in the MOOC context and rather a limited focus on technological support for interventions. The submissions were dominated by the researchers from the field of education (75% of the accepted proposals). Not only was this a possible cause of a complete lack of success of the educational technology innovation theme, but it could be a worrying sign of the fragmentation in the research community and the need to increased efforts towards enhancing interdisciplinarity.