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Skills, Standards, and Sapp Nelson’s Matrix: Evaluating Research Data Management Workshop Offerings

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Authors : Philip Espinola Coombs, Christine Malinowski, Amy Nurnberger

Objective

To evaluate library workshops on their coverage of data management topics.

Methods

We used a modified version of Sapp Nelson’s Competency Matrix for Data Management Skills, a matrix of learning goals organized by data management competency and complexity level, against which we compared our educational materials: slide decks and worksheets.

We examined each of the educational materials against the 333 learning objectives in our modified version of the Matrix to determine which of the learning objectives applied.

Conclusions

We found it necessary to change certain elements of the Matrix’s structure to increase its clarity and functionality: reinterpreting the “behaviors,” shifting the organization from the three domains of Bloom’s taxonomy to increasing complexity solely within the cognitive domain, as well as creating a comprehensive identifier schema.

We appreciated the Matrix for its specificity of learning objectives, its organizational structure, the comprehensive range of competencies included, and its ease of use. On the whole, the Matrix is a useful instrument for the assessment of data management programming.

URL : Skills, Standards, and Sapp Nelson’s Matrix: Evaluating Research Data Management Workshop Offerings

Alternative location : https://escholarship.umassmed.edu/jeslib/vol8/iss1/6/

Perceptions of Educational Leadership Faculty Regarding Open Access Publishing

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Authors : Jayson W. Richardson, Scott McLeod, Todd Hurst

There is a dearth of research on the perceptions of faculty members in educational leadership regarding open access publications. This reality may exist because of a lack of funding for educational leadership research, financial obstacles, tenure demands, or reputation concerns.

It may be that there are simply fewer established open access publishers with reputable impact factors to encourage publication by members in the field.

The current study seeks to answer the following question: “What are the perceptions of educational leadership faculty members in UCEA about open access publishing?”

The results are based on responses from 180 faculty members in the field of educational leadership.

URL : Perceptions of Educational Leadership Faculty Regarding Open Access Publishing

DOI : https://doi.org/10.22230/ijepl.2019v15n5a817

Open Social Scholarship Annotated Bibliography

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Authors: Randa El Khatib, Lindsey Seatter, Tracey El Hajj, Conrad Leibel, Alyssa Arbuckle, Ray Siemens, Caroline Winter, the ETCL and INKE Research Groups

This annotated bibliography responds to and contextualizes the growing “Open” movements and recent institutional reorientation towards social, public-facing scholarship.

The aim of this document is to present a working definition of open social scholarship through the aggregation and summation of critical resources in the field. Our work surveys foundational publications, innovative research projects, and global organizations that enact the theories and practices of open social scholarship.

The bibliography builds on the knowledge creation principles outlined in previous research by broadening the focus beyond traditional academic spaces and reinvigorating central, defining themes with recently published research.

URL : Open Social Scholarship Annotated Bibliography

DOI : http://doi.org/10.5334/kula.58

Publication in a medical student journal predicts short- and long-term academic success: a matched-cohort study

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Authors : Ibrahim S. Al-Busaidi, Cameron I. Wells, Tim J. Wilkinson

Background

Medical student journals play a critical role in promoting academic research and publishing amongst medical students, but their impact on students’ future academic achievements has not been examined.

We aimed to evaluate the short- and long-term effects of publication in the New Zealand Medical Student Journal (NZMSJ) through examining rates of post-graduation publication, completion of higher academic degrees, and pursuing an academic career.

Methods

Student-authored original research publications in the NZMSJ during the period 2004–2011 were retrospectively identified. Gender-, university- and graduation year-matched controls were identified from publicly available databases in a 2:1 ratio (two controls for each student authors).

Date of graduation, current clinical scope of practice, completion of higher academic degrees, and attainment of an academic position for both groups were obtained from Google searches, New Zealand graduate databases, online lists of registered doctors in New Zealand and Australia, and author affiliation information from published articles.

Pre- and post-graduation PubMed®-indexed publications were identified using standardised search criteria.

Results

Fifty publications authored by 49 unique students were identified. The median follow-up period after graduation was 7.0 years (range 2–12 years). Compared with controls, student–authors were significantly more likely to publish in PubMed®-indexed journals (OR 3.09, p = 0.001), obtain a PhD (OR 9.21, p = 0.004) or any higher degree (OR 2.63, p = 0.007), and attain academic positions (OR 2.90, p = 0.047) following graduation.

Conclusion

Publication in a medical student journal is associated with future academic achievement and contributes to develop a clinical academic workforce. Future work should aim to explore motivators and barriers associated with these findings.

URL : Publication in a medical student journal predicts short- and long-term academic success: a matched-cohort study

Alternative location : https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1704-x

 

Might Europe one day again be a global scientific powerhouse? Analysis of ERC publications suggests it will not be possible without changes in research policy

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Authors : Alonso Rodríguez-Navarro, Ricardo Brito

Numerous EU documents praise the excellence of EU research without empirical evidence and against academic studies. We investigated research performance in two fields of high socioeconomic importance, advanced technology and basic medical research, in two sets of European countries, Germany, France, Italy, and Spain (GFIS), and the UK, the Netherlands, and Switzerland (UKNCH). Despite historical and geographical proximity, research performance in GFIS is much lower than in UKNCH, and well below the world average.

Funding from the European Research Council (ERC) greatly improves performance both in GFIS and UKNCH, but ERC-GFIS publications are less cited than ERC-UKNCH publications.

We conclude that research performance in GFIS and in other EU countries is intrinsically low even when it is generously funded. The technological and economic future of the EU depends on improving research, which requires structural changes in research policy within the EU, and in most EU countries.

URL : https://arxiv.org/abs/1907.08975

The Economic Impacts of Open Science: A Rapid Evidence Assessment

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Author : Michael J. Fell

A common motivation for increasing open access to research findings and data is the potential to create economic benefits—but evidence is patchy and diverse. This study systematically reviewed the evidence on what kinds of economic impacts (positive and negative) open science can have, how these comes about, and how benefits could be maximized.

Use of open science outputs often leaves no obvious trace, so most evidence of impacts is based on interviews, surveys, inference based on existing costs, and modelling approaches.

There is indicative evidence that open access to findings/data can lead to savings in access costs, labour costs and transaction costs. There are examples of open science enabling new products, services, companies, research and collaborations. Modelling studies suggest higher returns to R&D if open access permits greater accessibility and efficiency of use of findings. Barriers include lack of skills capacity in search, interpretation and text mining, and lack of clarity around where benefits accrue.

There are also contextual considerations around who benefits most from open science (e.g., sectors, small vs. larger companies, types of dataset). Recommendations captured in the review include more research, monitoring and evaluation (including developing metrics), promoting benefits, capacity building and making outputs more audience-friendly.

URL : The Economic Impacts of Open Science: A Rapid Evidence Assessment

DOI : https://doi.org/10.3390/publications7030046

Why we publish where we do: Faculty publishing values and their relationship to review, promotion and tenure expectations

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Authors : Meredith T. Niles, Lesley A. Schimanski, Erin C. McKiernan, Juan P. Alperin

Using an online survey of academics at 55 randomly selected institutions across the US and Canada, we explore priorities for publishing decisions and their perceived importance within review, promotion, and tenure (RPT).

We find that respondents most value journal readership, while they believe their peers most value prestige and related metrics such as impact factor when submitting their work for publication.

Respondents indicated that total number of publications, number of publications per year, and journal name recognition were the most valued factors in RPT. Older and tenured respondents (most likely to serve on RPT committees) were less likely to value journal prestige and metrics for publishing, while untenured respondents were more likely to value these factors.

These results suggest disconnects between what academics value versus what they think their peers value, and between the importance of journal prestige and metrics for tenured versus untenured faculty in publishing and RPT perceptions.

URL : Why we publish where we do: Faculty publishing values and their relationship to review, promotion and tenure expectations

Doi: https://doi.org/10.1101/706622