scholarly journals Do Mendeley reader counts indicate the value of arts and humanities research?

2017 ◽  
Vol 51 (3) ◽  
pp. 781-788 ◽  
Author(s):  
Mike Thelwall

Mendeley reader counts are a good source of early impact evidence for the life and natural sciences articles because they are abundant, appear before citations, and correlate moderately or strongly with citations in the long term. Early studies have found less promising results for the humanities and this article assesses whether the situation has now changed. Using Mendeley reader counts for articles in 12 arts and humanities Scopus subcategories, the results show that Mendeley reader counts reflect Scopus citation counts in most arts and humanities as strongly as in other areas of scholarship. Thus, Mendeley can be used as an early citation impact indicator in the arts and humanities, although it is unclear whether reader or citation counts reflect the underlying value of arts and humanities research.

2012 ◽  
Vol 6 (1-2) ◽  
pp. 1-7
Author(s):  
Simon C. Lin ◽  
Eric Yen

Taiwan e-Learning and Digital Archives Program (TELDAP) is a long-term, multi-generational, cross-divisional programme that will enhance the cultural, academic, socio-economic and educational values of Taiwan Digital Archives. Among the nine National Projects, TELDAP is the only one focusing on the Arts and Humanities. Unique for its combination of humanities with information technology, TELDAP aims to promote and coordinate content digitisation and preservation at leading museums, archives, universities, research institutes, and other content holders in Taiwan. This paper presents an overview of the history, achievements and challenges of the TELDAP.


2018 ◽  
Vol 3 ◽  
pp. 171-188
Author(s):  
Bernhard Sylla

18 years after its introduction into scientific vocabulary, a vast discourse on the Anthropocene has settled in very heterogeneous scientific areas, from Biology and Geology to the Arts and Humanities, including Philosophy itself. Despite its multidisciplinarity, there seems to be a common presupposition in this discourse that often becomes a demand: to abandon a false dualism allegedly responsible for the lack of answers to the challenges that the new anthropocenic age poses to us. Anti-dualism seems to be a common denominator, widely shared by the most diverse authors of the Anthropocene discourse, but what is meant by ‘dualism’ seems extremely heterogeneous to me, embracing ontological, epistemological, and political dimensions, and sometimes mixing them. Whatever the combated dualism – nature and culture, social system and terrestrial system, Man and Earth, biosphere and noosphere, subject and object, observer and observed, natural sciences and human sciences, etc. – the golden key to unravelling and developing a different way of thinking and being capable of facing the environmental challenges of the present would be by overcoming these dualisms, that is, in a perspective that can account for the intersection and overlap of the hitherto opposed elements and which presupposes, in the end, their assimilation. How both imbrication and assimilation can or should be thought of, however, can vary greatly from one author to another. Based on these assumptions, I will focus on two criticisms of anti-dualism put forward by Andrew Feenberg and Gernot Böhme. Both critics chose the theories of Haraway and Latour – authors who are today among the most cited philosophers of the Anthropocene – as distinct exponents of anti-dualism. I will argue that criticism of anti-dualism is pertinent and necessary, but that the alternatives proposed by Feenberg and Böhme are not convincing.


2020 ◽  
Vol 26 (2) ◽  
pp. 146-155
Author(s):  
Robin Barrow

This essay argues for the urgent need for philosophy as the necessary first step in any educational undertaking. Philosophy is involved with making fine distinctions which are necessary to clarify concepts and terms. The paper focuses primarily on the problems with an overreliance on scientific research in the social sciences, with special emphasis on the dangers posed in educational research. Three specific problems are identified. First, the emphasis on scientific research downgrades non-scientific research, which may be more appropriate as modes of inquiry in many aspects of education. Second, the emphasis on scientific research distorts research in areas such as the arts and humanities because individual success as a scholar is largely measured by criteria that make sense in the natural sciences but not necessarily in the arts. Third, and most significantly, the paper questions whether social action and interaction can be investigated in a truly scientific manner.


Modern China ◽  
2018 ◽  
Vol 44 (6) ◽  
pp. 559-590 ◽  
Author(s):  
Philip C. C. Huang

The Web of Science citation indexes were originally intended to serve as research aids, to provide easy-to-use bibliographic aids for authors, help authors identify colleagues who have cited their work, and assist librarians in making selections among journals. But they were soon carried by the tidal waves of scientism and data-ism, first in business management and governance, and then also in scholarly research, to near-monopolistic control of the business of journals evaluation in the United States (though increasingly challenged in some areas by the more recent but similar Scopus citation indexes). With that dominance, earlier tentative generalizations based on limited research gradually became more and more rigidified “laws” that have been strictly enforced: that quality can be scientifically measured by the number of articles that cite the article or a particular journal, and, by extension, that the importance and contribution of a scholar’s article, like that of a journal, can be determined by its “impact factor” measured by counting the number of articles citing it. Those “laws” came to be applied first to the natural sciences, extended to the social sciences, and finally also to major spheres of the arts and humanities. Today, they have come to dominate the entire continuum of disciplines and fields ranging from the most universalist of the natural sciences, in which truths may be established by reproducible experiments, to the more particularist social sciences, and still more particularist arts and humanities, in which theories, even facts, are far more contested and tentative. As we move across the spectrum from the more universalist end of natural sciences toward the more particularist end of the social sciences and arts and humanities, such methods have tended to violate ever more the fundamental nature and realities of scholarly research. However, once entrenched, the citation indexes business has shown the same tendencies as any monopolistic entity toward resisting change and transparency. Where those tendencies have been adopted by a centralized government for bureaucratized control, as in China, the misuses and abuses of citation indexes have been further magnified. This article ends by calling for developing more substantive, genuinely peer-review-based methods of evaluation; for relying more on alternative nonprofit bibliographic and data services; and for greater inclusivity, especially with regard to scholarship in languages other than English.


Projections ◽  
2018 ◽  
Vol 12 (2) ◽  
pp. 39-49
Author(s):  
Stacie Friend

In Film, Art, and the Third Culture, Murray Smith articulates and defends a naturalized aesthetics of film that exemplifies a “third culture,” integrating the insights and methods of the natural sciences with those of the arts and humanities. By contrast with skeptics, who reject the relevance of psychology and neuroscience to the study of film and art, I agree with Smith that we should embrace the third-cultural project. However, I argue here that Smith does not go far enough in developing this project. In defending the contribution of the natural sciences to film aesthetics as traditionally conceived in the arts and humanities, Smith focuses on only one side of the equation, unduly limiting the potential contribution of the arts and humanities to the scientific study of film. Using the example of emotional responses to fiction film, I propose that we adopt a more genuinely integrative approach.


2011 ◽  
Vol 6 (2) ◽  
pp. 222-231 ◽  
Author(s):  
Heike Neuroth ◽  
Felix Lohmeier ◽  
Kathleen Marie Smith

The TextGrid research group, a consortium of 10 research institutions in Germany, is developing a virtual research environment for researchers in the arts and humanities that provides services and tools for the analysis of text data and supports the curation of research data by means of grid technology. The TextGrid virtual research environment consists of two main components: the TextGrid Laboratory (TextGridLab), which serves as the entry point to the virtual research environment, and the TextGrid Repository (TextGridRep), which is a long-term humanities data archive ensuring sustainability, interoperability and long-term access to research data. To support all stages of the research lifecycle, preserve and maintain research data, and ensure its long-term usefulness, existing research practices must be supported. Therefore the TextGridLab provides common functionalities in a sustainable environment to intensify re-use of data, tools, and services, and the TextGridRep enables researchers to publish and share their data in a way that supports long-term availability and re-usability.


Author(s):  
Simon Keegan-Phipps ◽  
Lucy Wright

This chapter considers the role of social media (broadly conceived) in the learning experiences of folk musicians in the Anglophone West. The chapter draws on the findings of the Digital Folk project, funded by the Arts and Humanities Research Council (UK), and begins by summarizing and problematizing the nature of learning as a concept in the folk music context. It briefly explicates the instructive, appropriative, and locative impacts of digital media for folk music learning before exploring in detail two case studies of folk-oriented social media: (1) the phenomenon of abc notation as a transmissive media and (2) the Mudcat Café website as an example of the folk-oriented discussion forum. These case studies are shown to exemplify and illuminate the constructs of traditional transmission and vernacularism as significant influences on the social shaping and deployment of folk-related media technologies. The chapter concludes by reflecting on the need to understand the musical learning process as a culturally performative act and to recognize online learning mechanisms as sites for the (re)negotiation of musical, cultural, local, and personal identities.


2015 ◽  
Vol 9 (3) ◽  
pp. 642-657 ◽  
Author(s):  
Clara Stegehuis ◽  
Nelly Litvak ◽  
Ludo Waltman
Keyword(s):  

2021 ◽  
pp. 095042222110126
Author(s):  
Stella Xu ◽  
Zimu Xu ◽  
Fujia Li ◽  
Arun Sukumar

Entrepreneurship-related modules have become increasingly popular over the years, not only among business school students but also among those from other disciplines, including engineering and the arts and humanities. In some circumstances, they are offered as optional modules for students across different faculties and disciplines. While it is beneficial to mix students with different backgrounds, bringing in a wide range of perspectives, there are also challenges relating to course design and student engagement. With these challenges in mind, the authors trialled a new approach in the hope of motivating students from diverse academic and socio-cultural backgrounds to engage more fully in the classroom by utilising student entrepreneurs as guest speakers. The student-centric approach has proved effective in enhancing student engagement, as evidenced by both informal and formal feedback.


Sign in / Sign up

Export Citation Format

Share Document