The HKU Scholars Hub; unlocking collective intelligence

Theme: Publishing in the networked world: Transforming the nature of communicationIn 2009 The University of Hong Kong (HKU) wrote mission and vision statements, and strategic plans highlighting Knowledge Exchange (KE). The HKU Scholars Hub, the institutional repository of HKU, was chosen to be the chief vehicle to forge the necessary culture for KE within HKU and engage staff in delivering the desired outcomes of KE. Development work to create this vehicle serendipitously created other desired outcomes. Chief amongst these is a collective knowledge system, created from the interaction between machine and data, author and institution, and, local authority and remote indexing. The result is a bootstrapped “intelligence”, greater than the sum of its parts.published_or_final_versionThe 14th International Conference on Electronic Publishing, Helsinki, Sweden, 16-18 June 2010. In Proceedings of the 14th International Conference on Electronic Publishing, 2010, p. 205-21

Knowledge exchange: A strategy for open access success at The University of Hong Kong

This paper was partially presented as a conference paper at Berlin8 Open Access Conference, Oct. 25-26, 2010, Beijing, China.The University of Hong Kong's statement on vision now has three themes: 1) Research, 2) teaching & learning, and 3) knowledge exchange (KE). KE emphasizes HKU's desire to interact with its community for a mutual benefit. A new five-year strategic plan (2009–2014) sets out operational priorities and key indicators to enable knowledge exchange at HKU. Chief among these is the establishment of an exchange hub to make HKU researchers and their research products highly visible. The institutional repository of HKU, "the HKU Scholars Hub", developed by its University Libraries, has become this KE exchange hub. Now the Hub includes HKU ResearcherPages, featuring the accomplishments of each HKU professoriate staff. HKU's policy on knowledge exchange and the "HKU ResearcherPages" have increased the incentive for faculties, departments, and authors to place more items in open access (OA). This paper will discuss what KE is, the benefits it can bring to the university and its reputation, and how it can increase OA deposit.published_or_final_versio

Evolving academic library specialties

The purpose of this review is to examine the shaping of librarianship in the academic context through the literature of career specialties, with Abbott's (1988) system of professions providing an analytic framework. The specialties investigated are systems librarian, electronic resource librarian, digital librarian, institutional repository manager, clinical librarian and informationist, digital curator/research data manager, teaching librarian/information literacy educator, and information and knowledge manager. Piecemeal literature based on job advertisements, surveys, and individual case studies is consolidated to offer a novel perspective on the evolution of the profession. The resilience of the profession's core jurisdiction is apparent despite pressures to erode it. Forays into teaching, and more recently into open access and data management, can be understood as responses to such pressure. The attractions but also the risks of embedded roles and overextended claims become apparent when comparing past and prospective specialties. © 2013 ASIS&T

Building the expert teacher prototype : a metasummary of teacher expertise studies in primary and secondary education

While expert teachers remain a frequent focus of research in education, to date there have been very few attempts to conduct systematic reviews of this literature. This paper presents the findings of the first systematic metasummary of research on teacher expertise in K12 education (primary/elementary and secondary levels), based on analysis of 106 empirical studies from 16 countries involving 1124 teachers identified as experts. The inductively-developed coding framework was applied independently by both authors to the dataset to generate agreement counts for specific coding themes, firstly for specific domains of teacher expertise, and then stratified to compare primary and secondary studies. We present 73 specific features organised into six domains in our expert teacher prototype. Salient findings indicate that, with regard to professional practice, expert teachers reflect extensively and often critically on their practice, help their colleagues frequently, and are continuous learners throughout their careers. Concerning knowledge, we find that expert teachers have well-developed pedagogical content knowledge and knowledge about their learners. In the domain of pedagogic practice, we observe that expert teachers display flexibility in the classroom, build strong interpersonal relationships with their learners, whom they engage through their choice of activities and content, and frequently make use of strategies typically emphasised in both constructivist and learner-centred education literatures. We offer our prototype as a useful initial sketch of family resemblance among expert teachers rather than a checklist of necessary or expected features of expertise, also cautioning that the prototype remains far from complete

Cultural Entrepreneurship: Unlocking Potential through Value Creation

This thesis explores the challenges and opportunities of cultural entrepreneurship, exploring current conceptualisations of cultural entrepreneurs and to find new perspectives and recommendations for cultural entrepreneurs of the future. Cultural entrepreneurship is a contested, yet essential aspect of the growth of artists and arts organisations globally. Though there are similarities, this research demonstrates that cultural entrepreneurs from different backgrounds, industries and of varied sizes need different things and have different barriers so cannot be understood in the same way. Digital technologies and local networks do offer new possibilities for innovation however these are limited in scope and require further investigation and investment. Despite psychological, political and financial barriers to entrepreneurship in the creative industries, finding a balance between artistic, social, economic and institutional innovation for the various actors throughout the arts offers key insights to how artists and arts organisations can be more entrepreneurial. Through a grounded theory approach, this research connects previously disparate fields of cultural policy, social entrepreneurship and business model innovation to derive new perspectives of how cultural entrepreneurs can survive and thrive in the dynamically shifting world. Themes that emerged through the data analysis connect in new ways to Cohendet et al.’s (2012) ‘Anatomy of a Creative City’, outlining the underground, middleground and upperground actors; Albinsson’s (2017) theories of the quadruple bottom line in the creative industries; and a value ecosystem’s approach with a focus on value creation (Allee, 2002; Curtis, 2017). From this combination of literature and data collected, a novel approach to understanding cultural entrepreneurs emerges, creating a model to understand more holistically how value is created and captured for the artist or arts organisation. This model has a range of practical approaches intended to provide tangible pathways into combining the concepts of the quadruple bottom line, value ecosystems and different conceptualisations of cultural entrepreneurs, offering a novel contribution to all of these fields in addition to, and most significantly the topic of cultural entrepreneurship

Co-Creativity and Engaged Scholarship

This open access book explores creative and collaborative forms of research praxis within the social sustainability sciences. The term co-creativity is used in reference to both individual methods and overarching research approaches. Supported by a series of in-depth examples, the edited collection critically reviews the potential of co-creative research praxis to nurture just and transformative processes of change. Included amongst the individual chapters are first-hand accounts of such as: militant research strategies and guerrilla narrative, decolonial participative approaches, appreciative inquiry and care-ethics, deep-mapping, photo-voice, community-arts, digital participatory mapping, creative workshops and living labs. The collection considers how, through socially inclusive forms of action and reflection, such co-creative methods can be used to stimulate alternative understandings of why and how things are, and how they could be. It provides illustrations of (and problematizes) the use of co-creative methods as overtly disruptive interventions in their own right, and as a means of enriching the transformative potential of transdisciplinary and more traditional forms of social science research inquiry. The positionality of the researcher, together with the emotional and embodied dimensions of engaged scholarship, are threads which run throughout the book. So too does the question of how to communicate sustainability science research in a meaningful way

Co-Creativity and Engaged Scholarship

This open access book explores creative and collaborative forms of research praxis within the social sustainability sciences. The term co-creativity is used in reference to both individual methods and overarching research approaches. Supported by a series of in-depth examples, the edited collection critically reviews the potential of co-creative research praxis to nurture just and transformative processes of change. Included amongst the individual chapters are first-hand accounts of such as: militant research strategies and guerrilla narrative, decolonial participative approaches, appreciative inquiry and care-ethics, deep-mapping, photo-voice, community-arts, digital participatory mapping, creative workshops and living labs. The collection considers how, through socially inclusive forms of action and reflection, such co-creative methods can be used to stimulate alternative understandings of why and how things are, and how they could be. It provides illustrations of (and problematizes) the use of co-creative methods as overtly disruptive interventions in their own right, and as a means of enriching the transformative potential of transdisciplinary and more traditional forms of social science research inquiry. The positionality of the researcher, together with the emotional and embodied dimensions of engaged scholarship, are threads which run throughout the book. So too does the question of how to communicate sustainability science research in a meaningful way

The benefits and impacts of e-learning and barriers to diffusion in higher education in Hong Kong: through the eyes of teachers and researchers

Hong Kong, a populated city, meets all the necessary technological and economic conditions for e-learning to be thriving in higher education. However, online survey results of students and teachers of a major tertiary educational institution over a period of three years showed that e-learning is not nearly as popular as anticipated and traditional face-to-face learning remains the preferred mode of study. Are the benefits and impact experienced in other countries equally applicable to Hong Kong? What are the barriers to e-learning diffusion in Hong Kong? Answers to these questions were sought from the teachers and researchers of e-learning in Hong Kong higher education. The research was based on a grounded theory methodology and used a three stage mixed-method design for data collection and analysis. The key informants were the teacher-researchers in higher educational institutions in Hong Kong. Several potential issues arising from three rounds of large scale online surveys were explored with them through in-depth interviews, which generated a framework for analysis, and based upon which a follow-up questionnaire survey was formulated and conducted. Inferences were drawn from the combined results of the online survey, the interviews, and the follow-up survey. The results from the study showed that the benefits, impact and barriers identified were broadly similar to those experienced in other countries. Whilst some personal and social conditions such as age, gender and, family and home conditions are not perceived to be important factors in hindering diffusion, certain unique social conditions in Hong Kong - such as the two official languages, the popular mixed-code phenomenon, the teacher-centred and assessment-centric culture, are perceived to contribute to some extent to the hindrance of e-Iearning diffusion. However, the teachers and researchers see more serious barriers in the unfavourable perception and negative attitudes of students and teachers towards e-learning and the lack of self-motivation and self-discipline. Based on these findings, certain areas of further study were suggested for future research