Tri-Rank: An Authority Ranking Framework in Heterogeneous Academic Networks by Mutual Reinforce

Author(s):  
Zhirun Liu ◽  
Heyan Huang ◽  
Xiaochi Wei ◽  
Xianling Mao
2021 ◽  
Vol 15 (3) ◽  
pp. 1-19
Author(s):  
Wei Wang ◽  
Feng Xia ◽  
Jian Wu ◽  
Zhiguo Gong ◽  
Hanghang Tong ◽  
...  

While scientific collaboration is critical for a scholar, some collaborators can be more significant than others, e.g., lifetime collaborators. It has been shown that lifetime collaborators are more influential on a scholar’s academic performance. However, little research has been done on investigating predicting such special relationships in academic networks. To this end, we propose Scholar2vec, a novel neural network embedding for representing scholar profiles. First, our approach creates scholars’ research interest vector from textual information, such as demographics, research, and influence. After bridging research interests with a collaboration network, vector representations of scholars can be gained with graph learning. Meanwhile, since scholars are occupied with various attributes, we propose to incorporate four types of scholar attributes for learning scholar vectors. Finally, the early-stage similarity sequence based on Scholar2vec is used to predict lifetime collaborators with machine learning methods. Extensive experiments on two real-world datasets show that Scholar2vec outperforms state-of-the-art methods in lifetime collaborator prediction. Our work presents a new way to measure the similarity between two scholars by vector representation, which tackles the knowledge between network embedding and academic relationship mining.


BMJ Leader ◽  
2020 ◽  
pp. leader-2020-000252
Author(s):  
Andrew Walker ◽  
Catherine Dale ◽  
Natasha Curran ◽  
Annette Boaz ◽  
Michael V Hurley

BackgroundThere is virtually no limit to the number of innovations being developed, tested and piloted at any one time to improve the quality and safety of care. The perennial problem is spreading innovations that are proven to be effective on a smaller scale or under controlled conditions. Much of the literature on spread refers to the important role played by external agencies in supporting the spread of innovations.Academic Health Science Networks and the spread of innovationExternal agencies can provide additional capacity and capabilities to adopter organisations, such as technical expertise, resources and tools to assist with operational issues. In England, the National Health Service (NHS) established 15 Academic Health Science Networks (AHSNs) to help accelerate the spread and adoption of innovation in healthcare. However, formal clinical-academic networks (such as AHSNs) themselves will not deliver positive, tangible outcomes on the ground (ie, evidence-based innovations embedded at scale across a system). This begs the question of how do AHSNs practically go about achieving this change successfully? We provide an AHSN’s perspective on how we conceptualise and undertake our work in leading implementation of innovation at scale.An AHSN's perspectiveOur approach is a collaborative process of widening understanding of the innovation and its implementation. At its core, the implementation and spread of innovation into practice is a collective social process. Healthcare comprises complex adaptive systems, where contexts need to be negotiated for implementation to be successful. As AHSNs, we aim to lead this negotiation through facilitating knowledge exchange and production across the system to mobilise the resources and collective action necessary for achieving spread.


2021 ◽  
Author(s):  
José-Vicente Tomás-Miquel ◽  
Jordi Capó-Vicedo

AbstractScholars have widely recognised the importance of academic relationships between students at the university. While much of the past research has focused on studying their influence on different aspects such as the students’ academic performance or their emotional stability, less is known about their dynamics and the factors that influence the formation and dissolution of linkages between university students in academic networks. In this paper, we try to shed light on this issue by exploring through stochastic actor-oriented models and student-level data the influence that a set of proximity factors may have on formation of these relationships over the entire period in which students are enrolled at the university. Our findings confirm that the establishment of academic relationships is derived, in part, from a wide range of proximity dimensions of a social, personal, geographical, cultural and academic nature. Furthermore, and unlike previous studies, this research also empirically confirms that the specific stage in which the student is at the university determines the influence of these proximity factors on the dynamics of academic relationships. In this regard, beyond cultural and geographic proximities that only influence the first years at the university, students shape their relationships as they progress in their studies from similarities in more strategic aspects such as academic and personal closeness. These results may have significant implications for both academic research and university policies.


IEEE Access ◽  
2018 ◽  
Vol 6 ◽  
pp. 55661-55672 ◽  
Author(s):  
Jun Zhang ◽  
Bo Xu ◽  
Jiaying Liu ◽  
Amr Tolba ◽  
Zafer Al-makhadmeh ◽  
...  
Keyword(s):  

Author(s):  
Kira Ilina

Introduction. The article is focused on reconstruction of the practices of forming a disciplinary group of classical philologists in the Russian Empire universities in the 1830s – 1850s. Methods. For this purpose, the archival materials of the Ministry of Education, as well as Saint Petersburg, Moscow, Kazan and Kiev Universities are considered. The research methodology is based on a combination of both traditional general historical methods and methods of classical source studies, and approaches developed in the framework of the history of science, the sociology of knowledge and the history of disciplines. Analysis and results. It is important to analyze three points: the political context, practices in building career trajectories and academic networks of professors of Greek and Roman literature and antiquities at Russian universities. The transformation of the existing network of universities into the system of public education was carried out by the Minister of Public Education Sergey Uvarov in the 1830s. Transferring to Russia the European model of secondary education based on the study of classical languages, Uvarov created a system of general education and relentlessly promoted antiquity studies in the Russian Empire. Teaching classical disciplines was expanded at gymnasiums and universities. Following the academic personnel reform of the late 1830s, a number of “antiquity chairs” at universities was headed by young philologists and historians who had spent two or three years of training at universities in Germany, mainly in Berlin, attending lectures and seminars of leading German classical philologists. In the 1840s – 1850s, an artificially constructed group of classical philologists gradually transformed into a disciplinary community.


Author(s):  
Peter Holicza

Abstract The Central European Exchange Programme for University Studies (CEEPUS) was founded more than 25 years ago with the aim of supporting the strategic role of the region by academic and further cooperation among the Central, Eastern and Balkan States of Europe. Its framework covers mobility grants for students and teachers within academic networks designed to operate joint programmes and degrees. The importance and impact of CEEPUS are less researched and highlighted compared to the European Union flagship Erasmus Programme, but its results and potential made a comeback to international political agendas and are an actual topic on policy forums. The current scheme is secured only until 2025. Therefore, this research intends to support decision and policymaking processes for future planning by presenting the outcomes of programme participation and necessary changes for improvement and to answer whether the CEEPUS is still needed besides the Erasmus+ and other mobility programs. Hungary is among the founders and one of the most important member states considering the allocated grants, the number of professional networks and mobilities—that make the processed sample representative and valuable.


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