cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.27241630
title: A longitudinal study on the impact of student-teacher and student-peer relationships on academic performance: the mediating effects of study effort and engagement

description: Despite the recognised importance of student-teacher and student-peer relationships as well as study effort and engagement in predicting academic performance, the interplay between these predictors has received limited attention in higher education research. Building on Study Demands-Resources theories, this longitudinal study explores the favourable impact of student-teacher and student-peer relationships on academic performance (GPA), mediated by study effort and engagement. In total, 613 undergraduate students (68% female; mean age 20 years) from all 13 Dutch public universities completed two online surveys with a 3.5-month interval. Student-teacher and student-peer relationships, study effort, and study engagement were measured at two time points (t1 and t2), while GPA was only measured at t2. Correlation and path analyses revealed that better relationships with both teachers and peers were longitudinally associated with a higher GPA, mediated by more study effort and engagement. This study contributes to the literature by employing longitudinal data, offering stronger causal evidence for processes underlying academic performance. It underscores the importance of fostering positive relationships with both teachers and peers to improve student performance. The findings suggest that educational institutions should implement strategies to strengthen these relationships, thereby enhancing study effort and engagement, ultimately leading to improved academic performance.
DOI: 10.6084/m9.figshare.27241630.v1
title: A longitudinal study on the impact of student-teacher and student-peer relationships on academic performance: the mediating effects of study effort and engagement

description: Despite the recognised importance of student-teacher and student-peer relationships as well as study effort and engagement in predicting academic performance, the interplay between these predictors has received limited attention in higher education research. Building on Study Demands-Resources theories, this longitudinal study explores the favourable impact of student-teacher and student-peer relationships on academic performance (GPA), mediated by study effort and engagement. In total, 613 undergraduate students (68% female; mean age 20 years) from all 13 Dutch public universities completed two online surveys with a 3.5-month interval. Student-teacher and student-peer relationships, study effort, and study engagement were measured at two time points (t1 and t2), while GPA was only measured at t2. Correlation and path analyses revealed that better relationships with both teachers and peers were longitudinally associated with a higher GPA, mediated by more study effort and engagement. This study contributes to the literature by employing longitudinal data, offering stronger causal evidence for processes underlying academic performance. It underscores the importance of fostering positive relationships with both teachers and peers to improve student performance. The findings suggest that educational institutions should implement strategies to strengthen these relationships, thereby enhancing study effort and engagement, ultimately leading to improved academic performance.
DOI: 10.15468/dl.kn9hs6
title: Occurrence Download

description: A dataset containing 72 species occurrences available in GBIF matching the query:
{
 "TaxonKey" : [
 "is Atelopus palmatus"
 ]
}

 The dataset includes 72 records from 12 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0015071-251120083545085/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.6084/m9.figshare.27135843.v1
title: A network approach to PhD students’ well-being: insights into risk and protective factors

description: Due to the high demands of doctoral education, concerns have been raised about PhD students’ well-being. In addition to the adverse individual impact, poor well-being of PhD students is also problematic for universities, which might lose talented researchers via absenteeism and drop-out. Despite substantial knowledge about factors influencing well-being in academia, we know little about how these factors jointly promote or impede PhD students’ well-being. We applied network analysis, alongside regression analysis, to cross-sectional data from 665 PhD students in the Netherlands to explore how PhD students’ job demands, job resources, and personal resources are associated with subjective and archival well-being indices. Findings suggest that job demands, job resources, and personal resources influence PhD students’ well-being directly and indirectly via associations with other factors. Among job demands, both publication pressure and work-home conflict were associated with higher burnout. Additionally, work-home conflict was associated with higher sickness absenteeism. Psychological capital stood out as the most important resource within the network and was related to lower burnout, higher engagement, and lower sickness absenteeism. By highlighting the importance of personal resources, particularly psychological capital, for PhD students’ well-being, this study can guide the development of interventions to promote PhD students’ well-being.
DOI: 10.6084/m9.figshare.28398126
title: Leadership communication during organizational transformation

description: The article studies the role of institutional leadership communication in six cases of comprehensive organizational transformation in higher education institutions. Through the concepts of sense-making and seizing, the article investigates how academic leaders at the institutional level deal with the need to balance continuity and change in their intra-organizational communication. Key findings suggest that digital platforms change not just the outreach of academic leadership communication but also the types of staff interaction and involvement during organizational transformation. Furthermore, findings also suggest that leadership communication is more focused on processes than outcomes and is more oriented towards learning to live with unresolved situations than providing swift solutions. The findings are discussed in relation to the literature, and some implications are suggested as to how communication processes can be exploited by institutional leaders in organizational transformation processes.
DOI: 10.6084/m9.figshare.28398126.v1
title: Leadership communication during organizational transformation

description: The article studies the role of institutional leadership communication in six cases of comprehensive organizational transformation in higher education institutions. Through the concepts of sense-making and seizing, the article investigates how academic leaders at the institutional level deal with the need to balance continuity and change in their intra-organizational communication. Key findings suggest that digital platforms change not just the outreach of academic leadership communication but also the types of staff interaction and involvement during organizational transformation. Furthermore, findings also suggest that leadership communication is more focused on processes than outcomes and is more oriented towards learning to live with unresolved situations than providing swift solutions. The findings are discussed in relation to the literature, and some implications are suggested as to how communication processes can be exploited by institutional leaders in organizational transformation processes.
DOI: 10.15151/esrf-es-2292837106
title: Structure of metalloproteins, membrane proteins, filamentous sarcomer proteins, and virus particles

description: Our work focusses on biological nitrogen fixation by Nitrogenase, on metalloenzymes and integral membrane proteins of bacterial and archaeal respiratory systems, as well as on inhibitor development against malignancy-related epigenetic writers, readers and erasers (Andrade/Einsle/Wohlwend), the working mechanism and regulation of medically relevant membrane proteins and complexes and their defects leading to pathologies (Hunte/Wirth), bacterial antibiotic resistance factors and viral and bacterial proteins bound to their targets or inhibitors, and their interactions with glycans (Stehle/Zocher), human S100 proteins involved in nutritional immunity, USP18 enforcing the endogenous antiviral interferon response, and the respiratory complex NQR of V. cholerae (Fritz), DNA Polymerases with artificial substrates (Betz), and on multi-domain components of the sarcomeric filamentous protein titin and their binding to the E3 ubiquitin ligase MuRF1 and the central myosin rod-domain (Mayans).
DOI: 10.6084/m9.figshare.28089355
title: Unveiling university-society engagement – university origin stories from Denmark

description: While contemporary higher education policy tends to frame the value and contribution of the university through the concept of societal impact, in this paper, we aim to widen how we understand engagement between the university and society beyond the narrow boundaries of ‘impact’. The broad challenges in demonstrating societal impact of universities, especially experienced by humanities disciplines, underscore a conceptual mismatch between the value of universities and their evaluation, and suggest that a different theorisation of the value of the university to society is worth deliberating. In this paper, we draw from Danish university origin stories to unveil the meso context in which Danish universities operate alongside other societal institutions and actors. By considering <i>who</i> these actors may be, <i>what</i> their contributions were, and <i>why</i> they supported the establishment of universities, we bring to light a hidden and more nuanced aspect of university-society engagement – one that is dynamic, reciprocal, and conceptually embedded into what the university is as an actor within society and the world. Such a historically-informed understanding of university-society engagement offers a richer, more complex approach which may apply to alternative future policy framings, to more accurately capture the significance of the university to society and vice versa.
DOI: 10.6084/m9.figshare.28089355.v1
title: Unveiling university-society engagement – university origin stories from Denmark

description: While contemporary higher education policy tends to frame the value and contribution of the university through the concept of societal impact, in this paper, we aim to widen how we understand engagement between the university and society beyond the narrow boundaries of ‘impact’. The broad challenges in demonstrating societal impact of universities, especially experienced by humanities disciplines, underscore a conceptual mismatch between the value of universities and their evaluation, and suggest that a different theorisation of the value of the university to society is worth deliberating. In this paper, we draw from Danish university origin stories to unveil the meso context in which Danish universities operate alongside other societal institutions and actors. By considering <i>who</i> these actors may be, <i>what</i> their contributions were, and <i>why</i> they supported the establishment of universities, we bring to light a hidden and more nuanced aspect of university-society engagement – one that is dynamic, reciprocal, and conceptually embedded into what the university is as an actor within society and the world. Such a historically-informed understanding of university-society engagement offers a richer, more complex approach which may apply to alternative future policy framings, to more accurately capture the significance of the university to society and vice versa.
DOI: 10.6084/m9.figshare.27763990
title: Positional advantages and occupational specificity. Returns for higher education in West Germany

description: This study analyses how changing positional advantages affected occupational returns for higher education in West Germany from 1974 to 2018. Positional advantages measure the advantages of educational levels relative to others during educational expansion. The impact of positional advantages on occupational returns plausibly differs regarding both the type of higher education degree and its level of occupational specificity. Using the German Microcensus and with the help of median regression models, the study tests if the socioeconomic status of Bachelor’s and Master’s graduates whose degrees have different levels of occupational specificity are systematically affected by the percentage of individuals with at least the same qualification at a given point in time. The empirical results reveal that higher education graduates benefit from educational expansion: positional advantages therefore affect occupational returns for different higher education degrees in divergent ways. Graduates with occupation-specific Master’s degrees appear to benefit most from educational expansion. Graduates with Bachelor’s degrees and less occupationally specific degrees benefit less from educational expansion. The empirical results suggest increasing positional competition within higher education.
DOI: 10.6084/m9.figshare.27763990.v1
title: Positional advantages and occupational specificity. Returns for higher education in West Germany

description: This study analyses how changing positional advantages affected occupational returns for higher education in West Germany from 1974 to 2018. Positional advantages measure the advantages of educational levels relative to others during educational expansion. The impact of positional advantages on occupational returns plausibly differs regarding both the type of higher education degree and its level of occupational specificity. Using the German Microcensus and with the help of median regression models, the study tests if the socioeconomic status of Bachelor’s and Master’s graduates whose degrees have different levels of occupational specificity are systematically affected by the percentage of individuals with at least the same qualification at a given point in time. The empirical results reveal that higher education graduates benefit from educational expansion: positional advantages therefore affect occupational returns for different higher education degrees in divergent ways. Graduates with occupation-specific Master’s degrees appear to benefit most from educational expansion. Graduates with Bachelor’s degrees and less occupationally specific degrees benefit less from educational expansion. The empirical results suggest increasing positional competition within higher education.
DOI: 10.15151/esrf-es-2277873003
title: Imaging the flowering plant Hypoxis parvula

description: Imaging of diploid, tetraploid and hexaploid Hypoxis parvula to study the polyploid biology at cellular level to understand the evolution of polyploid flowering plants
DOI: 10.15151/esrf-es-2297999382
title: Synergistic modulation of redox equilibria in high entropy oxides

description: High entropy oxides (HEOs) are an emerging class of materials with significant potential for applications in catalysis, energy conversion and storage due to their tunable properties. The unique behavior of these materials arises from the synergistic interactions between the multiple cations within the solid solution, often referred to as the "cocktail effect." However, the underlying mechanisms governing these interactions, particularly their influence on redox equilibria, remain poorly understood. This study aims to utilize in situ X-ray absorption spectroscopy (XAS) to investigate how the redox equilibria of cations are affected by the cooperative effects that emerge when multiple cations coexist in HEOs. Specifically, we focus on the prototypical HEO, Mg0.2Co0.2Ni0.2Cu0.2Zn0.2O, and related compounds with fewer components, examining the redox behavior of Co, Ni, and Cu upon heating in progressively reducing conditions.
DOI: 10.15151/esrf-es-2257459062
title: Time-resolved SSX: methodologies and applications to enzymes and light-sensitive proteins

description: This proposal is to carry out time-resolved serial synchrotron crystallography (TR-SSX) experiments on two biological photoreceptor proteins (OCP and CarH) and on esterase enzymes. To trigger the reaction in the microcrystalline proteins, laser-illumination will be used for the former, and rapid mixing for the latter. The proposal follows up on experiments carried out during our previous ID29 BAG (2022 – 2024) beamtimes, during which static SSX data sets were collected on most of our target proteins mentioned in the application. Since the required nanosecond laser was not available, most of the experiments proposed previously remain to be carried out. We have collected high-resolution TR-SFX data on the ps – ms time scale for OCP and CarH that will be either complemented or compared to TR-SSX data to be collected on ID29.
DOI: 10.6084/m9.figshare.28152102
title: Regional engagement and impact of higher education institutions: institutional self-assessments and choice of performance indicators

description: Many higher education institutions would like to know more about their regional engagement and impact (REI) profile but may find it difficult to map, monitor or measure their REI potential and performance. This paper examines the results of REI-indicator-driven self-assessments reports produced by 30 European HEIs. The 2 survey-based case studies included 20 research-intensive universities and 10 universities of applied sciences (UAS). The study’s main aim is to: (a) to gain evidence-based insights on which REI-indicators are most deemed relevant; (b) offer explanations for their preferences. The analysis of the 30 REI profiles was structured in terms of 3 REI ‘domains’: Education and Human Resources (EHR); Research, Technology, Innovation and Entrepreneurship (RTIE); Regional Economic Development and Infrastructure (REDI). On average, eight REI indicators were used per self-assessment report. Universities and UAS use different sets of indicators to describe their REI profiles and performance. Qualitative ‘narrative-based’ indicators comprise 75% of all indicators mentioned in the reports, mostly on REI-related organizational inputs. Quantitative metrics-based indicators are more equally spread across inputs, processes and outputs. The largest share of quantitative indicators was found in the EHR domain. These findings may help HEIs to select indicators and develop indicator-based institutional self-assessments for in-house institutional learning on REI performance.
DOI: 10.6084/m9.figshare.28152102.v1
title: Regional engagement and impact of higher education institutions: institutional self-assessments and choice of performance indicators

description: Many higher education institutions would like to know more about their regional engagement and impact (REI) profile but may find it difficult to map, monitor or measure their REI potential and performance. This paper examines the results of REI-indicator-driven self-assessments reports produced by 30 European HEIs. The 2 survey-based case studies included 20 research-intensive universities and 10 universities of applied sciences (UAS). The study’s main aim is to: (a) to gain evidence-based insights on which REI-indicators are most deemed relevant; (b) offer explanations for their preferences. The analysis of the 30 REI profiles was structured in terms of 3 REI ‘domains’: Education and Human Resources (EHR); Research, Technology, Innovation and Entrepreneurship (RTIE); Regional Economic Development and Infrastructure (REDI). On average, eight REI indicators were used per self-assessment report. Universities and UAS use different sets of indicators to describe their REI profiles and performance. Qualitative ‘narrative-based’ indicators comprise 75% of all indicators mentioned in the reports, mostly on REI-related organizational inputs. Quantitative metrics-based indicators are more equally spread across inputs, processes and outputs. The largest share of quantitative indicators was found in the EHR domain. These findings may help HEIs to select indicators and develop indicator-based institutional self-assessments for in-house institutional learning on REI performance.
DOI: 10.6084/m9.figshare.27231710
title: STEM PhD holders working outside academia: the role of social support in career transition

description: This paper explores the role of social support in career transition experiences among science, technology, engineering, and mathematics (STEM) PhD holders working outside academia. Inter-country interview data were collected from PhD graduates from the UK (n = 10), Spain (n = 10) and Finland (n = 10) in 2022. Though the results varied somewhat by individual, they show that both engaging and disengaging experiences were socially embedded. Receiving instrumental support, e.g. time or funding, was a key factor in engaging transition experiences and the lack of it in the disengaging ones. Job stability, work-life relationships, personal values, the work environment, work-task fit, and finances contributed to the engaging and disengaging transition experiences across the countries. This paper is one of the first qualitative studies focusing on STEM PhD holders’ social support and (dis)engaging transition experiences to a career beyond academia in a cross-national setting. The findings help to understand better STEM PhD holders’ experiences beyond academia. The results can be used in doctoral education and PhD careers’ development.
DOI: 10.6084/m9.figshare.27231710.v1
title: STEM PhD holders working outside academia: the role of social support in career transition

description: This paper explores the role of social support in career transition experiences among science, technology, engineering, and mathematics (STEM) PhD holders working outside academia. Inter-country interview data were collected from PhD graduates from the UK (n = 10), Spain (n = 10) and Finland (n = 10) in 2022. Though the results varied somewhat by individual, they show that both engaging and disengaging experiences were socially embedded. Receiving instrumental support, e.g. time or funding, was a key factor in engaging transition experiences and the lack of it in the disengaging ones. Job stability, work-life relationships, personal values, the work environment, work-task fit, and finances contributed to the engaging and disengaging transition experiences across the countries. This paper is one of the first qualitative studies focusing on STEM PhD holders’ social support and (dis)engaging transition experiences to a career beyond academia in a cross-national setting. The findings help to understand better STEM PhD holders’ experiences beyond academia. The results can be used in doctoral education and PhD careers’ development.
DOI: 10.15151/esrf-es-2225980125
title: Unveiling the role of DHMS in deep-focused earthquakes: high-pressure dehydration dynamics of key mantle minerals

description: The mechanisms driving deep-focus earthquakes and fluid migration in subducting slabs remain poorly understood, with phase transitions and dehydration processes having a key role. In these contexts, Dense Hydrous Magnesium Silicates (DHMS) play crucial role in storing and transporting water in the mantle. Recent studies on the 23 Å phase, an important DHMS, revealed an unexpected single-crystal-to-single-crystal transformation during dehydration, prompting new experimental approaches. We propose to investigate by simultaneously X-ray diffraction and ultrasonic methods the dehydration behavior of the 23 Å phase and three other key minerals—Phase A, chondrodite, and Phase E—under high-pressure and high-temperature conditions at ID06-LVP beamline. We aim to gain insights into the structural and kinetic aspects of their dehydration processes to assess their role in large scale geological phenomena.