14. Promoting Open Science and Research in Higher Education: A Finnish Perspective

The Women Professors Program, which was initiated in Germany in 2008, aims to increase the proportion of women professors and to promote structural change in favour of gender equality at higher education institutions (HEIs). It is one of the central gender equality policies in higher education in Germany. The present study evaluates the impact of the program by estimating its causal effects on the proportion of women professors. By adopting a quasi-experimental approach and using a unique dataset—a long term census of German HEIs—the study proves that the proportion of women professors increased more than would have been expected in the absence of the program. Although the evaluation includes preliminary estimates of mechanisms driving the described impacts, the integration of context factors and mechanisms into the assessment of the impact of gender equality policies remains a desideratum. The study shows that the program is working, and it contributes to redressing the lack of impact studies on gender equality in science and research.

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Key Aspects of Open Data in Finnish RDI Cooperation between Higher Education and Businesses

Data Intelligence ◽

10.1162/dint_a_00065 ◽

2021 ◽

pp. 1-13

Author(s):

Seliina Päällysaho ◽

Jaana Latvanen ◽

Anttoni Lehto ◽

Jaakko Riihimaa ◽

Pekka Lahti ◽

...

Keyword(s):

Higher Education ◽

Open Data ◽

Open Science ◽

Research Data ◽

General Level ◽

Joint Research ◽

Research Organizations ◽

Universities Of Applied Sciences ◽

Key Aspects ◽

Five Phases

The article highlights aspects that should be considered during an open research, development, and innovation (RDI) process cycle to improve the utilization of research data and foster open cooperation between higher education and businesses. The viewpoint here is in publicly funded joint research projects of the universities of applied sciences (UAS), the concept is, however, applicable in other higher education and research organizations as well. There are various challenges related to research data management in general as well as to the openness and reuse of data and results. The findings of this article are based on the results of a two-day expert workshop, and these results are interlinked with five phases of an open RDI process cycle: planning, implementation, documentation, sharing, and commercialization. Various drivers and barriers can be identified in different stages of the process. On a general level, special attention must be paid to critical factors such as ownership and sharing of data and results, confidential information and business secrets as well as following the requirements of the open science policies of the participating organizations and funders. This article also highlights several best practices that should be considered in each phase of an open RDI process cycle with businesses.

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"Into the great wide open"

Septentrio Conference Series ◽

10.7557/5.5388 ◽

2020 ◽

Author(s):

Mervi Miettinen

Keyword(s):

Information Literacy ◽

Academic Career ◽

Open Science ◽

Teaching Staff ◽

Literacy Curriculum ◽

University Library ◽

Master's Thesis ◽

Cumulative Learning ◽

Teaching Team ◽

Science And Research

Open science and research is no longer relevant just for people pursuing an academic career. Instead, it is something that all students entering the university should be increasingly familiar with as they proceed with their studies. Tampere University Library has actively integrated open science into its information literacy teaching, beginning from the first-year orientation studies and continuing throughthe Bachelor’s and Master’s thesis seminars. Following the guidelines provided by the idea of cumulative learning (Maton 2009), the IL teaching at Tampere University Library aims at connecting new knowledge with existing knowledge, effectively building on the students’ previous IL studies throughout their degree. In addition, the ACRL Framework for Information Literacy (2015) acts as a roadmap for developing IL teaching at Tampere University Library: the Library’s entire teaching team has gathered in workshops and together produced a view of the frames that best suits the University’s students. The frames are awork-in-progress, and the teaching team will continue to work on better adapting the frames. One of the results is the way in which the frames and the threshold concepts within determine the depth inwhich issues such as open science and research are taught at different levels (cf. Sipilä, Miettinen &Tevaniemi, 2019). In order to ensure student engagement, concepts like open science are presented at each level in a way that is relevant to the students’ current studies, beginning with the concept itself and later advancing towards viewing the students as both users and creators of open science. This presentation will highlight some of the current ways in which open science and research is integrated into the information literacy curriculum at Tampere University Library, and how the ACRL framework can act as a way for library teaching staff to comprehend and develop IL teaching in highereducation.

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Expanding the actions of Open Government in higher education sector: From web transparency to Open Science

PLoS ONE ◽

10.1371/journal.pone.0238801 ◽

2020 ◽

Vol 15 (9) ◽

pp. e0238801 ◽

Cited By ~ 1

Author(s):

Laura Saraite Sariene ◽

Carmen Caba Pérez ◽

Antonio M. López Hernández

Keyword(s):

Higher Education ◽

Open Science ◽

Education Sector ◽

Open Government

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Open science practices in higher education: Discussion of survey results from research and teaching staff in Germany

Education for Information ◽

10.3233/efi-190272 ◽

2020 ◽

Vol 36 (3) ◽

pp. 301-323

Author(s):

Tamara Heck ◽

Isabella Peters ◽

Athanasios Mazarakis ◽

Ansgar Scherp ◽

Ina Blümel

Keyword(s):

Higher Education ◽

Online Survey ◽

Open Science ◽

Open Educational Resources ◽

Teaching Staff ◽

Educational Practices ◽

Research Dissemination ◽

Learning And Teaching ◽

Science Practices ◽

Survey Results

Aspects of open science and scholarly practices are often discussed with a focus on research and research dissemination processes. There is currently less discussion on open science and its influence on learning and teaching in higher education, and reversely. This paper discusses open science in relation to educational practices and resources and reports on a study to investigate current educational practices from the perspective of open science. We argue that offering students opportunities via open educational practices raises their awareness of future open science goals and teaches them the skills needed to reach those goals. We present online survey results from 210 participants with teaching responsibility at higher education institutions in Germany. While some of them try to establish more open learning and teaching settings, most respondents apply rather traditional ways of learning and teaching. 60% do not use open educational resources – many have not even heard of them – nor do they make their courses open for an online audience. Participants’ priority lies in resource accuracy and quality and we still see a gap between the benefit of open practices and their practicability and applicability. The paper contributes to the general discussion of open practices in higher education by looking at open science practices and their adaptation to the learning and teaching environment. It formulates recommendations for improvements of open practice support and infrastructure.

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Increasing the Research Capacity of Universities in Ukraine: Problems, Value Dimensions and the Way of Democratization

International Scientific Journal of Universities and Leadership ◽

10.31874/2520-6702-2021-11-1-116-131 ◽

2021 ◽

pp. 116-131

Author(s):

Yurii Mielkov

Keyword(s):

Higher Education ◽

Formal Education ◽

Academic Staff ◽

Human Person ◽

Personal Communication ◽

Research Capacity ◽

Open Science ◽

Scientific Activity ◽

University Graduates ◽

Research Activities

There are certain obstacles to the development of the research capacity of Ukrainian universities, which can be classified as belonging to one of the two groups: «external» and «internal». If the former include more obvious things like insufficient funding for national science and higher education, as well as the imbalance of teaching and research activities of the academic staff, the latter relate to the values, interests and motivations of the researchers. It is argued that a possible way to overcome the first type of obstacles is to rethink the role of the university teacher, who from a translator of knowledge becomes a mediator helping students to acquire the ability for life-long self-education and the constant creation of own knowledge. The competition to traditional universities presented by non-formal education emphasizes the benefits of the individual approach and personal communication between teachers and students and the special value of the personal knowledge as a result of own research. The article argues that in the absence of internal motivation for scientific research and a tendency to recognize the principles of scientific ethos, the attempt to «force» creativity leads only to the profanation of scientific activity, in particular to mass violations of academic integrity by students. Really effective research can be based only on the moral imperative of each human person as an autonomous subject of values and responsibility, and the most important factor in the development of university science is the democratization of higher education, which returns to the humanistic ideal of the Enlightenment that considers each person as capable of creative and independent thinking. Such democratization contributes to the implementation of lifelong learning and effective activities of university graduates in a volatile and complex world, and also corresponds to the ideas of the open science concept as one of the most important ways for increasing the research capacity of Ukrainian universities.

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USING JUPYTER NOTEBOOKS FOR VIEWING AND ANALYSING GEOSPATIAL DATA: TWO EXAMPLES FOR EMOTIONAL MAPS AND EDUCATION DATA

ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences ◽

10.5194/isprs-archives-xlvi-4-w2-2021-17-2021 ◽

2021 ◽

Vol XLVI-4/W2-2021 ◽

pp. 17-24

Author(s):

G. S. Camara ◽

S. P. Camboim ◽

J. V. M. Bravo

Keyword(s):

Higher Education ◽

Spatial Data ◽

Open Science ◽

Urban Mobility ◽

Geospatial Technologies ◽

Education Data ◽

Fair Principles ◽

Interactive Map ◽

Education Courses ◽

Science Movement

Abstract. This article presents two applications developed using Jupyter Notebook in the Google Colab, combining several Python libraries that enable an interactive environment to query, manipulate, analyse, and visualise spatial data. The first application is from an educational context within the MAPFOR project, aiming to elaborate an interactive map of the spatial distributions of teachers with higher education degrees or pedagogical complementation per vacancies in higher education courses. The Jupyter solutions were applied in MAPFOR to better communicate within the research team, mainly in the development area. The second application is a framework to analyse and visualise collaborative emotional mapping data in urban mobility, where the emotions were collected and represented through emojis. The computational notebook was applied in this emotional mapping to enable the interaction of users, without a SQL background, with spatial data stored in a database through widgets to analyse and visualise emotional spatial data. We developed these different contexts in a Jupyter Notebook to practice the FAIR principles, promote the Open Science movement, and Open Geospatial Resources. Finally, we aim to demonstrate the potential of using a mix of open geospatial technologies for generating solutions that disseminate geographic information.

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