Humanities and Social Sciences Dissertation Bibliographies and Collections: The View from a STEM University

Autor/inn/en	Burrows, Trevor; Freeman, Robert S.; Heyns, Erla P.; Hérubel, Jean-Pierre V. M.
Titel	Humanities and Social Sciences Dissertation Bibliographies and Collections: The View from a STEM University
Quelle	In: portal: Libraries and the Academy, 19 (2019) 3, S.511-533 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
DOI	10.1353/pla.2019.0029
Schlagwörter	Humanities; Social Sciences; Doctoral Dissertations; STEM Education; Bibliographies; Library Materials; Academic Libraries; Liberal Arts; Doctoral Students; Citation Analysis; Research Libraries; Doctoral Programs; Student Research; Librarian Teacher Cooperation; Nonprint Media; Printed Materials; Indiana + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; STEM; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Citation; Citations; Zitatenanalyse; Zitat; Studentenforschung
Abstract	This study utilized dissertation bibliographies produced at Purdue University in West Lafayette, Indiana, a STEM-oriented university, to ascertain how well Purdue's Humanities, Social Sciences, and Education Library supports doctoral research. To examine a critical mass of data, the authors gathered all the bibliographies of dissertations written in 11 disciplines within the College of Liberal Arts in 2011 and 2015. Data for each citation included year of publication, language, format type, and local availability in print or digitally. Revealing disciplinary trends in using sources, this study provided critical information for reconceptualizing the library's orientation to learning and research and for engaging with faculty to understand where to strengthen the library's collections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01