Collaboration scientifique et citations des articles Quelles pratiques…

Collaboration scientifique et citations des articles : Quelles pratiques dans les revues médicales ? :

“Objectifs : La meilleure façon de caractériser la collaboration scientifique est d’étudier la co-signature des articles. Deux indicateurs sont intéressants : le nombre d’auteurs et son caractère international. L’objectif est d’étudier la corrélation entre ces deux indicateurs et le nombre de citations.

Méthodes : Nous avons sélectionné deux journaux de pharmacie et médecine afin de comparer les pratiques. Nous avons utilisé un échantillon d’environ 800 articles publiés entre 2002 et 2005 dont nous avons collecté les citations jusqu’en 2010. Nous avons transformé nos variables numériques, nombre d’auteurs et nombre de citations, en variables qualitatives.

Résultats : Les variables «auteurs» et «citations» ne sont pas indépendantes.

Conclusions. Les articles les moins cités sont souvent publiés par un seul auteur ou par une équipe très réduite alors que le caractère international des articles est un facteur qui en général augmente le nombre de citations. Cette micro-analyse a permis également de mieux appréhender certaines pratiques éditoriales.”

URL : http://hal.archives-ouvertes.fr/hal-00775307

Science 3.0: Corrections to the “Science 2.0” paradigm

The concept of “Science 2.0” was introduced almost a decade ago to describe the new generation of online-based tools for researchers allowing easier data sharing, collaboration and publishing.

Although technically sound, the concept still does not work as expected. Here we provide a systematic line of arguments to modify the concept of Science 2.0, making it more consistent with the spirit and traditions of science and Internet.

Our first correction to the Science 2.0 paradigm concerns the open-access publication models charging fees to the authors. As discussed elsewhere, we reiterate that the monopoly of such publishing models increases biases and inequalities in the representation of scientific ideas based on the author’s income.

Our second correction concerns post-publication comments online, which are all essentially non-anonymous in the current Science 2.0 paradigm.

We conclude that scientific post-publication discussions require special anonymization systems.

We further analyze the reasons of the failure of the current post-publication peer-review models and suggest what needs to be changed in “Science 3.0” to convert Internet into a large “journal club”.”

URL : http://arxiv.org/abs/1301.2522

Neither digital or open Just researchers Views on…

Neither digital or open. Just researchers: Views on digital/open scholarship practices in an Italian university :

“How do university researchers consider attributes such as ‘digital’ and ‘open’ as regards to their research practices? This article reports a small–scale interview project carried out at the University of Milan, aiming to probe whether and to what extent actual digital research practices are affecting cultures of sharing in different subject areas and are prompting emergent approaches such as open publishing, open data, open education and open boundary between academia and society. Most of the 14 interviewed researchers seem not to see any clear benefit to move to further technological means or new open practices and call for institutional support and rules. However, a few profiles of ‘digital, networked and open’ researchers stand out and show both a self–legitimating approach to new modes of knowledge production and distribution and a particular sensitiveness towards values and perspectives driven by ‘openness’ in digital networks.”

URL : http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3881

Doctoral Students in New Zealand Have Low Awareness…

Doctoral Students in New Zealand Have Low Awareness of Institutional Repository Existence, but Positive Attitudes Toward Open Access Publication of Their Work :

“Objective : To investigate doctoral students’ knowledge of and attitudes toward open access models of scholarly communication and institutional repositories, and to examine their willingness to comply with a mandatory institutional repository (IR) submission policy.

Design : Mixed method, sequential exploratory design.

Setting : A large, multi-campus New Zealand university that mandates IR deposit of doctoral theses.

Subjects :Two doctoral students from each of four university colleges were interviewed. All 901 doctoral students were subsequently sent a survey, with 251 responding.

Methods : Semi-structured interviews with eight subjects selected by purposive sampling, followed by a survey sent to all doctoral students. The authors used NVivo 8 for analysis of interview data, along with a two-phase approach to coding. First, they analyzed transcripts from semi-structured interviews line-by-line to identify themes. In the second phase, authors employed focused coding to analyze the most common themes and to merge or drop peripheral themes. Themes were mapped against Rogers’ diffusion of innovation theory and social exchange theory constructs to aid interpretation. The results were used to develop a survey with a fixed set of response choices. Authors then analyzed survey results using Excel and SurveyMonkey, first as a single data set and then by discipline.

Main Results : The authors found that general awareness of open access was high (62%), and overall support for open access publication was 86.3%. Awareness of IRs as a general concept was much lower at 48%. Those subject to a mandatory IR deposit policy for doctoral theses overwhelmingly indicated willingness to comply (92.6%), as did those matriculating prior to the policy (83.3%), although only 77.3% of all respondents agreed that deposit should be mandatory. Only 17.6% of respondents had deposited their own work in an IR, while 31.7% reported directly accessing a repository for research. The greatest perceived benefits of IR participation were removal of cost for readers, ease of sharing research, increased exposure and citing of one’s work, and professional networking. The greatest perceived risks were plagiarism, loss of ability to publish elsewhere, and less prestige relative to traditional publication. The reason most given for selecting a specific publication outlet was recommendation of a doctoral supervisor. Disciplinary differences in responses were not sizable. For additional interpretation, the authors applied Rogers’s diffusion of innovations theory to determine the extent to which IRs are effective innovations. The authors posit that repositories will become a more widely adopted innovations as awareness of IRs in general increases, and through increased awareness that IR content is discoverable through major search engines such as Google Scholar, thus improving usability and increasing dissemination of research. Using the social exchange theory framework, the authors found that respondents’ expressed willingness to deposit their work in IRs demonstrated altruistic motives for sharing their research freely with others, appreciation for the reciprocity of gaining access to others’ research, and awareness of the potential direct reward of having their work cited more often.

Conclusion : Authors identified that lack of awareness, rather than resistance to deposit, as the main barrier to IR depository participation. Major benefits perceived for participating included the public good of knowledge sharing and increased exposure for one’s work. Concerns included copyright and plagiarism issues. These findings have implications for communication and marketing campaigns to promote doctoral students’ deposit of their work in institutional repositories. While respondents reported low direct use of IRs for conducting research, the vast majority reported using Google Scholar, and so may have unknowingly accessed open access repository content. This finding suggests that attention be given to enhanced metadata for optimizing discoverability of IR content through general search engines.”

URL : http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/18122

Awareness and Use of Open Access Scholarly Publications…

Awareness and Use of Open Access Scholarly Publications by LIS Lecturers in Southern Nigeria :

“The study examined the awareness and use of open access scholarly publications by Library and Information Science (LIS) lecturers in southern Nigeria. Based on this, three (3) objectives were set out for the study. The descriptive survey design was employed and the questionnaire entitled “Awareness and Use of Open Access to Scholarly Publications Questionnaire” (AUOASPQ) was administered on the entire population of 141 LIS lecturers from which 114 responses were successfully collected. The data collected were analyzed using frequency counts, percentages, mean and regression analysis. The study revealed a high level of usage of open access publications by both senior and junior LIS lecturers and that the awareness of open access concepts accounts for the tendency of LIS lecturers in southern Nigeria to use open access publications. The study recommends that efforts should be geared towards inculcating the awareness and use of open access especially through enabling infrastructure and enacting policies such as mandatory deposit of scholarly works in open access archives.”

URL : http://article.sapub.org/10.5923.j.library.20120104.02.html

The Relationship between Ph D Students’ Excellence Scholarships…

The Relationship between Ph.D. Students’ Excellence Scholarships and their Research Productivity, Scientific Impact and Degree Completion :

“Drawing on three distinct sources of data (students, excellence scholarships and scientific publications) on the entire population of doctoral students in the province of Québec, this report presents evidence of a relationship between excellence scholarships and research productivity, scientific impact and degree completion. It shows that funded students publish more papers than their unfunded colleagues and that there is only a slight difference between funded and unfunded Ph.D. students in terms of scientific impact. Funded students are also more likely to graduate, and this effect is greater for students funded by the federal government. Finally, although funding is clearly linked to higher degree completion for students who did not publish, this relationship does not hold for those who manage to publish at least one paper during the course of their Ph.D. The paper concludes with a discussion of the implication of the findings for Canadian science policy.”

URL : http://2012.sticonference.org/Proceedings/vol2/Lariviere_Relationship_498.pdf