1/2/2020 International Journal of Innovation, Creativity and Change
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SJR
The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scienti c in uence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scienti c in uence of the average article in a journal it expresses how central to the global
Citations per document
This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year.
The two years line is equivalent to journal impact factor
™ (Thomson Reuters) metric.
Cites per document Year Value Cites / Doc. (4 years) 2013 0.000 Cites / Doc. (4 years) 2014 0.250 Cites / Doc. (4 years) 2015 0.146 Cites / Doc. (4 years) 2016 0.210 Cites / Doc. (4 years) 2017 0.185 Cites / Doc. (4 years) 2018 0.202 Cites / Doc. (3 years) 2013 0.000 Cites / Doc. (3 years) 2014 0.250 Cites / Doc. (3 years) 2015 0.146 Cites / Doc. (3 years) 2016 0.210 Total Cites Self-Cites
Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years.
Journal Self-citation is de ned as the number of citation from a journal citing article to articles published by the same journal.
Cites Year Value
S lf Cit 2013 0
External Cites per Doc Cites per Doc
Evolution of the number of total citation per document and external citation per document (i.e. journal self- citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.
Cit Y V l
% International Collaboration
International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.
Year International Collaboration 2013 4.76
2014 0 00 Citable documents Non-citable documents
Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.
Documents Year Value
N it bl d t 2013 0
Cited documents Uncited documents
Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.
Documents Year Value
Uncited documents 2013 0 Uncited documents 2014 17 Uncited documents 2015 37 Uncited documents 2016 54
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2014 2015 2016 2017 2018
0.15 0.18 0.21
Cites / Doc. (4 years) Cites / Doc. (3 years) Cites / Doc. (2 years)
2013 2014 2015 2016 2017 2018
0 0.06 0.12 0.18 0.24 0.3
2013 2014 2015 2016 2017 2018
0 7 14
2013 2014 2015 2016 2017 2018
0 0.2 0.4
2013 2014 2015 2016 2017 2018
0 9 18
2013 2014 2015 2016 2017 2018
0 40 80
2013 2014 2015 2016 2017 2018
0 40 80
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1/2/2020 Editorial Board
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Editorial Board
Editorial Board members work together by consensus to provide IJICC with editorial direction in the following areas: Identify scope of journal content and, when appropriate, themes for various issues. Determining Criteria for accepting manuscripts for publication consideration. Developing criteria and guidelines for reviewers to use in reviewing each type of manuscript Developing criteria and guidelines for authors to use in creating each type
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Dr Tina Doe
Journal Editor
Senior Reserach Officer Southern Cross University
(https://twitter.com/doetinadoe) (https://au.linkedin.com/in/tinadoe)
Dr Muhammad Haseeb
Associate Editor
Senior Lecturer, Taylor's Business School, Taylor's University, Malaysia
1/2/2020 Editorial Board
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Professor Richard Smith
Emeritus Professor of Education, Central Queensland Univeristy Chair, Board of Australian Institute of Music
Professor Larry Smith
Emeritus Professor of Business, University of New England
Emeritus Professor of Business, University of New England
Professor Iwao Shibata
Managing Director, Business Breakthrough, Inc. Japan
1/2/2020 Editorial Board
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Professor, Graduate School of Management, BBT University, Japan.
Professor Bruce Knight
Professor of Education, Central Queensland University
A/Prof. Catherine O'Brien
Associate Professor of Education Cape Breton Univeristy, Canada
Dr. Rick Van der Zwan
Cognitive Neuro-scientist Consultant
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Professor David Spendlove
Director, Teaching and Learning, Manchester Institute of Education The University of Manchester.
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Senior Lecturer Department of Social Work and Human Service
Professor DOU Qin
Professor DOU Qin Dean, Dept. of Languages Northwest A&F University Yangling Shaanxi, China
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Dr Eric F. Eshun
Senior Lecturer Kwame Nkrumah University of Science & Technology Ghana
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Southern Cross University, Australia
Dr.LI Xuan
Lecturer (Human Resource Management and International Education) Central Queensland Univeristy
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Academic (retired)
Tumpa Dey
Assistant Professor Organisational Behaviour and Human Resources IMT Hyderabad
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Principal, Al Yassat Private School, Abu Dhabi, UAE
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Senior Lecturer, Social Work and Social Planning Fli
Senior Lecturer, Social Work and Social Planning Flinders University SA
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Executive Northern Territory Department of Education
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Lecturer in Psychology University of the Sunshine Coast, Australia. FAB Prue Millear
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Senior Lecturer Teacher Education Program University of Te
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Senior Lecturer and Academic Development Advisor James Cook
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Principal Jockey Club Ti-l College, Hong Kong (ret)
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Mr. Ken Sell
Head of School Aoba-Japan International School Tokyo, Japa
Dr Santosh Kumar Behera
Department of Education, Sidho-Kanho-Birsha University, West
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School of Education, The University of Newcastle, Australia
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Queensland University of Technology Australia University of
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Psychologist Academic Southern Cross Univeristy
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Director Regional Services Laurea University of Applied Sci
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Director Professional Learning Queensland Association of St
Cathy Quinn
Education Consultant Aakorn Management Australia
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Deputy Principal Cleveland District State High School Quee
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Coordinator, Social Work Discipline Australian Catholic Uni
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Discipline Chair for Counselling Australian College of app
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Eko Susanto
Head of Scientific Publication Unit Universitas Muhammadiyah
Associate Professor Armend Tahirsylaj
Associate Professor of Education Department of Teacher Educa
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Assistant Professor The Ethelyn R. Strong School of Social W
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1/2/2020 IJICC - Vol 5 Iss 1
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Vol 5 Iss 1 (/index.php/volume-5- 2019/51-vol-5-iss-1)
International Journal of Innovation, Creativity and Change
Volume 5, Issue 1, November, 2019 ISSN 2201-1323
1/2/2020 IJICC - Vol 5 Iss 1
https://www.ijicc.net/index.php/volume-5-2019/51-vol-5-iss-1 2/13
Pdf (/images/Vol_5_iss_1_2019/Hersugondo2019.pdf.pdf) Corporate Social Responsibility as Innovation to Create Corporate Value: Case Study in Indonesia manufacturing industry H. Hersugondo, Sugeng Wahyudi, M.
Chabachib, P. Prasetiono, M. Kholik Mahfud Faculty of Economics and Business, Diponegoro University, Semarang, Indonesia
The study investigates the affect of corporate social responsibility on the value of a company with the size of the organization as a moderating variable. The research focusing on the fabricating enterprises that registered on the Indonesian Stock Exchange (IDX) as a manufacturing company with influence / impact on the surrounding environment as a result of the activities of the company. Sample option is done by using purposive sampling method with the objective to obtain a representative sample in accordance with the criteria specified. The processed data underwent multiple linear regression analysis (multiple regression analysis). The Company Society Awareness rate is according to the GRI standards (Global Reporting Initiative), while the grade of the enterprise is using the measuring tool of Tobin's Q. The outcomes of research showed that the variables of Corporate Social Responsibility (CSR) has a remarkable positive impact on the grade of the organization while the variable size (size) of the enterprise acted as a moderating variable which giving an impact towards the relationship of CSR and corporate value. Pages 1 to 14
1/2/2020 IJICC - Vol 5 Iss 1
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pdf (/images/Vol_5_iss_1_2019/Tahirsylaj_et_al_2019.pdf) Educating Minds for the Age of Innovation Armend Tahirsylaj, Norwegian University of Science and Technology, Trondheim, Norway;
Jack Matson, Pennsylvania State University, University Park, Pennsylvania, USA. Leonora Gashi, Norwegian University of Science and Technology, Trondheim, Norway
Major environment, economic and social challenges permeate the world, while simultaneously, rapid technological developments are reshaping human experience. This emerging context accelerates the need for education to innovate solutions to ongoing challenges and ill-defined, anticipated, and unknown problems. Against this backdrop, the purpose of the article is to problematize the latest push in global education policy towards competence-based approaches to education, primarily through the Organisation for Economic Cooperation and Development (OECD).
Methodologically, the article relies on document analyses of policy documents and select curriculum frameworks to conceptually address the extent competency-based education policies have the potential to prepare students for the Age of Innovation. The article finds that the recent OECD’s Education 2030 policy agenda falls short of providing learning opportunities for students to address current challenges locally and globally. The authors conclude that educating minds for the age of innovation requires students to explore deeply their creative potentials and learn how to innovate – ethically and morally – for continued development of democratic societies. Pages 15 to 32.
1/2/2020 IJICC - Vol 5 Iss 1
https://www.ijicc.net/index.php/volume-5-2019/51-vol-5-iss-1 4/13
Pdf (/images/Vol_5_iss_1_2019/Goretti_Faya- Ornia_2019.pdf)
Phonetic Transcription and Audiobooks as Tools to Improve Listening Comprehension Skills in English
Goretti Faya-Ornia, University of Valladolid, Spain
Spanish and English phonological systems vary considerably regarding the number of vowel sounds (12 in English, but only 5 in Spanish).
This makes that Spanish-speaking students present many difficulties when interacting orally in English. For this reason, a Teaching Innovation Project approved by the University of Valladolid was carried out on the Soria Campus with the aim of improving students’ listening comprehension skills by providing them with basic phonetic notions and training in transcription, as well as doing some pre- arranged self-study practice. The results obtained were slightly higher in the final test in most cases, suggesting the positive impact of the intervention. Pages 33 to 49
1/2/2020 IJICC - Vol 5 Iss 1
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Pdf (/images/Vol_5_iss_1_2019/alizimar_et_al_2019.pdf) Exploration of Students’ Creativity Based on Demography
Alizamar Alizamar, Afdal Afdal, Ifdil Ifdil and Yuda Syahputra,
Universitas Negeri Padang, Indonesia
Creativity development can be implemented through a directed and systematic program.
However, no research to date provides a comprehensive insight into student creativity, which results in the absence of well- programmed activities. The purpose of this study is thus to provide an overview using the creativity profile of the students of Universitas Negeri Padang (UNP), Indonesia to obtain preliminary information that can be used in the preparation of a student’s creativity development program. This study was conducted with 333 randomly selected UNP students. The Creativity Inventory was employed to measure various dimensions of creativity, and results were analyzed descriptively. The results showed that the creativity of UNP students mostly feel within the
‘high enough’ category (55.56%). Furthermore, this study discussed differences in student creativity concerning gender, field of study, and year of entry. Such context is necessary for the improvement of programs related to creativity development. Pages 50 to 65.
1/2/2020 IJICC - Vol 5 Iss 1
https://www.ijicc.net/index.php/volume-5-2019/51-vol-5-iss-1 6/13
(/images/Vol_5_iss_1_2019/S_Baheti_and_Lenka_2019.pdf)
An Understanding of the Creativity and Innovation Domain During the Period 1990- 2018: A scientometric study
Santosh Baheti and Usha Lenka, Indian Institute of Technology, Roorkee Uttarakhand India.
This paper reviews 29 years of academic literature published in the domain of creativity and innovation in order to identify the format styles and geographical distribution of seminal authors. This quantitative review of papers published in the creativity and innovation domain revealed that scientific publications have shown an upward trend from the year 1990 to 2018. Of these publications, 90.27 percent were written in English language only.
An analysis of the top fifteen journals in this domain identified the European Journal of Innovation Management and Creativity and Innovation Management as the most productive with 15.5 percent of the total publications. 21.33 percent of articles were written by the top ten influential authors to constructively contribute to the literature on creativity and innovation. 98.68 percent of articles were written in collaboration with co-authors. Single author contributions account for 1.31 percent of publications. A geographic analysis shows that while 49 countries have shown growing interest in the creativity and innovation domain, the contribution of academic literature is predominantly from the USA and the UK where the leading management, educational and research institutions are located and whose national policies favor creativity and innovation research. Pages 66 to 93
1/2/2020 IJICC - Vol 5 Iss 1
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Pdf (/images/Vol_5_iss_1_2019/Mahfoodh_et_al_2019.pdf) Connecting Research to Teaching in the English Language Classroom
Hajar Mahfoodh and Shadiya Al- Hashmi, University of Bahrain, Bahrain
Teaching English worldwide has proved to be more challenging with the development of technical and advanced science disciplines.
Science and technical fields have made strides in introducing new curricula to supply the marketplace with employees and researchers by employing partnerships and modernized courses while some researchers argue that English language curricula maintain the same content and pedagogic practices (Colarusso, 2010; West and William, 2015). Although many English language practitioners have incorporated some cultural topics, they still face resistance from both students and colleagues.
Therefore, English language teachers strive to re-examine their curriculum and educational outcomes in order to cope with the vibrant academic as well as global culture, especially in Higher Education sectors. While some English departments and centres have approached changing course materials and sometimes the curriculum itself, more research can help English teachers consider engaging students in designing and developing the curriculum. Many teachers complain about the lack of student engagement and motivation, especially in the Cooperation Council for the Arab States of the Gulf (GCC, henceforth) region, and hence this paper aims to encourage more active engagement with Higher Education students in interdisciplinary research. This paper critiques research-based education as discussed by contemporary pedagogic scholars and explores possibilities of engaging students in research and designing the curriculum as part of their higher education process. The paper focusses on research that solves real-world problems as indicated in 21 Century Skills. This research suggests that English teachers can implement constructive education through two research approaches. The first is research to develop the English language curriculum while the second is to involve students in an interdisciplinary research that employs English as a language as well as a knowledge vessel in their field.
Pages 94 to 105
1/2/2020 IJICC - Vol 5 Iss 1
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Pdf (/images/Vol_5_iss_1_2019/Dahal_Nov_2019.pdf) Understanding the Use of Questioning by Mathematics Teachers: A revelation
Niroj Dahal, Bal Chandra Luitel and Binod Prasad Pant, Kathmandu University, School of Education, Nepal
This article investigates perceived existing classroom practices in mathematics pedagogy and the impact on Nepalese mathematics teachers’ understanding and uses of questioning. For this study, a narrative inquiry approach has been used to focus on the experiences of six mathematics teachers working in schools in Kathmandu Valley, Nepal.
A criterion-based selection strategy was used to choose research participants for this research (Roulston, 2010). This article aims to examine the complexities of mathematics classroom experiences by gaining insight into the use of questioning. This inquiry utilizes a variety of theoretical lenses, including sociological perspectives and behaviorists through constructivist approaches to categorize questioning using the criteria of expertise, critical pedagogical perspectives and algorithmic and daily life practices. Through this methodological approach an analysis of relative power relations in mathematics classroom established through teacher perspective in questioning is made. This study is framed through the research question: How do teachers narrate their experience of understanding and usage of questioning in relation to mathematics pedagogy? Subscribing to a narrative inquiry for meaning-making, this article thus studied six mathematics teachers’
voices and experiences to explore classroom power relationship in the context of whose experiences are valued and whose voice can be heard in during student questioning. In conclusion it was found that the majority of the studied mathematics teachers seem to be conformist to a perceived appropriate method of questioning at the beginning of their teaching career but become nonconformist, defined as being more flexible in questioning technique later in their career. Further it was found that the majority of the research participants asked more questions within the simple to complex level with greater focus on simple (low level)