scholarly journals Towards a culture of open scholarship: The role of pedagogical communities

2021 ◽  
Author(s):  
Flavio Azevedo ◽  
Meng Liu ◽  
Charlotte Rebecca Pennington ◽  
Madeleine Pownall ◽  
Thomas Rhys Evans ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Impact ◽  
Research Training ◽  
Research Integrity ◽  
Early Career ◽  
Reproducible Research ◽  
Mentoring Practices ◽  
Higher Education Pedagogy ◽  
The Uk ◽  
Impact Of Higher Education

The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are proposals for improving research integrity and quality, as well as guidance and support for researchers. In response to this, we argue that there is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. We justify the need to integrate open scholarship principles into research training within higher education and argue that pedagogical communities play a key role in fostering an inclusive culture of open scholarship. We illustrate these benefits by presenting A Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. Representing a diverse group of early-career researchers and students across specialisms, we advocate for greater recognition of and support for pedagogical communities, and encourage all research stakeholders to engage with these communities to enable long-term, sustainable change.

scholarly journals Unwaged Posts in UK Universities: Controversies and Campaigns

2015 ◽  
Vol 13 (2) ◽  
pp. 533-553 ◽  
Author(s):  
Kirsten Forkert ◽  
Ana Lopes
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Trade Unions ◽  
Creative Industries ◽  
Early Career ◽  
Higher Education System ◽  
Use Of Social Media ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

This article examines unwaged posts at UK universities, using recent examples of advertised job posts. While unpaid work is common in the UK higher education system, unwaged posts are not. The posts under scrutiny in this article differ from traditional honorary titles as they target early career academics, who are unlikely to have a paid position elsewhere, rather than established scholars. The article contextualizes the appearance of these posts in a climate of increasing marketization of higher education, entrenching managerialism in higher education institutions, and the casualization of academic work. We also discuss resistance to the posts, arguing that the controversy surrounding unpaid internships in the creative industries created a receptive environment for resisting unwaged posts in academia. We analyze the campaigns that were fought against the advertisement of the posts, mostly through social media and the University and College Union. We explore the tactics used and discuss the advantages and limitations of the use of social media, as well as the role of trade unions in the campaigns against these posts, and we reflect on what future campaigns can learn from these experiences.

scholarly journals OC 8259 THE VALIDATE NETWORK: EXPLOITING SYNERGIES BETWEEN COMPLEX INTRACELLULAR NEGLECTED PATHOGENS TO EXPEDITE VACCINE R&D FOR TUBERCULOSIS, LEISHMANIASIS, LEPROSY AND MELIOIDOSIS

2019 ◽  
Vol 4 (Suppl 3) ◽  
pp. A3.1-A3
Author(s):  
Samantha Vermaak ◽  
Helen Fletcher ◽  
Helen McShane
Keyword(s):  
Vaccine Development ◽  
Research Training ◽  
Relevant Information ◽  
Early Career ◽  
London School ◽  
Time Sharing ◽  
Postgraduate Students ◽  
Data Analyst ◽  
Excellent Research ◽  
The Uk

BackgroundThe VALIDATE ‘VAccine deveLopment for complex Intracellular neglecteD pAThogEns’ Network is a Global Challenges Research Fund (GCRF) Network, funded by the UK MRC and BBSRC and led by the University of Oxford and the London School of Hygiene and Tropical Medicine. It aims to accelerate vaccine development for four intracellular pathogens, Mycobacterium tuberculosis, Leishmania spp, Mycobacterium leprae and Burkholderia pseudomallei, by creating a network of scientists from around the world in an interactive community, sharing information, learning from synergies and differences, and forming new collaborations promoting cross-disciplinary, cross-pathogen, and cross-continent research.MembershipCurrently VALIDATE has 125 members from 66 institutes in 28 countries, including world leading scientists, post-doctoral researchers, postgraduate students, and interested lay members from academia, governmental agencies, industry, and non-profits.ActivitiesVALIDATE has four activity streams: 1) providing funding to its members, including pump-priming grants for excellent research, training grants for early career researchers, and fellowships to transition post-doctoral researchers to independence, 2) a members’ data-sharing portal, to encourage real-time sharing of data, catalysing the application of insights from one field into another, with an in-house Research Data Analyst working on cross-pathogen applications, 3) providing CPD opportunities for our members, including workshops, seminars and a mentoring scheme, and 4) speeding the „dissemination of useful and relevant information via a hub website (www.validate-network.org) and social media (@NetworkValidate) where our members can easily find information about new research, relevant funding calls, events, and training, mentoring and other opportunities. Interested parties can read about our funded work, while a searchable directory of members on our website and a free annual meeting facilitates the formation of new collaborations.VALIDATE is free to join and has an inclusive membership. This network would be of interest to researchers at the EDCTP Forum working on vaccine development for tuberculosis, leishmaniasis, leprosy and melioidosis.

Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions

2021 ◽  
Author(s):  
Anna Bull
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Sexual Violence ◽  
Higher Education Institutions ◽  
Sexual Misconduct ◽  
Early Career ◽  
Third Party ◽  
The Uk ◽  
Different Levels ◽  
Over Time

The majority of research on reporting of sexual violence and harassment has focused on reasons why women don’t report their experiences rather than examining why they do. This article takes this discussion into the higher education setting, drawing on interviews with 16 students and early career researchers in the UK who considered or attempted to report staff sexual misconduct to their institution and analysing their motivations for doing so. The motivations are broken down into two aspects: the immediate catalysts that triggered the report or disclosure, and the deeper rationales for why interviewees made this decision. Separating catalysts and rationales for reporting in this way allows different levels of decision-making over time to become clearer. Interviewees’ catalysts for reporting included leaving their institution, needing an extension on an assignment, protecting their own physical safety, or being validated by a third party. By contrast, the main rationale that interviewees gave for trying to report staff sexual misconduct was to prevent other women being targeted. Further rationales identified were fighting injustice and reporting for academic or career-related reasons. Higher education institutions’ policies and practices in this area need to take into account these different levels of decision-making around disclosure and reporting.<br /><br />Key messages<br /><ul><li>There is much less research examining the reasons why victim-survivors do not report sexual violence and harassment than the reasons why they do report.</li><br /><li>In this study of students and staff who reported staff sexual misconduct to their university, the main rationale that interviewees gave for trying to report was to prevent other women being targeted.</li><br /><li>The article argues that separating catalysts for reporting from rationales makes visible different levels of decision-making over time.</li></ul>

scholarly journals Road to Researcher: The Development of Research Self-Efficacy in Higher Education Scholars

10.28945/3950 ◽  
2018 ◽  
Vol 3 ◽  
pp. 001-020 ◽  
Author(s):  
Elizabeth K Niehaus ◽  
Crystal E Garcia ◽  
Jillian Reading
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Quantitative Methods ◽  
Doctoral Programs ◽  
Hidden Curriculum ◽  
Research Training ◽  
Graduate Programs ◽  
Early Career ◽  
Faculty Members ◽  
Formal Curriculum

Aim/Purpose: Understanding how students develop a sense of efficacy as researchers can provide faculty members in higher education doctoral programs insight into how to be more effective teachers and mentors, necessitating discipline-specific research on how graduate programs are and can be fostering students’ research self-efficacy (RSE). Thus, the purpose of this study was to explore how doctoral programs and early research experiences contribute to the development of RSE in higher education scholars. Background: Participants identified elements of the formal and “hidden” curriculum that promoted and inhibited RSE development. Methodology: We employed multiple case study analysis of 17 individual early career scholars in higher education and student affairs. Contribution: Findings indicate that the development of RSE is complex, but that Bandura’s four main sources of efficacy are a useful way to understand the types of experiences that students are and should be having to promote RSE. Our findings also highlight the importance of the research training environment in RSE development. Findings: We found that the formal curriculum of participants’ doctoral programs – their research methods coursework and the process of writing their dissertations – were important facilitators of their RSE development. However, we also found that the “hidden curriculum” – the availability of extracurricular research opportunities, faculty and peer mentoring, and the overall research culture of the doctoral programs – were influential in participants’ development. Recommendations for Practitioners: Our findings point to a number of implications for higher education graduate programs seeking to improve students’ RSE. First, with regard to coursework, our findings point to the importance of recognizing the negative experiences students may bring with them to their doctoral programs, particularly related to quantitative methods, and of finding ways to help them see quantitative methods in different ways than they have before. Second, our findings suggest important implications for how faculty members as teachers, advisors, and men-tors can think about providing feedback. Finally, our findings suggest the importance of understanding the “hidden curriculum,” and how faculty members can influence students’ experiences outside of coursework and dissertations.

scholarly journals Career Development and Progression of Early Career Academics in Political Science: A Gendered Perspective

2020 ◽  
pp. 147892992092566
Author(s):  
Shardia Briscoe-Palmer ◽  
Kate Mattocks
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Career Development ◽  
Political Science ◽  
Early Career ◽  
Structured Interviews ◽  
Personal Experiences ◽  
Primary Focus ◽  
The Uk ◽  
Uk Higher Education

In this article, we examine the career development and progression of Early Career Academics in the discipline of political science in the UK. The primary focus is to explore whether and to what extent career development is gendered. With data from a survey of Early Career Academics as well as semi-structured interviews, the article shares personal experiences of professional development, exposing the challenges women in the profession face, including the gendered aspects of networking and mentoring, as well as broader issues of isolation, exclusion, and discrimination. These challenges are compounded by the structural contexts of UK Higher Education.

scholarly journals THE INFLUENCE OF HIGHER EDUCATION IN IMPROVING WOMEN’S SOCIAL STATUS: AN EMPIRICAL EVIDENCE FROM LAHORE, PAKISTAN

2017 ◽  
Vol 5 (7) ◽  
pp. 252-261
Author(s):  
Muhammad Nawaz ◽  
Beenish Ramzan ◽  
Nadeem Muhammad ◽  
Ghulam Abbas Bhatti ◽  
Arooj Nadeem
Keyword(s):  
Higher Education ◽  
Social Status ◽  
Social Impact ◽  
Primary Data ◽  
Chi Square ◽  
Household Level ◽  
The Social ◽  
The Difference ◽  
Impact Of Higher Education ◽  
The Impact

Education have great deal of importance in every aspect of life, thus, this study deals with its one foremost aspect by investigating the impact of higher education on women’s social status. The social status of working women was examined by women’s perception about their decision-making participation at the household level in Lahore. The social impact of higher education was evaluated based on positivist philosophy and implantation of survey approach. Primary data have been collected using self-administered questionnaire. A sample of 120 women respondents studying and teaching at National College of Business Administration & Economics was collected using the simple random technique. A Chi-square test of homogeneity was applied to see whether the difference in the proportion of opinion responses. The study found that highly educated women were more socially empowered than the less educated women and actively participate in familial related decision makings.

scholarly journals Research integrity support in the system of university governance: experience of the UK

2019 ◽  
pp. 26-50
Author(s):  
Iryna Drach
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Research Integrity ◽  
University Governance ◽  
University Environment ◽  
Policies And Procedures ◽  
The Law ◽  
Support Of Research ◽  
The Uk ◽  
The University

In the process of modernizing the national higher education, the emphasis on the need to form a culture of academic integrity in the university environment has become one of the key trends, as evidenced by the provisions of the Law of Ukraine "On Higher Education" (2014), the Law of Ukraine "On Education" (2017, ), The Law of Ukraine "On Scientific and Scientific-Technical Activity" (2016) and other documents. The formation of a culture of research integrity in the university environment is intended to overcome the crisis of academic integrity, which is observed today in Ukraine and is caused by many factors. An analysis of the experience of the UK as one of the world-leading leaders of higher education in support of research integrity in the system of university governance is relevant to determine the guidelines in the process of forming a culture of research integrity. The purpose of the article is to identify positive experience in providing research integrity in the university environment for its possible implementation in the system of higher education of Ukraine. To achieve this goal, the methods of analysis, synthesis, comparison, systematization of scientific and Internet sources were used, which allowed to identify the peculiarities of supporting research integrity in the system of research management in the universities of Great Britain. The application of the generalization method made it possible to draw conclusions about the results of the study. The article substantiates the relevance of the analysis of experience in support of research integrity in the system of university governance of one of the world-leading leaders of higher education - Great Britain. The experience of maintaining high ethical standards in studies in the UK at the national and institutional levels has been analyzed. The main provisions of the key documents developed by the British Research Aid Office, which can be used to develop policies and procedures at Ukrainian universities, are described. Summarizing the information provided by leading UK universities to provide research integrity at the institutional level, it has made it possible to distinguish the following features: the existence of clear, open policies and procedures for ensuring research integrity, their continuous improvement; transparency and accountability of procedures for adhering to the principles of integrity in research; creation of opportunities in the university environment for training and professional development of researchers on the issue of research integrity; University collaboration with partner institutions both at the national and international levels.

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