Openness and education: a beginner’s guide

While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today. Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme

DataCite as a novel bibliometric source: Coverage, strengths and limitations

This paper explores the characteristics of DataCite to determine its possibilities and potential as a new bibliometric data source to analyze the scholarly production of open data. Open science and the increasing data sharing requirements from governments, funding bodies, institutions and scientific journals has led to a pressing demand for the development of data metrics. As a very first step towards reliable data metrics, we need to better comprehend the limitations and caveats of the information provided by sources of open data. In this paper, we critically examine records downloaded from the DataCite's OAI API and elaborate a series of recommendations regarding the use of this source for bibliometric analyses of open data. We highlight issues related to metadata incompleteness, lack of standardization, and ambiguous definitions of several fields. Despite these limitations, we emphasize DataCite's value and potential to become one of the main sources for data metrics development.Comment: Paper accepted for publication in Journal of Informetric

Utilising content marketing metrics and social networks for academic visibility

There are numerous assumptions on research evaluation in terms of quality and relevance of academic contributions. Researchers are becoming increasingly acquainted with bibliometric indicators, including; citation analysis, impact factor, h-index, webometrics and academic social networking sites. In this light, this chapter presents a review of these concepts as it considers relevant theoretical underpinnings that are related to the content marketing of scholars. Therefore, this contribution critically evaluates previous papers that revolve on the subject of academic reputation as it deliberates on the individual researchers’ personal branding. It also explains how metrics are currently being used to rank the academic standing of journals as well as higher educational institutions. In a nutshell, this chapter implies that the scholarly impact depends on a number of factors including accessibility of publications, peer review of academic work as well as social networking among scholars.peer-reviewe

Mapping the open education landscape: citation network analysis of historical open and distance education research

The term open education has recently been used to refer to topics such as Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). Historically its roots lie in civil approaches to education and open universities, but this research is rarely referenced or acknowledged in current interpretations. In this article the antecedents of the modern open educational movement are examined, as the basis for connecting the various strands of research. Using a citation analysis method the key references are extracted and their relationships mapped. This work reveals eight distinct sub-topics within the broad open education area, with relatively little overlap. The implications for this are discussed and methods of improving inter-topic research are proposed

Learning to prescribe - pharmacists' experiences of supplementary prescribing training in England

Background: The introduction of non-medical prescribing for professions such as pharmacy and nursing in recent years offers additional responsibilities and opportunities but attendant training issues. In the UK and in contrast to some international models, becoming a non-medical prescriber involves the completion of an accredited training course offered by many higher education institutions, where the skills and knowledge necessary for prescribing are learnt. Aims: to explore pharmacists' perceptions and experiences of learning to prescribe on supplementary prescribing (SP) courses, particularly in relation to inter-professional learning, course content and subsequent use of prescribing in practice. Methods: A postal questionnaire survey was sent to all 808 SP registered pharmacists in England in April 2007, exploring demographic, training, prescribing, safety culture and general perceptions of SP. Results: After one follow-up, 411 (51%) of pharmacists responded. 82% agreed SP training was useful, 58% agreed courses provided appropriate knowledge and 62% agreed that the necessary prescribing skills were gained. Clinical examination, consultation skills training and practical experience with doctors were valued highly; pharmacology training and some aspects of course delivery were criticised. Mixed views on inter-professional learning were reported – insights into other professions being valued but knowledge and skills differences considered problematic. 67% believed SP and recent independent prescribing (IP) should be taught together, with more diagnostic training wanted; few pharmacists trained in IP, but many were training or intending to train. There was no association between pharmacists' attitudes towards prescribing training and when they undertook training between 2004 and 2007 but earlier cohorts were more likely to be using supplementary prescribing in practice. Conclusion: Pharmacists appeared to value their SP training and suggested improvements that could inform future courses. The benefits of inter-professional learning, however, may conflict with providing professionspecific training. SP training may be perceived to be an instrumental 'stepping stone' in pharmacists' professional project of gaining full IP status

Improving the recruitment activity of clinicians in randomised controlled trials: a systematic review.

Background Poor recruitment to randomised controlled trials (RCTs) is a widespread problem. Provision of interventions aimed at supporting or incentivising clinicians may improve recruitment to RCTs. Objectives To quantify the effects of strategies aimed at improving the recruitment activity of clinicians in RCTs, complemented with a synthesis of qualitative evidence related to clinicians' attitudes towards recruiting to RCTs. Data sources A systematic review of English and non-English articles identified from: The Cochrane Library, Ovid MEDLINE, Ovid EMBASE, Ovid PsycINFO, Ebsco CINAHL, Index to Theses and Open SIGLE from 2001 to March 2011. Additional reports were identified through citation searches of included articles. Study eligibility criteria Quantitative studies were included if they evaluated interventions aimed at improving the recruitment activity of clinicians or compared recruitment by different groups of clinicians. Information about host trial, study design, participants, interventions, outcomes and host RCT was extracted by one researcher and checked by another. Studies that met the inclusion criteria were assessed for quality using a standardised tool, the Effective Public Health Practice Project tool. Qualitative studies were included if they investigated clinicians' attitudes to recruiting patients to RCTs. All results/findings were extracted, and content analysis was carried out. Overarching themes were abstracted, followed by a metasummary analysis. Studies that met the inclusion criteria were assessed for quality using the Critical Appraisal Skills Programme qualitative checklist. Data extraction Data extraction was carried out by one researcher using predefined data fields, including study quality indicators, and verified by another. Results Eight quantitative studies were included describing four interventions and a comparison of recruiting clinicians. One study was rated as strong, one as moderate and the remaining six as weak when assessed for quality using the Effective Public Health Practice Project tool. Effective interventions included the use of qualitative research to identify and overcome barriers to recruitment, reduction of the clinical workload associated with participation in RCTs and the provision of extra training and protected research time. Eleven qualitative studies were identified, and eight themes were abstracted from the data: understanding of research, communication, perceived patient barriers, patient-clinician relationship, effect on patients, effect on clinical practice, individual benefits for clinicians and methods associated with successful recruitment. Metasummary analysis identified the most frequently reported subthemes to be: difficulty communicating trial methods, poor understanding of research and priority given to patient well-being. Overall, the qualitative studies were found to be of good quality when assessed using the Critical Appraisal Skills Programme checklist. Conclusions There were few high-quality trials that tested interventions to improve clinicians' recruitment activity in RCTs. The most promising intervention was the use of qualitative methods to identify and overcome barriers to clinician recruitment activity. More good quality studies of interventions are needed to add to the evidence base. The metasummary of qualitative findings identified understanding and communicating RCT methods as a key target for future interventions to improve recruitment. Reinforcement of the potential benefits, both for clinicians and for their patients, could also be a successful factor in improving recruitment. A bias was found towards investigating barriers to recruitment, so future work should also encompass a focus on successfully recruiting trials

The metric tide: report of the independent review of the role of metrics in research assessment and management

This report presents the findings and recommendations of the Independent Review of the Role of Metrics in Research Assessment and Management. The review was chaired by Professor James Wilsdon, supported by an independent and multidisciplinary group of experts in scientometrics, research funding, research policy, publishing, university management and administration. This review has gone beyond earlier studies to take a deeper look at potential uses and limitations of research metrics and indicators. It has explored the use of metrics across different disciplines, and assessed their potential contribution to the development of research excellence and impact. It has analysed their role in processes of research assessment, including the next cycle of the Research Excellence Framework (REF). It has considered the changing ways in which universities are using quantitative indicators in their management systems, and the growing power of league tables and rankings. And it has considered the negative or unintended effects of metrics on various aspects of research culture. The report starts by tracing the history of metrics in research management and assessment, in the UK and internationally. It looks at the applicability of metrics within different research cultures, compares the peer review system with metric-based alternatives, and considers what balance might be struck between the two. It charts the development of research management systems within institutions, and examines the effects of the growing use of quantitative indicators on different aspects of research culture, including performance management, equality, diversity, interdisciplinarity, and the ‘gaming’ of assessment systems. The review looks at how different funders are using quantitative indicators, and considers their potential role in research and innovation policy. Finally, it examines the role that metrics played in REF2014, and outlines scenarios for their contribution to future exercises