Computational modelling of public policy: reflections on practice

Computational models are increasingly being used to assist in developing, implementing and evaluating public policy. This paper reports on the experience of the authors in designing and using computational models of public policy (‘policy models’, for short). The paper considers the role of computational models in policy making, and some of the challenges that need to be overcome if policy models are to make an effective contribution. It suggests that policy models can have an important place in the policy process because they could allow policy makers to experiment in a virtual world, and have many advantages compared with randomised control trials and policy pilots. The paper then summarises some general lessons that can be extracted from the authors’ experience with policy modelling. These general lessons include the observation that often the main benefit of designing and using a model is that it provides an understanding of the policy domain, rather than the numbers it generates; that care needs to be taken that models are designed at an appropriate level of abstraction; that although appropriate data for calibration and validation may sometimes be in short supply, modelling is often still valuable; that modelling collaboratively and involving a range of stakeholders from the outset increases the likelihood that the model will be used and will be fit for purpose; that attention needs to be paid to effective communication between modellers and stakeholders; and that modelling for public policy involves ethical issues that need careful consideration. The paper concludes that policy modelling will continue to grow in importance as a component of public policy making processes, but if its potential is to be fully realised, there will need to be a melding of the cultures of computational modelling and policy making

Computational models that matter during a global pandemic outbreak: A call to action

The COVID-19 pandemic is causing a dramatic loss of lives worldwide, challenging the sustainability of our health care systems, threatening economic meltdown, and putting pressure on the mental health of individuals (due to social distancing and lock-down measures). The pandemic is also posing severe challenges to the scientific community, with scholars under pressure to respond to policymakers’ demands for advice despite the absence of adequate, trusted data. Understanding the pandemic requires fine-grained data representing specific local conditions and the social reactions of individuals. While experts have built simulation models to estimate disease trajectories that may be enough to guide decision-makers to formulate policy measures to limit the epidemic, they do not cover the full behavioural and social complexity of societies under pandemic crisis. Modelling that has such a large potential impact upon people’s lives is a great responsibility. This paper calls on the scientific community to improve the transparency, access, and rigour of their models. It also calls on stakeholders to improve the rapidity with which data from trusted sources are released to the community (in a fully responsible manner). Responding to the pandemic is a stress test of our collaborative capacity and the social/economic value of research

Data Sharing and Research on Peer Review: A Call to Action

While recent surveys show that most stakeholders recognise the importance of peer review to the publication process, there is a lack of systematic research on the topic. In a period of hyper-competition for resources, with perverse incentives that lead to academic capitalism and a \u201cpublish or perish\u201d mentality, the lack of robust and cumulative research on approaches, models and practices of peer review can slow down efforts towards fostering research integrity and the credibility of scholarly communication. A major challenge in studying peer review systematically is the lack of available data. While data sharing in scientific research has made relevant progress in certain fields, the lack of infrastructures to promote the sharing of peer review data among publishers, journals and academic scholars, the challenges posed by privacy and data protection legislation, and the perceived lack of incentives for publishers, learned societies and journals to share data, have all hampered efforts in this important domain. While public authorities, learned societies and publishers may face different priorities, incentives and obstacles regarding data sharing, the time has come to call to action all stakeholders who play a part in this field. In this paper, we argue that an infrastructure for data sharing is needed to stimulate independent, collaborative, public research on peer review and we suggest measures and initiatives to set up a collaborative effort towards this goal

Unlock ways to share data on peer review

Peer review is the defining feature of scholarly communication. In a 2018 survey of more than 11,000 researchers, 98% said that they considered peer review important or extremely important for ensuring the quality and integrity of scholarly communication. Indeed, now that the Internet and social media have assumed journals\u2019 original role of dissemination, a journal\u2019s main function is curation. Both the public and the scientific community trust peer review to uphold shared values of rigour, ethics, originality and analysis by improving publications and filtering out weak or errant ones. Scholarly communities rely on peer review to establish common knowledge and credit

Prácticas docentes para creatividad en la universidad: estudio en Portugal y Brasil

Creativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540 Portuguese students), from two academic domains (Sciences and Technologies – Sc&T; Social Sciences, Arts, and Humanities – SScA&H), about the presence of creativity in their teachers’ instruction and evaluation practices. The study’s findings evidence interactive effects between the variables country and academic domain for most of the assessed factors: encouragement of new ideas, climate for the expression of ideas, and interest in students’ learning. Brazilian Sc&T students presented more negative perceptions of their classroom environments when compared to SScA&H students; Portuguese students showed opposite patterns of results. Some hypothetical explanations are discussed and future directions for research are presented.Criatividade é atualmente tomada como aspecto essencial na Educação Superior. Há, contudo, discrepância entre a necessidade de criatividade e o que a universidade proporciona. Este estudo avaliou percepções de 1599 alunos universitários de dois países (1059 brasileiros e 540 portugueses), de duas áreas curriculares (Ciências e Tecnologias – Sc&T; Ciências Sociais, Artes e Humanidades – SscA&H) sobre a presença de criatividade nas práticas docentes, instrucionais e avaliativas, de que são alvo. Os resultados mostraram efeitos interativos significativos entre as variáveis país e área curricular para a maioria dos fatores avaliados: encorajamento de novas ideias, clima para expressão de ideias e interesse pela aprendizagem dos alunos. Os estudantes brasileiros de Sc&T mostraram percepções mais negativas da sala de aula, comparados com os de SScA&H; os alunos portugueses obtiveram padrões opostos nos resultados. Algumas hipóteses explicativas são discutidas e são apresentadas orientações para pesquisa futura.La creatividad está actualmente considerada como aspecto esencial en la Educación Superior. Sin embargo, existe discrepancia entre la necesidad de creatividad y lo que la universidad ofrece. Este estudio evaluó percepciones de 1.599 estudiantes universitarios (1.059 de Brasil y 540 de Portugal) de dos áreas curriculares (Ciencia y Tecnología – Sc&T; Ciencias Sociales, Artes y Humanidades – SscA&T) acerca de la presencia de creatividad en las prácticas docentes, instructivas y evaluativas dirigidas a ellos. Los resultados mostraron efectos de interacción significativos entre las variables país y área curricular para la mayoría de los factores evaluados: fomento de nuevas ideas, entorno para la expresión de ideas e interés en el aprendizaje del estudiante. Los estudiantes brasileños de Sc&T mostraron percepciones más negativas de la clase en comparación con los de SSCA&H; los estudiantes portugueses obtuvieron patrones opuestos en los resultados. Algunas hipótesis explicativas se discuten y se presentan directrices para investigación futura.Thermo Scientificinfo:eu-repo/semantics/publishedVersio