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The growing significance of social media in research demands new ethical standards and practices. Although a substantial body of literature on social media ethics exists, studies on the ethics of conducting research using social media are scarce. The emergence of new evidence sources, like social media, requires innovative methods and renewed consideration of research ethics. Therefore, we pose the following question: What are the defining characteristics of ethics papers on social media research? Following a modified version of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we analyzed 34 publications based on ten variables: author gender, publication year, region, academic discipline, type, design, methodology, social media platform in focus, positionality statement, and ethical issues. Our findings suggest contemporary social media research ethics primarily reflects the ethical ideals of the Global North, with limited representation from the Global South. Women authors have published more papers than men authors. Previous studies have prioritized ethical concerns such as privacy, informed consent, and anonymity while overlooking researchers' risks and the ethics of social media sites. We particularly emphasized the lack of researchers' positionality statements in research. Our findings will pave the way to understanding social media ethics better, especially with the rapid growth of social media research in global scholarship.

This study aims to validate a data collection tool's psychometric properties to explore whether business management research's relevance is a high-order construct made up of its perceived interest and perceived relevance. The authors conducted a confirmatory factor analysis to validate a two-factor scale. The sample was composed of 148 MBA students from a Peruvian business school. Results showed the appropriate levels of validity and reliability and confirmed the usefulness of this data set for exploring the relationship between perceived interest and relevance. Businesses and schools can replicate the validated tool for reviewing their curricula and teaching practices, exploring the gap between business and management research results and advancing managers' research literacy and evidence-based practice in business education and training.

Using the metaphor of a publication "pipeline," this article offers practical tips for early-career scholars to take their ideas from concept to publication. Too often, conference presentations do not continue to publication, limiting the potential for dissemination of research work throughout the field and impeding professional scholarly growth. Here, experienced scholars share what they have found helpful to maximize publication productivity.

Artificial intelligence tools have presented many challenges and opportunities to transform teaching and learning on college campuses. These changes are significant enough to require colleges to take action to create a framework by which faculty and students can navigate the proper usage of these tools. Rather than working to create entirely new policies strictly for addressing these new technologies, they should instead edit their existing academic integrity and intellectual property statements to incorporate explicit mentions of artificial intelligence.

ChatGPT was released on November 30, 2022 by OpenAI. After its launch, it started to be used by many users for different fields of interest. Several scientific articles have even been published in which ChatGPT appears as an author because text generated by him was used. The impact it had on technology is enormous and that is why many materials have been published on how to use it in different fields as well as in different usage scenarios.In this material, we carry out an analysis of the materials that were published in three months after the appearance of ChatGPT (December 2022, January 2023 and February 2023). For this synthesis, the materials indexed by Google Scholar, Scopus and Web of Science were analyzed. Within the analyzed materials, scenarios of using ChatGPT and how to interact with it are identified. We also present the way of involvement or use of ChatGPT in education, science and research and in the final part of the material we present some suggestions for future research that can be carried out with the help of ChatGPT.

In accordance with the Concept of Student Sport Development in the Russian Federation until 2025, one of the priority directions is the improvement of scientific and methodological support of the subjects of the student sports system. In the context of scientific and methodological support of student sport it is significant not only to intensify research in this area, but also to match the direction of the research with the key tasks of student sport development. In order to form approaches for the development of the research studies taking into account priority directions of student sports development, the authors have carried out and systematized 8083 papers on student sport and physical education of students. The papers were published in scientific journals and materials of research conferences for the period from 2000 to 2022 and placed in scientific electronic library. Based on the results of the study, the authors identified key trends in the development of scientific research activities in the field of student sports. The authors formed a model of interaction between the department of physical education and other structural units and organizations to expand the directions of scientific research.

This study of patent applications and scientific publications related to batteries is unique as it includes the volume of as well as qualitative indicators for both types of publications. Using carefully elaborated strategies to identify publications relating to batteries, this study provides data to discuss the critical balance to strike between investments in research and the more innovation-related aspects. The results show that China's dominance in publication volumes increases and that research with Chinese involvement is highly cited, whereas patent applications are slightly less valued than the world average. Quality-related indicators for Canada and the United States are very high for both scientific publications and patent applications. National differences in the proportions of patent applications and scientific publications are large, with Japan at one end with three patent applications per scientific paper and Canada at the other with almost seven scientific papers per patent application. On an actor level, data for Sweden indicate how the automotive industry started to file many patent applications in the decade starting in 2010. Finally, it is noted that this new approach to study a technological field appears promising as it gives new perspectives of relevance for policy actors and others. [ABSTRACT FROM AUTHOR]

This study of patent applications and scientific publications related to batteries is unique as it includes the volume of as well as qualitative indicators for both types of publications. Using carefully elaborated strategies to identify publications relating to batteries, this study provides data to discuss the critical balance to strike between investments in research and the more innovation-related aspects. The results show that China’s dominance in publication volumes increases and that research with Chinese involvement is highly cited, whereas patent applications are slightly less valued than the world average. Quality-related indicators for Canada and the United States are very high for both scientific publications and patent applications. National differences in the proportions of patent applications and scientific publications are large, with Japan at one end with three patent applications per scientific paper and Canada at the other with almost seven scientific papers per patent application. On an actor level, data for Sweden indicate how the automotive industry started to file many patent applications in the decade starting in 2010. Finally, it is noted that this new approach to study a technological field appears promising as it gives new perspectives of relevance for policy actors and others.

Introduction The outbreak of COVID-19 has produced an unprecedented number of trials and articles.

After 9/11, the academic study of terrorism flourished as more government resources were focused on counterterrorism efforts. As the focus slowly shifted towards P/CVE or Preventing and Countering Violent Extremism, more and more articles lauded the potential benefits of including Formers. The idea behind that was that experience equals expertise. Formers have been valuable data sources as research participants. However, the current trend has seen Formers leave that role and take on far more complicated and sophisticated roles, such as deradicalization experts, claiming to help people leave extremism. This policy paper focuses on the evidence, specifically the lack of evidence, to support the prevailing assumptions regarding the effectiveness of Formers and dissects the ethical issues arising from their involvement in P/CVE. The paper ends with policy recommendations to shift P/CVE activities and research toward a more empirically-grounded model. Since P/CVE initiatives involve a variety of actors, from academic researchers to the media to practitioners, this paper is not aimed at one field or profession. Rather, it is intended for everyone involved in P/CVE-related activities, including research.

Recent reforms in Swiss higher education transformed vocational training institutions with a teaching mission into universities of applied sciences and universities of teacher education that should balance research and teaching activities of individual lecturers following the Humboldtian model. Drawing on the concept of ambidexterity, we aim to examine the current outcome of the reforms in terms of the structural conditions for research and the research competence of lecturers at the two new types of universities. By means of a document analysis, we first assess how the shift manifests itself in institutional mission statements. We then analyze recent survey data (N=2454) regarding the lecturers' perceptions of the structural conditions for research and their research competence. While our findings suggest that the new higher education sector has formally adopted the Humboldtian model, notable differences between the two types of universities can be observed in the extent to which the new policy imperatives have influenced the mission statements. Furthermore, we find a certain degree of mismatch between the organizational ambidexterity required by the Humboldtian model, the structural conditions for research encountered by lecturers, and the individual research competence. A number of conceptual and policy implications are drawn.

We explore in this paper the impulse to share our academic work via social media as well as the impact this sharing has on our senses of self as scholars and persons. We argue that this sharing raises a number of important philosophical questions: In what way does the branding or profiling encouraged by X/Twitter impact on our personal identity? How does the publicness of this particular platform disrupt the intimacy that lies at the heart of all edifying human relationship? And to invoke the terms of critical theorist, Axel Honneth, can we as teachers and researchers recognize ourselves in the social media sphere? Writing from the perspective of philosophy of education, Conroy and Smith (2017: 706) have argued that the contemporary university has been taken over by 'Professor Lookatme' and 'Dr Loudmouth' -- but we are interested in the extent to which these caricatured figures are necessarily representative of today's academy. While our paper draws attention to the dark side of social media, then, it still explores the possibilities for authentic selfhood as well as meaningful community in our increasingly digitized academic worlds.

This is a proposal for publishing resource papers as registered reports in the Northern European Journal of Language Technology. The idea is that authors write a data collection plan with a full data statement, to the extent that it can be written before data collection starts. Once the proposal is approved, publication of the final resource paper is guaranteed, as long as the data collection plan is followed (modulo reasonable changes due to unforeseen circumstances). This proposal changes the reviewing process from an antagonistic to a collaborative enterprise, and hopefully encourages NLP resources to develop and publish more high-quality datasets. The key advantage of this proposal is that it helps to promote responsible resource development (through constructive peer review) and to avoid research waste. [ABSTRACT FROM AUTHOR]

Objective: To comparatively evaluate performances of tablet-based versus paper-based Venous Insufficiency Epidemiologic and Economic Study-Quality of Life/Symptom (VEINES-QOL/Sym) questionnaire. Methods: We prospectively evaluated 78 consecutive patients who completed tablet-based and paper-based VEINES-QOL/Sym questionnaires and compared their scores, completion time, data entry time, and ease of use. We used Student's t-test and Wilcoxon test for quantitative variables, Bland–Altman test and kappa coefficient for agreement between questionnaires and patients, respectively. Spearman's correlation coefficient was used to assess correlations. Results: Most participants (83.3%) found it easier to use the tablet device. Less time was needed to complete the tablet-based (median, 4.75; IQR, 3–7 min) than the paper-based (median, 8.3; IQR, 6.3–11.3 min) questionnaire (p <.001). Better educated patients took less time to complete paper-based (p =.003) and tablet-based (p =.001) questionnaires and considered the latter easier to use (p =.010). Conclusions: The tablet-based VEINES-QOL/Sym proved to be an easy-to-use and time-saving tool. [ABSTRACT FROM AUTHOR]

Introduction The outbreak of COVID-19 has produced an unprecedented number of trials and articles. Objective To study the impact of the COVID-19 pandemic on otolaryngology-head and neck surgery (ORL-HNS) journal processing times. Methods Original papers search of published in selected ORL-HNS journals in terms of times from submission-to-acceptance (S-A), acceptance-to-first online publication (A-P), and submission-to-online publication (S-P). Papers were divided into those published in the pre-COVID-19 era and those during the COVID-19 era. The latter were further divided into unrelated to COVID-19 and related to COVID-19. Results A total of 487 articles from 5 selected ORL-HNS journals were included, of which 236 (48.5%) were published during the pre-COVID-19 era and 251 (51.5%) were published during the COVID-19 era. Among them, 180 (37%) papers were not related to COVID-19, and 71 (14.5%) were related to COVID-19. The S-A duration of COVID-19-related articles was significantly shorter compared with that of papers submitted in the pre-COVID-19 era and to papers submitted in the COVID-19 era but unrelated to COVID-19 (median 6 to 34 days compared to 65 to 125 and 46 to 127, respectively) in all 5 journals. The most prominent reductions in S-A and S-P times were documented in the laryngology and otology/neurotology disciplines, respectively. Conclusions Processing times of the included papers were significantly shorter in most of the selected ORL-HNS journals during the COVID-19 era compared with the pre-COVID-19 era. COVID-19-related papers were processed more rapidly than non-COVID-19-related papers. These findings testify to the possibility of markedly expediting S-P times and hopefully set a precedent for postpandemic publishing schedules. Level Of Evidence: 5 [ABSTRACT FROM AUTHOR]

Purpose: This white paper provides guidance regarding the process for establishing and maintaining international collaborations to conduct oncology/neurology-focused chemotherapy-induced peripheral neurotoxicity (CIPN) research. Methods: An international multidisciplinary group of CIPN scientists, clinicians, research administrators, and legal experts have pooled their collective knowledge regarding recommendations for establishing and maintaining international collaboration to foster advancement of CIPN science. Results: Experts provide recommendations in 10 categories: (1) preclinical and (2) clinical research collaboration; (3) collaborators and consortiums; (4) communication; (5) funding; (6) international regulatory standards; (7) staff training; (8) data management, quality control, and data sharing; (9) dissemination across disciplines and countries; and (10) additional recommendations about feasibility, policy, and mentorship. Conclusion: Recommendations to establish and maintain international CIPN research collaboration will promote the inclusion of more diverse research participants, increasing consideration of cultural and genetic factors that are essential to inform innovative precision medicine interventions and propel scientific discovery to benefit cancer survivors worldwide. Relevance to inform research policy: Our suggested guidelines for establishing and maintaining international collaborations to conduct oncology/neurology-focused chemotherapy-induced peripheral neurotoxicity (CIPN) research set forth a challenge to multinational science, clinical, and policy leaders to (1) develop simple, streamlined research designs; (2) address logistical barriers; (3) simplify and standardize regulatory requirements across countries; (4) increase funding to support international collaboration; and (5) foster faculty mentorship. [ABSTRACT FROM AUTHOR]

This document discusses the key concepts of translational research in the field of ophthalmology. Translational research aims to bridge the gap between existing knowledge and medical practice, with the goal of benefiting patients. It involves the transfer of diagnostic and therapeutic advances from the laboratory to clinical practice. The document explores the stakeholders of translational research, the scope of translational medicine, the components of translational research, barriers to its success, and future directions. It emphasizes the importance of collaboration and communication among different stakeholders to promote effective translational research. [Extracted from the article]

Artificial intelligence (AI), with its infinite capabilities, has ushered in an era of transformation in the twentyfirst century. ChatGPT (Generative Pre-trained Transformer), an AI language model, has lately been in the spotlight, and there is an increasing partnership between the research authors and the chatGPT. Using ChatGPT, authors can set new benchmarks in paper writing in terms of speed, accuracy, consistency, and adaptability. ChatGPT has turned out to be an invaluable tool for manuscript writing, editing, and reference management. While it has numerous advantages, it has been criticised due to ethical quandaries, inaccuracies in scientific data and facts, and, most importantly, a lack of critical thinking skills. These disadvantages of using ChatGPT place limitations on its use in medical publications since these articles guide the future management of many diseases. While AI can fix issues, it lacks the ability to think like humans and thus cannot substitute human authors. To better comprehend the future of this technology in research, we discuss the advantages, drawbacks, and ethical dilemmas of using ChatGPT in paper writing by reviewing existing literature on Pubmed and Google Scholar and using ChatGPT itself to understand the prompt response. [ABSTRACT FROM AUTHOR]

In this conceptual paper, the author argues that equity research in mathematics education is a genre that operates according to certain implicit ideological and rhetorical rules and assumptions--or discursive formations--that form how one can think about equity and inequity. One such rule that forms the basis of this paper is the axiom of racialized deviance, a logical tool developed by whiteness to establish its dominance and to justify physical, psychic, and epistemic violence against blackness. The author takes up "whiteness" and "blackness" related to global systems of racialization beyond the reference to white and Black people that is more typical in the United States. The author proposes three ways that the deviance axiom shows up in equity research in mathematics education: ethnomathematics, repair orientations, and success counternarratives. This issue of racialized deviance unveils equity research in mathematics education as a project whose logical foundations undermine its stated aims. The logic of global white supremacy under which school mathematics operates creates a situation where it is impossible for equity in mathematics education to exist outside because the genre requires that anyone who elects to participate accepts the axiom of racialized deviance on some level.

Background: The ability to publish is a career-critical skill but requires the acquisition of a wide and disparate skill set. The Write a Scientific Paper (WASP) course was created in Malta in 2010, an intensive, three-day event. WASP is an accredited event held in Malta, London, and Bahrain. The COVID pandemic forced WASP to go online. This study compared satisfaction with WASP online as opposed to in-person by analyzing course feedback pre- and post-pandemic. Methods: Google forms are used to collect anonymous feedback on a Likert scale for various aspects of each WASP. The period 2017 to 2022 was used to compare four courses on-site and five courses online. Feedback on: Rate lectures, handouts, WASP overall and how likely are you to recommend WASP was compared. Results: Response rates were >60% and almost all Cronbach's Alpha values were >0.7. High satisfaction scores were achieved in all four questions (>4/5). There were no significant differences except in lectures, which scored well but fared slightly worse overall online. Conclusions: Migrating online does not necessarily lead to change/s in presentation contents but transforms delivery. Our results indicate that WASP is accepted online but the slightly lower lectures score implies that WASP might be better delivered in-person than online. However, students remained happy to recommend WASP and this accords with other studies that overall, student satisfaction with online education is common. It is hoped that as the pandemic recedes, webinars complement and not continue to totally replace traditional in-person meetings.

Data culture/s as a research topic has begun to attract attention from a wide range of disciplines, albeit with inconsistent application of definitions, dimensions, and applications. This work builds on a call to investigate data culture/s within the information studies domain as a topic related to, but distinct from, information culture. The purpose of this study is to explore what is known about data culture/s in greater depth. We apply a retroductive approach to select and consider likely dimensions, inputs, and aspects of data culture/s in order to further map this construct to the literature, and thereby highlight gaps and opportunities to add to this body of knowledge. The initial candidate dimensions explored below include data‐related skills and attitudes, data sharing, data use/reuse, data ethics and governance, and a specific focus on Indigenous perspectives to provide insights on why and how a group may contest the emergent dominant discourse of data culture/s. Our conclusion highlights areas needing further research to fully define and examine the dimensions, inputs, and aspects of data culture/s, and calls for greater understanding and engagement with data culture/s from the information studies community. [ABSTRACT FROM AUTHOR]

Aim: To describe the co‐designing process of an online support programme with and for informal carers of people with heart failure. Design: A co‐design process built on core concepts and ideas embedded in co‐design methodology. Data sources: Our co‐design process included three phases involving 32 informal caregivers and 25 content creators; (1) Identification of topics and content through literature searches, focus group interviews and user group sessions; (2) Development of the online support programme and; (3) Refinement and finalization which included testing a paper prototype followed by testing the online version and testing and approval of the final version of the support programme. Outcomes: The co‐design process resulted in a support programme consisting of 15 different modules relevant to informal carers, delivered on a National Health Portal. Conclusion: Co‐design is an explorative process where researchers need to balance a range of potentially conflicting factors and to ensure that the end users are genuinely included in the process. Relevance to clinical practice: Emphasizing equal involvement of end users (e.g. carers or patients) in the design and development of healthcare interventions aligns with contemporary ideas of person‐centred care and provides a valuable learning opportunity for those involved. Furthermore, a co‐designed online support programme has the capacity to be both accessible and meet end users' information and support needs, thereby optimizing their self‐care abilities. Additionally, an online support programme provides the opportunity to address current challenges regarding scarce resources and the lack of healthcare personnel. Reporting methods: Consolidated criteria for reporting qualitative research (COREQ). Patient or public contribution: Both informal carers and content creators were involved in developing the support programme. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to determine the validity and reliability of the electronic Compassion Competence Scale (e-CCS). Methods: A cross-sectional, randomized, two-period crossover design was used. Nursing students from four South Korean universities were surveyed between June 2017 and April 2018. The participants were randomly assigned to one of three groups-paper/paper, electronic/electronic, and paper/electronic or electronic/paper-and a test-retest procedure was implemented. The reliability and validity of the e-CCS were evaluated using linear weighted kappa coefficients and intraclass correlation coefficients (ICCs). Internal consistency reliability was verified using linear weighted kappa coefficients and ICCs. Pearson's correlation coefficients between the initial test and retest scores were all statistically significant. Results: The newly developed e-CCS was found to have good reliability and validity. We suggest that future research should increase sample heterogeneity by recruiting diverse age groups, nurses working in different nursing fields, and students from multiple colleges. Conclusion: This electronic instrument will help determine the differences in the level of compassion competence and devise interventions to improve compassion competence in nurses and nursing students. Further studies on enhancing compassion competence among nurses and nursing students may rely on the use of this electronic format. [ABSTRACT FROM AUTHOR]

Purpose: The main objective of this study is to evaluate the impact of Persian Scientific Papers (PSPs) on Persian Wikipedia by studying Wikipedia's citations to these papers. Design/methodology/approach: The present study is applied research, which has been performed by the web-mining method, such as downloading web pages, extracting information (references), identifying papers, detecting peer-review journals and calculating the frequency rates. The statistical population included 10,000 Persian Wikipedia Pages (PWPs) that were analyzed in two rounds with a six-month interval. Findings: The number of pages containing the Persian references section was 3,994 and 4,063 out of the 10,000 pages extracted in the first and second rounds. The ratio of pages that cited scientific sources (58 and 67 pages) to the pages extracted from the PWP was equal to 0.58 and 0.67%. The ratio of pages that cited scientific sources to pages with Persian references in each round was equal to 1.45 and 1.64%. The number of references extracted from the PWP in each round equaled 30,441 and 35,891. Eight titles from reputable Persian journals had received at least three citations from Wikipedia. Originality/value: The present study has determined the extent of interaction between science and society (knowledge flow) in the form of citations from Wikipedia articles to articles in peer-reviewed journals. The study of this issue in Persian Wikipedia in more than 2000 Persian peer-reviewed journals shows the originality of the present paper. Studying citation reliability in a collaborative and openly editable platform is another originality of the work. [ABSTRACT FROM AUTHOR]

To study the impact of the COVID-19 pandemic on journal processing times before publication in the field of otolaryngology-head and neck surgery (ORL-HNS). Online search of original papers published in selected ORL-HNS journals in terms of times from submission to acceptance (S-A), acceptance to first online publication (A-P), and submission to online publication (S-P). Papers were divided into those published in the pre-COVID-19 era and those during the COVID-19 era. The latter were further divided into unrelated to COVID-19 and related to COVID-19. A total of 487 articles from 5 selected ORL-HNS journals were included, of which 236 (48.5%) were published during the pre-COVID-19 era and 251 (51.5%) were published during the COVID-19 era. Among them, 180 (37%) papers were not related to COVID-19, and 71 (14.5%) were related to COVID-19. The S-A duration of COVID-19-related articles was significantly shorter compared to papers submitted in the pre-COVID-19 era and to papers submitted in the COVID-19 era but unrelated to COVID-19 (median 6–34 days compared to 65–125 and 46–127, respectively) in all 5 journals. The most prominent reductions in S-A and S-P times were documented in the laryngology and otology/neurotology disciplines, respectively. Processing times of the included papers were significantly shorter in most of the selected ORL-HNS journals during the COVID-19 era compared to the pre-COVID-19 era. COVID-19-related papers were processed more rapidly than non-COVID-19-related papers. These findings testify to the possibility of markedly expediting S-P times and hopefully set a precedent for post-pandemic publishing schedules. [ABSTRACT FROM AUTHOR]

Background: The Integrated Palliative Care Outcome Scale (IPOS) validly and reliably measures symptoms and concerns of those receiving palliative care. Aim: To determine the equivalence of the paper version with an electronic version of the IPOS (eIPOS). Design: Multicentre randomised crossover trial (NCT03879668) with a within-subject comparison of the two modes (washout period 30 min). Setting/Participants: Convenience sample of specialist inpatient and palliative home care patients aged over 18 years with cancer and non-cancer conditions was recruited. Scores were compared using intraclass correlation coefficients (ICC), Bland-Altman plots and via a mixed-effects analysis of variance. Results: Fifty patients were randomised to complete paper-electronic (n = 24) and electronic-paper (n = 26) IPOS with median age 69 years (range 24–95), 56% male, 16% non-cancer. The ICCs showed very high concordance for the total score (ICC 0.99, 95% CI 0.98–1.00), lowest ICCs being observed for symptoms 'Appetite loss' and 'Drowsiness' (ICC 0.95, 95% CI 0.92–0.97). Nine of seventeen items had ICCs above 0.98, as did all subscales. No statistically significant mode, order, age, and interaction effects were observed for IPOS total score and subscales, except for 'Communication' (Fmode = 5.9, p = 0.019). Fifty-eight percent preferred the electronic version. In the group 75+ years, 53% preferred the paper version. Only three entries in the free-text main problems differed between the versions. Conclusion: The very high equivalence in scores and free text between the IPOS and the eIPOS demonstrates that eIPOS is feasible and reliable in an older palliative population. [ABSTRACT FROM AUTHOR]

This paper shares preliminary findings from a reflective inquiry into the nature of collaboration and mentorship through digital spaces within a national SSHRC-funded research team the authors form a part of. Our research collaboration has been marked by particularly close friendships, co-creation and mutual learning that have helped to deepen our research and provide a meaningful and enriching experience for everyone involved. Proposing that mentorship and collaboration can be viewed as a performance, which can be enacted in diverse ways depending on the context and intention, we share the digital and arts-based methods our team uses to both foster mentorship relationships and routinely reflect on how we are performing and experiencing mentorship within our team in order to identify and respond to our emerging needs, challenges and opportunities to enrich our collaboration. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

The Teaching Scholars Program and Community of Practice (TSCoP) develops educational leadership and research through enabling reflective conversations, purposeful listening, inclusive standards, and bold thinking about Scholarship of Teaching and Learning (SoTL). Teaching Scholars lead innovative practice in their own faculty given their shared commitment to improving teaching and learning in diverse post-secondary contexts through practice focused research. In this paper, we describe how the TSCoP is both formal in structure and design, and informal and emergent in facilitated interpersonal discussions. Ongoing conversations among diverse colleagues contribute to Teaching Scholars' reflective and reflexive practice, help each educational leader gain new insights into their own studies and expand their vision for educational leadership in higher education. We use a SoTL framework to examine and position each of our research projects, and explore and make connections with educational leadership, mentorship and SoTL research. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Objectives: Most researchers who study the effects of hormonal contraception on menstrual bleeding rely on self-reported data via paper diaries, for which completeness and timeliness have been shown to be poor. The purpose of this exploratory study was to compare the completeness and timeliness of bleeding data collected via paper diaries, text messages or smartphone application (a.k.a "app"). Methods: This was a sub-study of a double-blinded, placebo-controlled randomized trial comparing the effects of a non-steroidal anti-inflammatory drug, naproxen, with placebo when using a copper IUD. Participants tracked bleeding and symptoms over 112 days. Participants tracked bleeding daily using a paper diary as well as with either text messages or a smartphone app. Participants who used paper and the app were also able to record non-bleeding symptoms. Results: Twenty-five participants submitted diaries. Of these participants, 10 completed both paper and app diaries, 7 completed both paper and text messages, 4 completed the paper diary only, 4 completed the app only. Text messages had the most complete data (108 days), followed by the app (96 days) and paper diaries (84 days). The lag time between a bleeding event and the date recording that event was 0.10 days for text, 1.0 days for app, and 4.73 days for paper diaries. Participants using the app reported a median of 33 other symptoms over the study period compared to 7 for the paper diaries. Discussion: Our findings suggest texts demonstrated more complete and timely bleeding data than either paper diaries, or the app. Compared to paper diaries, the app delivered more complete, timely data, and also collected a large set of symptoms. [ABSTRACT FROM AUTHOR]

The primary aim of this paper is to present the key elements that characterise online course design, addressing the process of designing, implementing, and evaluating an online course for Bachelor's degree students that focuses on developing their academic writing skills. These skills are essential for university students as they provide the knowledge necessary to express themselves effectively, analyse texts, think critically, cite correctly, and avoid plagiarism. Academic writing is also the foundation for responsible research practice. The Research Integrity Competency Profile Model, which includes four main areas, namely values and principles, research practice, publication and dissemination, and violations, was created prior to the design of the course and the skills students need to acquire at the Bachelor's level for successful academic writing were identified. A small private online course was carefully designed in 2020. It consisted of a variety of assignments, including interactive elements such as quizzes, videos, and work in international interdisciplinary groups. The participants of the course were 36 students from Slovenia, the Netherlands, and the Czech Republic. The course lasted four weeks and covered topics such as literature analysis, writing a research paper, avoiding plagiarism, paraphrasing, and citation styles, among others. The course was launched in 2021 for two consecutive instances. The participating students evaluated the course positively, describing the assignments as motivating, useful, and well-structured. However, they concluded that they need more practice in this area, and we suggest that a university course be established to provide all students with the necessary academic writing skills.

An increasingly complex and demanding research landscape has seen university libraries rapidly evolve their services. While research data management, bibliometrics, and research impact services have predominantly featured in the literature to date, the full scope of support libraries are currently providing to their institutions is unknown. This paper aims to present an up-to-date view of the scope and extent of research support services by university libraries across Australia and Aotearoa New Zealand. A coding process analyzed content data from university library websites. Eleven research support areas were identified. Service delivery is split between synchronous and asynchronous modes. This paper describes a lived experience of an evidence-based library and information practice approach to improving research support services at two Australian university libraries, and while it highlights continued maturation of research support services, more research is needed to better understand influences on service development.

Purpose: Researchers have opined that the quality of commitment to pedagogical approaches by lecturers is one of the most important factors in determining student academic success. The purpose of this paper is to analyse the mediating effect of research informed teaching on the relationship between lecturer commitment to use of pedagogical approaches and teaching quality, with a view towards enabling delivery of high quality teaching and learning in HEIs. Design/methodology/approach: The research is based on an online survey of the perception of 186 undergraduate and postgraduate students in four major UK universities. Covariance-based structural equation modelling (SEM) methodology was used to quantity and clarify the influence of lecturers' pedagogical attributes on teaching quality, mediated by research-informed teaching. Findings: Findings reveal that--lecturers' pedagogical attributes have significant positive effect on teaching quality, research-informed teaching have significant positive effect on teaching quality, lecturers' pedagogical attributes have weak positive effect on research-informed teaching, and research-informed teaching partially mediates (indirect effect) the relationship between lecturers' pedagogical attributes and teaching quality. Practical implications: Structural equation models are useful for clarifying concepts in pedagogy and have implications for education managers on how to improve teaching and learning in HEIs. Originality/value: The paper presents a unique quantitative model for measuring the degree of teaching quality in universities.

Creativity researchers are increasingly interested in understanding when, how, and for whom creativity can be beneficial. Previous reviews have demonstrated that creativity research largely ignores the study of its impact on factors that promote health, and well-being among populations of adults. It is unclear, in fact, whether this gap in research also extends to creativity research among young children. This paper addresses this issue. Early childhood is a crucial stage for the cognitive development of young children who remain highly sensitive to stress, and adversity. It is therefore essential to identify and promote factors that are beneficial to early childhood resilience, thereby contributing to documenting more of the effects of creative activities on positive outcomes. This paper presents a review with a bibliometric analysis of 1000 randomly selected articles from the Web of Science, without bias towards any specific peer-reviewed journal. The analysis of 454 included articles shows that approximately 80% of the included studies focus on creativity as an outcome (replicating previous findings with a larger sample), with only 3.78% investigating creative activities as predictors among young children. In this small percentage, most of the studies addressed creative activities in young children related to resilience outcomes.

Learning that "career" was not a definite sign in Irish Sign Language (ISL) and that "Career Guidance" was poorly understood by the Deaf community prompted a systematic literature review (SLR). An uncomfortable truth relating to Career Guidance emerged -- "Inclusion" is not where we presume it to be at.This paper presents the results of the SLR and shares how the answers from a thematic analysis can -- through a Universal Design (UD), and Universal Design for Learning (UDL) (Rose & Meyer, 2002) lens -- guide developments for inclusive Career Guidance.This paper shares the story of "d/Deaf guidance" in the literature; the tensions between theory and practice in relation to inclusion (Quirke, 2022), and the themes identified from the SLR -- themes the Deaf community believe are a Deaf gain.

This paper explores issues of reflexivity and knowledge production when cisgender researchers conduct social work research, using feminist narrative methods, to advance understanding about trans and non-binary people's identities and experiences. Cisgender (or 'cis') refers to people who identify with the gender identity assigned to them at birth. The paper examines cis identity, privilege and positionality arguing for a reflexive engagement of the ways in which these influence ethical decision-making and research praxis. In this way, we speak to existing critiques that suggest that only trans and non-binary people should research their own experiences and identities. To address the neglect of gender diversity in education for social work practice and research, we propose that doing social work research with trans and non-binary communities requires cis researchers to adopt critical ethical reflexivity (CER) to scrutinise the impact of gender normativity and its effects in knowledge production for social work.

Background: The ability to publish is a career-critical skill but requires the acquisition of a wide and disparate skill set. The Write a Scientific Paper (WASP) course was created in Malta in 2010, an intensive, three-day event. WASP is an accredited event held in Malta, London, and Bahrain. The COVID pandemic forced WASP to go online. This study compared satisfaction with WASP online as opposed to in-person by analyzing course feedback pre- and post-pandemic. Methods: Google forms are used to collect anonymous feedback on a Likert scale for various aspects of each WASP. The period 2017 to 2022 was used to compare four courses on-site and five courses online. Feedback on: Rate lectures, handouts, WASP overall and how likely are you to recommend WASP was compared. Results: Response rates were >60% and almost all Cronbach's Alpha values were >0.7. High satisfaction scores were achieved in all four questions (>4/5). There were no significant differences except in lectures, which scored well but fared slightly worse overall online. Conclusions: Migrating online does not necessarily lead to change/s in presentation contents but transforms delivery. Our results indicate that WASP is accepted online but the slightly lower lectures score implies that WASP might be better delivered in-person than online. However, students remained happy to recommend WASP and this accords with other studies that overall, student satisfaction with online education is common. It is hoped that as the pandemic recedes, webinars complement and not continue to totally replace traditional in-person meetings. [ABSTRACT FROM AUTHOR]