Rethinking the Value of Author Contribution Statements in Light of How Research Teams Respond to Retractions

The authorship policies of scientific journals often assume that in order to be able to properly place credit and responsibility for the content of a collaborative paper we should be able to distinguish the contributions of the various individuals involved. Hence, many journals have introduced a requirement for author contribution statements aimed at making it easier to place credit and responsibility on individual scientists. We argue that from a purely descriptive point of view the practices of collaborating scientists are at odds with the requirement for author contribution statements. We also argue that from a normative point of view the authorship policies may be unnecessary. Our arguments draw on an examination of 35 years of retraction notices in the journal Science.

Why should we care? Two experiences in the politics of food and food research

The aim of this article is to analyse the political aspects of food and their significance as an object of study. The first author of the article has studied Polish society as an insider, while the other author had previously conducted research in other countries and three years ago started exploring Poland and Polish gastronomy, finding himself in the role of outsider. Both scholars have been recently working together. The power relations between the societies and the academic worlds from which they come from turned out to be crucial to the research dynamics and became one of the paper’s key interests. Three main topics provide the structure of the collaborative paper: 1) the question of the authors’ positionality; 2) food as a phenomenon that is intrinsically political, and the legitimacy issues related to its study within academia and to scholars’ engagement outside it; and 3) the power and inequality dimensions of food research. The authors agree that inextricable connection of food and politics has not only an academic or theoretical dimension, but impacts the realities of people’s lives.

Keep Safe: collaborative practice development and research with people with learning disabilities

Purpose This collaborative paper (working together) describes collaborative practice development and research by and with people from the learning disabilities community. This paper aims to show some of the activities which supported the collaborative practice development and research to show and encourage others to do more collaboration. The paper format is based on a previous collaborative paper published in the Tizard Learning Disability Review (Chapman et al., 2013). Design/methodology/approach The collaborative practice development and feasibility study [1] focuses on an intervention called Keep Safe. This is an intervention for young people with learning disabilities who are 12 years and older and have shown “out-of-control” or harmful sexual behaviour. Findings The paper gives examples of activities of the Keep Safe Advisory Group in planning, doing and thinking about Keep Safe development and feasibility. The authors list some good things and some difficulties in collaborating. They look at which parts of Frankena et al.’s (2019a) Consensus Statement on how to do inclusive research were done, which ones were not, and why. Social implications The paper ends with some thoughts about collaborating with people from the learning disabilities community: for people with learning disabilities, practitioners and researchers. Originality/value The paper is original in its illustration of collaborative practice development and research and measuring the activities against the inclusive research consensus statement.

Recent advances in treatment of haemodialysis

Haemodialysis remains the most widely used treatment for patients with end-stage renal disease. Despite the progress that has occurred in the treatment of end-stage renal disease over the last six decades, there has been a failure to translate this into the desired clinical benefits, with morbidity and mortality rates among patients on haemodialysis remaining unacceptably high. Recently, however, there have been expectations that the significant advances that took place over the last few years may result in improved outcomes. New medications for the treatment of anaemia and secondary hyperparathyroidism, as well as novel trends in the areas of iron therapy, diabetes management and physical exercise are among the most important advances which, taken together, are changing the standards of care for patients on haemodialysis. The latest advances, of relevance not only to specialists in Renal Medicine but also to general practitioners caring for these patients, are reviewed in this collaborative paper.

A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning

Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot online’ to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality - vital, resource and existential - exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.

Drawing out: Encounter, resistance and collaboration

This collaborative paper is written against the backdrop of a current crisis in art education and provision in UK secondary schools. Education policy and the introduction of the European Baccalaureate (EBacc) has led to an increasing decline in the hours of arts teaching and number of arts teachers in England's secondary schools (Cultural Learning Alliance 2018). The results of this educational turn are well documented and the effects are being felt now in higher education, in wider culture and in the outcomes for young people in their creative capabilities, global outlook and wellbeing. Drawing pedagogy is considered with reference to this wider context and through the lens of Gert Biesta's philosophy of education that brings children and young people into dialogue with the world. It juxtaposes Tim Ingold and John Dewey in a discussion of a collaborative drawing project, Ailleurs (Elsewhere), an exchange between Plymouth College of Art (PCA) and Ecole Supérieure des Beaux-Arts Montpellier Contemporain (MoCo ESBA) in 2017. The intention is to bring a pedagogy of collaboration, resistance and encounters to bear, to argue for drawing as a singular means of working within this set of tensions. The text concludes that as research or enquiry-led teaching is at the root of an increasing amount of University teaching, finding a route into this from results-led education is a clear challenge to higher education and it sets out a collaborative, peer-to-peer learning strategy as an approach to drawing pedagogy.

Poverty, growth, inequality: some general and India-specific considerations

PurposeThis paper aims to address the thesis that poverty is best alleviated by a policy emphasising the growth of per capita average income, a strategy that affords little room for direct pro-poor interventions or a movement towards a more equal distribution of incomes. This policy prescription is based on the empirical finding that cross-country variations in poverty are largely explained by variations in growth rates of average income.Design/methodology/approachThe paper contends, as has been done in other commentaries on the subject, that inferring the dictum that “growth is [virtually the only thing] good for poverty” from cross-country evidence on poverty, growth and inequality is neither logically plausible nor normatively compelling. This is sought to be established both through conceptual reasoning and (secondary) data-based analysis. In particular, the thesis under review implicitly rejects the value of counter-factual analysis. Such a hypothetical illustrative analysis is attempted here, using evidence relating to urban poverty, growth and inequality in India.FindingsThe paper concludes, without undermining the salience of growth, that there is little basis for the pre-eminence accorded to it astheinstrument for poverty redress.Originality/valueThis paper has not been published elsewhere. A collaborative paper by one of the present authors with another scholar, on a similar theme is, however, under preparation for publication.

Assessing Undergraduate Business Degree Outcomes: A Comparison Of Two Universities

The importance of outcomes assessment has produced innovative course developments and resulted in enhanced Capstone educational experiences for undergraduate students at both universities. This collaborative paper compares the evolution and outcomes assessment of the Capstone business course as a fundamental component of the business curriculum, discusses initiatives to provide even greater educational opportunities for students, assessing effectively over the continuum, and keeping the courses current to the university and business environments.

What Should A BBA Graduate Be Able To Do?: These Competencies Are Essential

University Schools of Business Administration are continually responding to the demands of stakeholders concerning the quality of the education embodied in the Bachelor of Business Administration degree. This collaborative paper discusses the competencies that are considered essential from the viewpoint of four stakeholders: accrediting agencies, faculty/administration, employers, and students/graduates. The authors present and support their views on competencies—identifying, achieving, assessing, and maintaining currency—in preparing future business leaders.