Text Analysis and Visualization

Sinclair, Stéfan; Rockwell, Geoffrey

doi:10.1002/9781118680605.ch19

Cited by 27 publications

(19 citation statements)

References 9 publications

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“…Voyant Tools was used for content analysis. Voyant Tools (Sinclair & Rockwell, 2015) is an open-source webbased text reading and analysis environment that uses more than 20 visualization tools to analyze a text corpus, which allows to users to investigate patterns of words/concepts and to explore and visualize large corpus of text systemically, exercises that may be difficult to perform by simply reading. Studies in which Voyant Tools has been used for research, are recently being published in peer-reviewed publications (Boyle & Hall, 2016).…”

Section: Content Analysismentioning

confidence: 99%

Mission statements of universities worldwide: Text mining and visualization

Cortés-Sánchez¹

2018

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Purpose: To conduct a transnational study of universities’ mission statements (MS) through content analysis to identify characteristics related to language (e.g. number of words, the most and least frequently used words) and if those characteristics are related to universities’ location, size, focus, research output, age band and status (i.e. private or public). Design/methodology/approach: Content analysis by using Voyant Tools.Findings: The main results showed: (1) a necessity for self-awareness; (2) an overall emphasis on society and students, as stakeholders; (3) there were no discernible similarities in terms between firms and universities; (4) MS tend to be longer in universities from Asia and shorter from Europe; (5) the absence of quantitative elements; (6) small universities prioritized knowledge over research; (7) the youngest universities tend to use more of the least frequently used terms; (8) public universities emphasized students and private universities emphasized education; and (9) the private sector has a noticeable interest in the society and the public sector on community.Research limitations/implications: Sub-samples of certain regions should more inclusive in further studies. Considering that the mean sample of MS studies was 89.6, this study used a sample more than two times larger. Although, the African (4) and Latin-American (5) samples were not significant compared with European (94) or North American (79) subsamples. Thus, further studies should consider a more-inclusive ranking in research databases than the QS world university ranking.Practical implications: University planning offices can use these results and the digital database to construct a global outlook on MS trends or uncommonly used terms to define the purpose of their university and future course of action, embrace an overall isomorphism, or seek a distinctive strategy to differentiate their institution from others. In addition, this research can be used by strategic planning scholars to conduct regionally or nationally focused studies.Social Implications: Universities’ MS serve as public pronouncements of their purpose, ambition, and values. In this study, we presented and analyzed the contents of those purposes, in which mission-oriented universities, some of them as global influencers, seek to perform in multiple levels of importance for every country (i.e. education, research, and services with both private and public sectors and the community).Originality/value: Most of the previous studies are restricted to national contexts and based on reduced samples with no open access digital data. In this study we considered a wide sample of universities from Europe, North America, Asia, Oceania, Latin America and Africa; and delivered a digital open access database of MS from those universities.

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Section: Content Analysismentioning

confidence: 99%

Mission statements of universities worldwide: Text mining and visualization

Cortés-Sánchez¹

2018

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“…The surveys lasted 15-20 minutes each, they were recorded and transcribed. The Voyant Tools (VTs) were used to process the text corpus of responses to identify the keywords/concepts (Sinclair & Rockwell, 2015…”

Section: Instrumentsmentioning

confidence: 99%

Implementing of the COM-B Model in In-Service Training of Civil Servants as a Prerequisite for Effective Public Governance

Rozskazov

Chaliuk

Аніщенко³

et al. 2021

Acad. J. Interdiscip. Stud.

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The purpose of the study was to identify how the reshaped COM-B model-based refresher courses for the civil servants influences the sampled students’ intrinsic motives of performing their job functions and to identify how the students perceived the upgraded course that used the COM-B model. The study combined an exploratory design that was used in the baseline phase and a one-group-based pre-test-post-test design that was used in the quasi-experimental intervention. It used the data collection tools such as the baseline study online survey, the Intrinsic Motivation Inventory, the HR departments’ assessment reports, the Awareness of Public Service Legislation Test, and the focus group survey questionnaire. The IBM SPSS Statistics (25.0.0.1) was used to process the data. The reshaped COM-B model-based refresher courses for the civil servants are capable to influence positively the sampled students’ intrinsic motives of performing their job functions. The use of the COM-B model provides a triple influence on the intrinsic motives of the civil servants, changes their behaviour, and increases their work performance level. It was found that respondents benefited from the challenges of performing different roles in the civil service that they experienced in the course. They upgraded their professional knowledge. The extrinsic motivation factors dominate the civil servants’ motivation and the management of public institutions underperforms in identifying and using the appropriate solutions to stimulate the inner motivation in civil servants for higher standards of their work performance. The civil servants should receive yearly training using more student-focused methods, the cognition function development-aimed, and function-through-context-based. Received: 12 December 2020 / Accepted: 9 April 2021 / Published: 10 May 2021

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“…Each theme was assigned the code and they were used to analyse the students' responses. The open-source and web-based Voyant Tools (VTs) which are available at https://voyant-tools.org/ were used to analyse the text corpus of responses through the investigation of patterns of words/concepts (Sinclair & Rockwell, 2015). These tools have been commonly used for research purposes (Boyle & Hall, 2016).…”

Section: A Semi-structured Focus Group Interview (N=11)mentioning

confidence: 99%

Development of the Emotional Stability Seen as a Personal Leadership Quality Using the Acmeological Approach in the Master’s Students

Yevheniia¹

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">The purpose of this study was to identify how the leadership training programme based on the acmeological approach for the Master’s students influences the students’ emotional stability and how that programme was perceived by graduates. The study used both qualitative and quantitative methods to yield data. The dimensions of emotional stability such as behavioural self-awareness, communication and conflict management, emotional and behavioural self-efficacy, adaptability, and self-programming of a positive mental attitude were used as variables in the study. Three qualitative and quantitative tools were used in the study. Those were the adapted and modified Emotional Stability Scale in the leadership context, the focus group interview, and the Linguistic Inquiry and Word Count software. The IBM SPSS Statistics (25.0.0.1) was used to compute the yielded data. The study found that the train-the-trainer leadership programme entitled “Crisis-driven Leadership” based on the acmeological approach fostered a statistically significant improvement in the Master’s students’ emotional stability. Moreover, the graduates perceived the programme positively and could more or less accurately explain how it enhanced their experience. The study upgraded the concept of leadership training by focusing on the development of the students’ emotional stability. The latter was trained using the combination of the age psychology and cross-disciplinary games (gamified activities, simulations), online and offline personality-development-purpose learning, a project method, collaborative learning technologies. It increased substantially the effectiveness of both development of the students’ emotional stability and leadership training. The study has brought a new psychological perspective to developing emotional stability in the students aged 20-22.</p>

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Text Analysis and Visualization

Cited by 27 publications

References 9 publications

Mission statements of universities worldwide: Text mining and visualization

Mission statements of universities worldwide: Text mining and visualization

Implementing of the COM-B Model in In-Service Training of Civil Servants as a Prerequisite for Effective Public Governance

Development of the Emotional Stability Seen as a Personal Leadership Quality Using the Acmeological Approach in the Master’s Students

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