scholarly journals Literature Management and Scholarly Communication at USN

2021 ◽  
Author(s):  
Shea Allison Sundstøl ◽  
Anita Nordsteien
Keyword(s):  
Information Needs ◽  
Early Stage ◽  
Scholarly Communication ◽  
Main Idea ◽  
Mixed Methods Design ◽  
Publishing Process ◽  
Course Content ◽  
Faculty Collaboration ◽  
Career Plans ◽  
Phd Programs

Background: The PhD course Literature Management and Scholarly Communication was established in 2019 through a library-faculty collaboration. This is the first accredited generic and interdisciplinary PhD course at this university, and it provides 5 ECTS credits. The course has participants from all our eight PhD programs, researching topics spanning from religion to robotics. Our main idea was that bringing PhD candidates from different programs together for such a course may add extra value in the form of enhancing communication and understanding across the disciplines. Methods: The study has a mixed methods design. A preliminary survey was conducted in 2017 to reveal the PhD candidates’ information needs, which provided a basis for planning the course content. To examine the candidates’ learning outcomes and further improvements for future courses, NVivo was used to analyse observations that were recorded during the course, in addition to the participants’ course essays and evaluation forms. Results: The 2017 survey had a response rate of 43% (n=91). More than 50% of the respondents expressed a need for library courses in literature searching, systematic reviews, research data management and the publishing process. The PhD course was designed based on these findings and has become a popular course with a total of 111 participants on four courses, of which 23% are international candidates and 7% are affiliated with other universities. The main finding was that several of the participants found the course surprisingly useful to their research and to their career plans. Discussion: Having a generic course for early-stage researchers from such a diversity of fields was challenging, and the article discusses several issues to consider for future courses. Most importantly, the prior knowledge was vastly different among the participants. This emphasizes the need for increased library-faculty collaboration to reach out to all PhD candidates in an early stage.

scholarly journals Library-faculty collaboration in the development of an accredited phd course in transferable academic skills

2020 ◽  
Author(s):  
Shea Allison Sundstøl ◽  
Anita Nordsteien
Keyword(s):  
Information Needs ◽  
Early Stage ◽  
Main Idea ◽  
Mixed Methods Design ◽  
Literature Searching ◽  
Publishing Process ◽  
Course Content ◽  
Faculty Collaboration ◽  
Career Plans ◽  
Phd Programs

Background: The PhD course Literature Management and Scientific Communication was establishedin 2019 through a library-faculty collaboration. This is the first accredited generic PhD course at this university, and it provides 5 ECTS credits. In the first course, there werep articipants from four of our eight PhD programs, researching topics spanning from religion to robotics. Our main idea was that bringing PhD candidates from different programs together for such a course may add extra value in the form of enhancing communication and understanding across the disciplines. Methods: The study has a mixed methods design. A preliminary survey was conducted in 2017 to revealthe PhD candidates’ information needs, which provided a basis for planning the course content. To examine the candidates’ learning outcomes and further improvements for future courses, NVivo was used to analyse observations that were recorded during the course, in addition to the participants’ course essays and evaluation forms. Results: The 2017 survey had a response rate of 43% (n = 91). More than 50% of the respondents expressed a need for library courses in literature searching, systematic reviews, research data management and the publishing process. The PhD course was designed based on these findings, and we overbooked the course having accepted 20 participants, including 5 international candidates. The main finding was that several of the participants found the course surprisingly useful to their research and to their career plans. However, there were widely varying opinions about including such a diverse group. Discussion: Having a generic course for early-stage researchers from such a diversity of fields was challenging, and the article discusses several issues to consider for future courses. Most importantly, the prior knowledge was vastly different among the participants. This emphasizes the need for increased library-faculty collaboration to reach out to all PhD candidates in an early stage.

scholarly journals Who wants to work in bureaucracy? Career intentions of post-millennial students

2018 ◽  
Vol 37 (1) ◽  
pp. 67-91 ◽  
Author(s):  
Tim Jäkel ◽  
George Alexander Borshchevskiy
Keyword(s):  
Public Sector ◽  
Public Administration ◽  
Civil Service ◽  
Early Stage ◽  
Well Being ◽  
Public Employment ◽  
Public Servants ◽  
Millennial Students ◽  
The Public ◽  
Career Plans

This article investigates who wants, or does not want to work in Russian public administration, and why. A majority of Russians believe that public servants are concerned with improving their personal well-being rather than serving the public interest. Understanding working sector choices is thus the first step to attract talent into the civil service. We study public employment intention among a group of students of public administration in two elite Moscow universities who are relatively early undergraduates. Parents working in the civil service are the most important public sector career motivators of students in Russia, more important than positive perceptions of public sector compensation and its impact on society. Our findings imply that early-stage career plans are shaped outside university lecture rooms. We conclude that teaching public administration in Russia will have to focus on drawing a line between behavior that falls below standards of the profession and efforts to contribute to the well-being of citizens.

scholarly journals Collaboration Leads to Enhanced Curriculum

2015 ◽  
Vol 06 (01) ◽  
pp. 200-209 ◽  
Author(s):  
V. Mohan ◽  
D. Doctor ◽  
W. Hersh ◽  
J. Valerius
Keyword(s):  
Comparative Analysis ◽  
Graduate Program ◽  
Visionary Leadership ◽  
Model Assessment ◽  
Quality Improvement Strategy ◽  
Course Content ◽  
Faculty Collaboration ◽  
Course Offerings

Summary Background: In 2007, we initiated a health information management (HIM) track of our biomedical informatics graduate program, and subsequent ongoing program assessment revealed a confluence of topics and courses within HIM and clinical informatics (CI) tracks. We completed a thorough comparative analysis of competencies derived from AMIA, AHIMA, and CAHIIM. Coupled with the need to streamline course offerings, the process, described in this paper allowed new opportunities for faculty collaboration, resulted in the creation of a model assessment for best practice in courses, and led to new avenues of growth within the program. Objective: The objective of the case study is to provide others in the informatics educational community with a model for analysis of curriculum in order to improve quality of student learning. Methods: We describe a case study where an academic informatics program realigned its course offerings to better reflect the HIM of today, and prepare for challenges of the future. Visionary leadership, intra-departmental self-analysis and alignment of the curriculum through defined mapping process reduced overlap within the CI and HIM tracks. Teaching within courses was optimized through the work of core faculty collaboration. Results: The analysis of curriculum resulted in reduction of overlap within course curriculum. This allowed for additional and new course content to be added to existing courses. Conclusions: Leadership fostered an environment where top-down as well as bottom-up collaborative assessment activities resulted in a model to consolidate learning and reduce unnecessary duplication within courses. A focus on curriculum integration, emphasis on course alignment and strategic consolidation of course content raised the quality of informatics education provided to students. Faculty synergy was an essential component of this redesign process. Continuous quality improvement strategy included an ongoing alignment of curriculum and competencies through a comparative analysis approach. Through these efforts, new innovation was possible. Citation: Valerius J, Mohan V, Doctor D, Hersh W. Collaboration leads to enhanced curriculum. Appl Clin Inf 2015; 6: 200–209http://dx.doi.org/10.4338/ACI-2014-10-CR-0086

scholarly journals Information Needs of Older Women With Early-Stage Breast Cancer When Making Radiation Therapy Decisions

2017 ◽  
Vol 98 (4) ◽  
pp. 733-740 ◽  
Author(s):  
Shi-Yi Wang ◽  
Gabrielle Kelly ◽  
Cary Gross ◽  
Brigid K. Killelea ◽  
Sarah Mougalian ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Radiation Therapy ◽  
Older Women ◽  
Information Needs ◽  
Early Stage ◽  
Early Stage Breast Cancer

scholarly journals Information-Seeking Practices of Canadian Academic Chemists: A Study of Information Needs and Use of Resources in Chemistry

1997 ◽  
Vol 22 (3) ◽  
Author(s):  
Ruth L. Noble ◽  
Carol Coughlin
Keyword(s):  
Information Seeking ◽  
Information Needs ◽  
Scholarly Communication ◽  
Journal Literature ◽  
Nouvelles Technologies ◽  
Use Of Resources ◽  
New Information

Abstract: This paper presents selected results from a survey of Canadian academic chemists carried out in March 1996. These focus on the chemists' use of the journal literature and aspects of their experience with new information technologies. A discussion of these issues as they relate to libraries and scholarly communication is included. Résumé: Cet article présente un choix de résultats obtenus lors d'un sondage effectué auprès de chimistes de certaines universités canadiennes au mois de mars 1996. Ces résultats portent sur l'utilisation des périodiques et des nouvelles technologies de l'information. L'article inclut aussi une discussion de ces sujets dans le contexte des bibliothèques universitaires et de la communication savante.

Comparison of a Simplified Vessel Response Estimation With a State of the Art Vessel Response Prediction Computer Tool

2017 ◽  
Author(s):  
Jens B. Ildstad ◽  
Thomas M. Kolstad ◽  
Karl H. Halse
Keyword(s):  
Design Process ◽  
State Of The Art ◽  
Early Stage ◽  
Main Idea ◽  
Response Prediction ◽  
Hydrodynamic Characteristics ◽  
Detail Design ◽  
Simplified Method ◽  
Vessel Response ◽  
Definition Of

Within ship design it is of great importance to predict the vessels movement while at sea so the designer can ensure safety and comfort of passengers and crew. In early stages of the design process, where main dimensions are not yet set, it is useful to have a qualified estimate of what the vessel behavior will be. In 2004 Jensen et.al proposed a series of closed form expressions to calculate the wave induced motions for a monohull ship. Jensen’s formulas were based on a semi analytical approach and the input data is restricted to main dimensions together with forward speed and heading. The main idea behind a simplified vessel response estimate is to be able to make qualified evaluations of a vessel’s hydrodynamic characteristics at an early stage in the design process. Recently, several applications have been developed based on Jensen’s method. An independent comparison of the method was therefore sought after, in order to increase the understanding of the accuracy level of the simplified method. In this paper we compare the ship motion estimated with Jensen’s simplified method with the vessel prediction from a state-of-the-art linear hydrodynamic vessel prediction module in ShipX. J.J. Jensen’s simplified method delivers significant differences in response amplitude and resonance range. While more general trends seem to be well captured. The differences originate mainly from Jensen’s assumptions about constant added mass, the definition of the damping coefficient and that the ship is considered box-shaped. These differences give that the simplified method is not suitable as a tool for detail design of ships, but more suitable as support during concept development of ship designs.

Developing a Library Collection in Bioinformatics

2013 ◽  
pp. 130-150
Author(s):  
Victoria Martin
Keyword(s):  
Information Seeking ◽  
Information Needs ◽  
Scholarly Communication ◽  
Academic Programs ◽  
Collection Development ◽  
Library Collection ◽  
Digital Era ◽  
Academic Librarianship ◽  
Seeking Behavior ◽  
Types Of Information

This chapter provides guidelines for developing a university library collection for bioinformatics programs. The chapter discusses current research and scholarly communication trends in bioinformatics and their impact on information needs and information seeking behavior of bioinformaticians and, consequently, on collection development. It also discusses the criteria for making collection development decisions that are largely influenced by the interdisciplinary nature of the field. The types of information resources most frequently used by bioinformaticians are described, specific resources are suggested, and creative options aimed at finding ways for a bioinformatics library collection to expand in the digital era are explored. The author draws on literature in bioinformatics and the library and information sciences as well as on her ten years of experience providing bioinformatics user services at George Mason University. The chapter is geared towards practicing librarians who are charged with developing a collection for bioinformatics academic programs as well as future librarians taking courses on collection development and academic librarianship.

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