Study on open science: The general state of the play in Open Science principles and practices at European life sciences institutes

Nowadays, open science is a hot topic on all levels and also is one of the priorities of the European Research Area. Components that are commonly associated with open science are open access, open data, open methodology, open source, open peer review, open science policies and citizen science. Open science may a great potential to connect and influence the practices of researchers, funding institutions and the public. In this paper, we evaluate the level of openness based on public surveys at four European life sciences institute

Congress UPV Proceedings of the 21ST International Conference on Science and Technology Indicators

This is the book of proceedings of the 21st Science and Technology Indicators Conference that took place in València (Spain) from 14th to 16th of September 2016. The conference theme for this year, ‘Peripheries, frontiers and beyond’ aimed to study the development and use of Science, Technology and Innovation indicators in spaces that have not been the focus of current indicator development, for example, in the Global South, or the Social Sciences and Humanities. The exploration to the margins and beyond proposed by the theme has brought to the STI Conference an interesting array of new contributors from a variety of fields and geographies. This year’s conference had a record 382 registered participants from 40 different countries, including 23 European, 9 American, 4 Asia-Pacific, 4 Africa and Near East. About 26% of participants came from outside of Europe. There were also many participants (17%) from organisations outside academia including governments (8%), businesses (5%), foundations (2%) and international organisations (2%). This is particularly important in a field that is practice-oriented. The chapters of the proceedings attest to the breadth of issues discussed. Infrastructure, benchmarking and use of innovation indicators, societal impact and mission oriented-research, mobility and careers, social sciences and the humanities, participation and culture, gender, and altmetrics, among others. We hope that the diversity of this Conference has fostered productive dialogues and synergistic ideas and made a contribution, small as it may be, to the development and use of indicators that, being more inclusive, will foster a more inclusive and fair world

SPEC Kit 346: Scholarly Output Assessment Activities

This SPEC Kit explores current ARL member library activities that help authors manage their scholarly identities, provide options for creating and disseminating scholarly outputs, offer strategies to enhance discoverability of scholarly outputs, help authors efficiently track scholarly outputs and impact, provide resources and tools to help authors assess their scholarly impact, create publication reports and social network maps for reporting purposes, and offer guidance and training on new trends and tools for reporting of impact. This study covers library assessment services and resources, training, staffing models, partnerships with the parent institution, marketing and publicity, and future trends. This SPEC Kit includes examples of training materials, job descriptions, descriptions of assessment services, examples of assessment reports, and research guides on scholarly output metrics

How to Practice Academic Medicine and Publish from Developing Countries?

This is an open access book. The book provides an overview of the state of research in developing countries – Africa, Latin America, and Asia (especially India) and why research and publications are important in these regions. It addresses budding but struggling academics in low and middle-income countries. It is written mainly by senior colleagues who have experienced and recognized the challenges with design, documentation, and publication of health research in the developing world. The book includes short chapters providing insight into planning research at the undergraduate or postgraduate level, issues related to research ethics, and conduct of clinical trials. It also serves as a guide towards establishing a research question and research methodology. It covers important concepts such as writing a paper, the submission process, dealing with rejection and revisions, and covers additional topics such as planning lectures and presentations. The book will be useful for graduates, postgraduates, teachers as well as physicians and practitioners all over the developing world who are interested in academic medicine and wish to do medical research

Medical Library and Information System for India: A Proposal

This research concerns the design and planning of a medical library and information system for India. Based on a questionnaire survey, it examines the strengths and weaknesses of the existing resources, services and cooperative activities in Indian medical and health science libraries. The study reveals the lack of coordination or resource sharing activities in these libraries and concludes that owing to inadequate budgetary provisions, document collections and a wide gap between the present service provisions and actual requirements, there is need to rationalise and supplement the existing infrastructural resources into a nationwide networking system. In order to gain information about the concept and planning of regional library systems and the need for a regional library or regional library unit, four different regional medical library and information systems in the U.K., namely Oxford, South West Thames, North Western and Trent, were surveyed. The focus is to ascertain in what ways the development of a regional library system could result in improvement of library services in the region and the factors that lead to particular successes (or failures) in operation and administration of direct regional support services. The survey also examines the nature of relationships between the regional library unit and member libraries and the extent to which regional services are used and valued. The proposed system for India (MEDLIS) is based on the particular context to which it relates. The results of the design are mainly presented by either descriptive or analytical models, decided by the category of issues involved. The research has focused on the organisational aspects of system planning and attempts to delineate and analyse those factors that will ultimately govern the configuration and functions of a national medical library networking system and its units on a regional basis. However, macro-considerations of technology are inevitable and three alternate programmes are suggested. Recommendations are made about the future developments of a national medical library system and a possible implementation plan is outlined

Barry Smith an sich

Festschrift in Honor of Barry Smith on the occasion of his 65th Birthday. Published as issue 4:4 of the journal Cosmos + Taxis: Studies in Emergent Order and Organization. Includes contributions by Wolfgang Grassl, Nicola Guarino, John T. Kearns, Rudolf Lüthe, Luc Schneider, Peter Simons, Wojciech Żełaniec, and Jan Woleński

Dynamics of globalization in Philippine scientific communities

This research attempts to shed light on the simultaneous influence of scientifically strong countries on Internet use and knowledge production at the global periphery. Using survey data from interviews of 312 Filipino scientists, this study answers the following questions: (1) Does place of graduate education (i.e., Australia, Japan, the United States and the Philippines) configure scientists’ Internet use? (2) Does Internet use shape scientists’ professional network? (3) Does place of graduate education, Internet use and professional network influence collaboration and research productivity? and (4) How does collaboration relate to productivity when professional network is accounted for? Results show that digital inequality occurs at advanced levels of hardware-software-user interaction skills, which appear to be emerging dimensions of a new form of digital inequality; these are mainly configured by level and place of graduate education. The effect of place of graduate education on networks is such that foreign training tends to increase the proportion of contacts at the scientific core. Much of the effect of the Internet lies on those components of professional network that has to do with network size, proportion of male alters, proportion of alters who are at the scientific core, location diversity, and multiplexity of communication means. Results further suggest that most scientists are involved in domestic collaboration, and that network size is positively associated with the number of collaborative projects. Whether or not networks are comprised of foreign contacts, or whether they possess a more gender-balanced configuration does not influence collaborative patterns. As regards productivity, results indicate that after relevant scientist attributes are controlled for, collaboration does not influence scientific output. There are clear indications that having a doctoral degree, possessing advanced hardware-software-user interaction skills, large networks, having more contacts at the scientific core, and proportion male alters strongly influence productivity. While professional networks influence collaboration, collaboration does not affect productivity. It could be that involvement in collaborations generates problems that undermine productivity so that scientists simply informally and causally activate their network without formally and officially engaging them in projects. It appears that this strategy is less problematic than engaging in formal collaborations

Scholarly Communication Librarianship and Open Knowledge

The intersection of scholarly communication librarianship and open education offers a unique opportunity to expand knowledge of scholarly communication topics in both education and practice. Open resources can address the gap in teaching timely and critical scholarly communication topics—copyright in teaching and research environments, academic publishing, emerging modes of scholarship, impact measurement—while increasing access to resources and equitable participation in education and scholarly communication. Scholarly Communication Librarianship and Open Knowledge is an open textbook and practitioner’s guide that collects theory, practice, and case studies from nearly 80 experts in scholarly communication and open education. Divided into three parts: *What is Scholarly Communication? *Scholarly Communication and Open Culture *Voices from the Field: Perspectives, Intersections, and Case Studies The book delves into the economic, social, policy, and legal aspects of scholarly communication as well as open access, open data, open education, and open science and infrastructure. Practitioners provide insight into the relationship between university presses and academic libraries, defining collection development as operational scholarly communication, and promotion and tenure and the challenge for open access. Scholarly Communication Librarianship and Open Knowledge is a thorough guide meant to increase instruction on scholarly communication and open education issues and practices so library workers can continue to meet the changing needs of students and faculty. It is also a political statement about the future to which we aspire and a challenge to the industrial, commercial, capitalistic tendencies encroaching on higher education. Students, readers, educators, and adaptors of this resource can find and embrace these themes throughout the text and embody them in their work

Assessment and evaluation in higher education

This book compiles relevant research on students’ learning processes in Higher Education. It presents different dimensions and forms of learning, crucial to understand and tackle diversity and integration regarding more sustainable and inclusive goals. Major challenges have taken place recently considering assessment within higher education and its known impact on students’ learning processes. The application of different assessment methods, considering a general public desire to focus on more skills development and assessment has brought higher education challenges regarding students learning processes and its assessment that are bringing severe changes towards academia. Higher education institutions should act as knowledge and research drivers, and the consideration about the learning processes and assessment methods are key. Special attention is given to assessment methods and purposes, assessment rubrics and the assessment of learning outcomes (knowledge and skills). Research on the challenges, strengths, and opportunities of online and virtual assessment, as well as best practices and recommendations for assessment and evaluation in higher education, are also explored and discussed in this book. This book, which consists of 15 articles written by research experts in their topic of interest, reports the most recent research concerning assessment and evaluation in higher education. The book includes changes in education and higher education that can lead to a systematic modification of higher education. Topic one—Pedagogical innovation Jung Hee Park, Woo Sok Han, Jinkyung Kim and Hyunjung Lee—Strategies for Flipped Learning in the Health Professions Education in South Korea and Their Effects: A Systematic Review; https://doi.org/10.3390/educsci11010009. William Swart and Ken MacLeod—Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach; https://doi.org/10.3390/ educsci11060292. Jiří Bečica and Roman Vavrek—A Qualitative Assessment of the Pedagogical Process at Czech Public Universities; https://doi.org/10.3390/educsci11080389. Salleh Amat, Harizah Izyan Samsudin, Abu Yazid Abu Bakar, Mohd Izwan Mahmud and Mohd Hasrul Kamarulzaman—Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia; https://doi.org/10.3390/educsci11100604. Humberto Arruda and Édison Renato Silva—Assessment and Evaluation in Active Learning Implementations: Introducing the Engineering Education Active Learning Maturity Model; https://doi.org/10.3390/educsci11110690. We begin the book by introducing the reader to a very interesting work in which Park et al. develops a student-centred approach considering the real advantages in developing students learning abilities. The effect and strategies of flipped learning in the health professions education xii were assessed through a Participant–intervention-comparator-outcome (PICO). Findings suggests that implementing flipped learning design based on class characteristics and appropriate post-class activities can enhance students’ learning abilities. The topic continues with the work from Swart et al. where they evaluate Learning Space Designs for Flipped and Collaborative Learning. A highly revealing study considering the relevance of the classroom´s design as a relevant mainframe for collaborative work. They developed a very interesting study where they present that from a student perspective the investment in high-tech classrooms is not necessarily directly associated with more student engagement. Amat and colleagues presents a research which showed a highly positive response from the students toward the development of a psychosocial module in order to strengthen the assertiveness, social skills, and psychological well-being. Assessment and Evaluation in Active Learning Implementations has been widely worked on engineering Education. Arruda and colleagues present a paper where they propose a framework that assesses the maturity of Active Learning implementation in a program or a course. A valuable tool to be implemented and replicated, on diagnosis and practical improvements in real settings. Topic Two—Assessment Fidel Salas Vicente, Ángel Vicente Escuder, Miguel Ángel Pérez Puig and Francisco Segovia López—Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments: A Case Study; https://doi.org/10.3390/educsci11080428. Eddy Sutadji, Herawati Susilo, Aji Prasetya Wibawa, Nidal A.M. Jabari and Syaiful Nur Rohmad—Authentic Assessment Implementation in Natural and Social Science; https://doi.org/10.3390/educsci11090534 Jurgita Lenkauskaitė, Remigijus Bubnys, Erika Masiliauskienė and Daiva Malinauskienė— Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania; https://doi.org/10.3390/educsci11110678. Tatiana Baranova, Dmitriy Mokhorov, Aleksandra Kobicheva and Elena Tokareva— Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom; https://doi.org/10.3390/educsci11120808. Another interesting research is the one presented by Vicent et al. where we are guided through students’ procrastination processes, the formative assessments and the summative evaluation. This case study presents the unexpected and undesirable effects of both on the behavior of students and on both grading and learning. Authentic assessment is another pedagogical approach based on real world impact. Sutadji and colleagues presented a research paper where they debate epistemological and scientific constructions to social and natural sciences. Lenkauskaitė and colleagues explored the idea of change in the higher educational process using a problem-based learning strategy. The need we have in education institutions to empower students is reflected in this study that shows empowerment and enhancement of critical thinking from students when they assess and are involved in the assessment strategy. xi To end this topic Baranova and colleagues present a research based on the introduction of content and language into classes with a multilingual approach, which will allow students to use several foreign languages in the process of professional communication. The purpose of the paper is to evaluate the efficiency of a newly introduced integrated learning model from the perspective of students and to understand its impact on students. Topic three—Digitalization- and peer-support-technology-based Rana Saeed Al-Maroof, Khadija Alhumaid and Said Salloum—The Continuous Intention to Use E-Learning, from Two Different Perspectives; https://doi.org/10.3390/educsci 11010006. Isabel López-Tocón—Moodle Quizzes as a Continuous Assessment in Higher Education: An Exploratory Approach in Physical Chemistry; https://doi.org/10.3390/educsci11090500. Mehdi Berriri, Sofiane Djema, Gaëtan Rey and Christel Dartigues-Pallez—Multi-Class Assessment Based on Random Forests.; https://doi.org/10.3390/educsci11030092. In Topic 3, the book presents relevant pos pandemic strategies like e-learning methods. The paper by Al-Maroof et al. show that teachers’ and students’ perceived technology self-efficacy, ease of use and usefulness are the main factors directly affecting the continuous intention to use technology. Their relevant findings also bring about intrinsic and extrinsic motivation associated and developed throughout the process of learning. Considered the key factors that support the use of technology continuously. The chapter continues with López-Tocón and colleagues work on Moodle Quizzes as a Continuous Assessment. Moodle quizzes were explored in this study, and they acted as a reliable practice for teaching and learning. This topic regards crucial aspects that intend to enhance the need for higher education institutions to support additional student-centred dynamics not based on the teacher and its role as the main actor in the classroom or even as main facilitator of knowledge. In this chapter it is explored by the work of Berriri, a novel study that tried to provide relevant information regarding counseling processes. Additionally, it is explored how teaching staff can propose training courses adapted to students by anticipating their possible difficulties using new technologies, a machine learning algorithm called Random Forest, allowing for the classification of the students depending on their results. Topic four—Organizations and governance Cristina Checa-Morales, Carmen De-Pablos-Heredero, Angela Lorena Carreño, Sajid Haider and Antón García—Organizational Differences among Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach; https://doi.org/10.3390/educsci11080445. Hue Thi Truong, Hung Manh Le, Duc Anh Do, Duc Anh Le, Huyen Thi Nguyen and Thanh Kim Nguyen—Impact of Governance Factors over Lecturers’ Scientific Research Output: An Empirical Evidence; https://doi.org/10.3390/educsci11090553. xii Cecília Guerra and Nilza Costa—Can Pedagogical Innovations Be Sustainable? One Evaluation Outlook for Research Developed in Portuguese Higher Education; https://doi.org/10.3390/educsci11110725. The book also presents institutional research, conducted in a macro level approach that can be very helpful to the reader that is interested in more information regarding the assessment of pedagogical innovation at an institutional level. Bečica and colleagues present a relevant qualitative Assessment of the Pedagogical Process at Czech Public Universities. This work increments the debate towards more quality-based measures considering that the monitoring and quantification of quality in education is a very demanding and controverse topic. Checa-Morales and colleagues presented an institutional study that focus on organizational differences Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Results show that shared goals with among faculty members and problem-solving communication among students were key. Organizational practices show relevant differences among the three universities. Truong and colleagues analysed governance factors that influence the scientific research output of lecturers. The results reveal that resources for scientific research have the most impact on lecturers’ scientific research output, followed by policies for lecturers, support for scientific research activities, scientific research objectives of HEIs, and finally, leadership. Pedagogical innovation is key in order to develop society. Guerra and colleagues introduce a very interesting and critical approach to the topic, conducting research that focused on the extent to which funded national research-based education projects, developed in public Portuguese higher education institutions (universities and polytechnic institutes), have considered the sustainability of research results (e.g., pedagogical innovations), after funding ends. We believe there is a need for this book to provide clear and relevant scientific research which takes into consideration pedagogical innovation, assessment processes and institutional models. The aim of this book is to provide the reader with key and updated research on the information necessary to understand students learning and teaching, innovation at assessment, the need to assess involving the students and also to understand global macro level research, national level and institutional level. Therefore, we hope to reach policy makers, educators, researchers, teachers, students and a global community of people that are interested and concerned with the research agenda, acting in student’s empowerment, knowledge and updated skills.info:eu-repo/semantics/publishedVersio