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This paper focuses on how contributions are argued in research proposals in the humanities. Due to standardizing tendencies in research funding towards formats characteristic of science, technology, engineering and mathematics (STEM) subjects, there has been concern that the humanities are marginalized. In this study, 'contribution statements' were identified in proposals funded by the Bank of Sweden Tercentenary Foundation across the humanistic disciplines. These statements were systematically analyzed in terms of type and structure of contributions advanced. The results suggest that the humanities differ from the sciences in terms of specificity of focus, a high level of 'acceptable serendipity' in proposed outcomes, but that these disciplines structurally tend to adhere to the same types of research contribution arguments as STEM. A better understanding of the way in which humanities scholars frame contributions offers insight into how these fields change and how they relate to developments in the science policy and funding landscape.

Colonised approaches to education, especially in humanities and social sciences, have since Independence perpetuated dominant narratives, providing limited space for diverse knowledge systems and marginalising Indigenous cultures and communities. This research paper delves into the process of decolonising pedagogy within these disciplines, emphasising the need to dismantle Eurocentric approaches to learning. In pedagogy, language, in particular, is pivotal in shaping the linguistic competence of a learner. However, the approaches to teaching the same differ substantially from what is expected in the research environments. Therefore, it highlights the urgency to Indianise the existing colonial frameworks in academia. There is a pressing need to decolonise curriculum content, recognising the systematic exclusion of history, stories, and diverse experiences. By doing so, we can attempt to unchain these subjects from their colonial entanglements and embrace their potential for social change. Therefore, the current paper will address the prevailing issues in academia/research spaces and attempt to address the possible solutions. Furthermore, decolonising teaching methodologies will help us engage critically with the above-stated concerns. By implementing these transformative measures, we draw attention to the potential of humanities and social sciences as vehicles for decolonisation. [ABSTRACT FROM AUTHOR]

This paper explores the nature of academic research in the Humanities. It questions whether such scholarship has been instrumentalised to a narrowly individualistic, short-termist and action-orientated pursuit – whether, in simpler terms, there is too much writing and not enough reading. In the first part of the paper, the authors argue that such instrumentalisation is evident in the very language we use; we speak of research 'outputs', research 'impacts' and research 'targets', and all of these terms position Humanist scholarship closer to archery than human understanding. In the second part of the paper, Mahon and Henry foreground particularly the relationship between scholarship and silence as well as the importance of close and careful reading. Throughout the paper, the authors draw on the work of Ralph Waldo Emerson and Stanley Cavell in order to highlight a more edifying framework for research in the Humanities – one that might resist the darker impulses of a marketised academy. [ABSTRACT FROM AUTHOR]

This paper focuses on how contributions are argued in research proposals in the humanities. Due to standardizing tendencies in research funding towards formats characteristic of science, technology, engineering and mathematics (STEM) subjects, there has been concern that the humanities are marginalized. In this study, 'contribution statements' were identified in proposals funded by the Bank of Sweden Tercentenary Foundation across the humanistic disciplines. These statements were systematically analyzed in terms of type and structure of contributions advanced. The results suggest that the humanities differ from the sciences in terms of specificity of focus, a high level of 'acceptable serendipity' in proposed outcomes, but that these disciplines structurally tend to adhere to the same types of research contribution arguments as STEM. A better understanding of the way in which humanities scholars frame contributions offers insight into how these fields change and how they relate to developments in the science policy and funding landscape. [ABSTRACT FROM AUTHOR]

Background: Norwegian public health nurses prevent diseases and promote health in children and young people aged 0–20 and their families. Public health nursing programs prepare students for their practical role and provide relevant theoretical knowledge. Objectives: To gain knowledge of the literature in the Norwegian public health nursing curricula, and to examine further the nursing base in these curricula. Design: An explorative and descriptive design was chosen. Sample: Reading lists based on syllabus documents from the 10 higher educational institutions in Norway offering programs in public health nursing. Measurements: A summative content analysis and a categorization of content from reading lists were performed. Results: Numerical information on the content and categorization of reading lists shows that social science and humanities literature dominates, followed by psychology and medicine. Nursing texts, theories and philosophy comprise only a minor part of the curricula. Conclusion: The paper provides valuable data on the theoretical focus in Norwegian public health nursing and raises important questions about the paucity of nursing texts in the curriculum. The imbalance in reading lists in Norway should be studied further and similar studies conducted in other countries to encourage reflection on the theoretical content of public health nursing education globally. [ABSTRACT FROM AUTHOR]

Purpose: Much has been written about the crisis in the Humanities even as student interest in the Humanities continues to decline. In the so-called "post-truth," "post-COVID19" period," however, the Humanities deserve attention for the important role they must play in preparing students for the world during a period of dramatic change. Design/methodology/approach: Discussion focuses on the "post-truth" period and how the Humanities have a role in confronting misinformation and "fake news." It provides specific actions for how those in the Humanities might address the current situation. It relies on the author's considerable background as a university Dean and President over a period of over 40 years and draws on a variety of written material addressing the future of the Humanities. Findings: In a period when the world confronts unprecedented change, when misinformation is confused with the truth and when social media exercises so much influence, students more than ever need the insight and context of the Humanities to mitigate the cant, bogus claims and questionable ethics that so much shape the world. Responsibility falls to faculty as they must make clear to their students how the Humanities provide a perspective that allows students to work through the big questions of their time. Research limitations/implications: Much has been written about the challenges facing the Humanities. It is hoped that this paper will generate additional discussion on how the Humanities might assert themselves during what are troubling times in higher education. Originality/value: The author's long experience as a senior university administrator provides a perspective that faculty and administrators might find useful as they consider the future of the Humanities at their institutions. [ABSTRACT FROM AUTHOR]

Millions of people cross political borders yearly without having the proper documents. This has led to increased detention and deportation practices in destination countries for reasons related to security and sovereignty. The objective of the current study was to analyze and visualize research publications on the detention and deportation of migrants to identify current research hotspots, research gaps, and potential future research in the field. Relevant research articles were obtained from the Scopus database for the study period from 1900 to December 31, 2022. The analysis included presentations of key contributors to the field and visualization of topics, themes, and international collaboration. In total, 906 articles were found. The earliest was in 1982. The majority of articles were published in journals within the subject areas of social sciences and humanities. The number of publications showed a steep rise from 2011 to 2022. The Journal of Ethnic and Migration Studies was the most prolific, but publications in the Citizenship Studies journal received the highest number of citations per article. Researchers from the United States contributed the most. Mexico ranked fifth in the number of publications. Oxford University was the most prolific institution, followed by three universities in Australia. The majority of articles were single-authored, indicative of limited author-author collaboration. Research hotspots in the field were "human rights" and "mental health". The detention and deportation of Mexican and other Latino migrants in the United States constituted a distinct research theme in the field. International research collaboration was limited by geographical proximity (e.g., the United States and Mexico) or common language (e.g., the United Kingdom and Australia). Future research topics should focus on alternatives to detention, family separation, and healthcare services for detained migrants. Research activity on detention and deportation is required from all world regions, including the source countries of migrants. Future research should promote alternatives to traditional detentions. The contribution of countries in Africa, the Middle East, and South-Eastern Asian regions needs to be encouraged. Future research on the detention and deportation of non-Latino migrants is highly required. [ABSTRACT FROM AUTHOR]

The study analyses contributions to Library and Information Science (LIS) by researchers representing various disciplines. How are such contributions associated with the choice of research topics and methodology? The study employs a quantitative content analysis of articles published in 31 scholarly LIS journals in 2015. Each article is seen as a contribution to LIS by the authors' disciplines, which are inferred from their affiliations. The unit of analysis is the article‐discipline pair. Of the contribution instances, the share of LIS is one third. Computer Science contributes one fifth and Business and Economics one sixth. The latter disciplines dominate the contributions in information retrieval, information seeking, and scientific communication indicating strong influences in LIS. Correspondence analysis reveals three clusters of research, one focusing on traditional LIS with contributions from LIS and Humanities and survey‐type research; another on information retrieval with contributions from Computer Science and experimental research; and the third on scientific communication with contributions from Natural Sciences and Medicine and citation analytic research. The strong differentiation of scholarly contributions in LIS hints to the fragmentation of LIS as a discipline. [ABSTRACT FROM AUTHOR]

The emerging field known as the "science of science" uses a variety of quantitative techniques to (among other things) understand how a specific field changes over time. The tools of network science were used to quantify the extent to which Psychology is multidisciplinary, and how the extent to which it is multidisciplinary changed over time. Citation networks were created from all of the articles published in journals identified by the Web of Science as Multidisciplinary-Psychology for each year from 2008 to 2018. Nodes in the networks represented Multidisciplinary-Psychology journals, and connections were placed to other journals (i.e., nodes) that were cited in the Multidisciplinary-Psychology articles for each year. The citation networks showed that about 25% of the citations were to other Multidisciplinary-Psychology journals, about 50% of the citations were to Psychology journals in other sub-fields, and about 25% of the citations were to journals in other disciplines. This distribution of citations remained fairly consistent across the years examined. To identify the ways in which Psychology is multidisciplinary, clusters of nodes (known as modules) in each citation network were detected to identify possible research themes that were examined further with co-word networks made from the author-provided keywords in each of the Multidisciplinary-Psychology articles that appeared in each Module. Some research topics persisted in the years examined, whereas other topics were more transient. Given that multidisciplinary research did not increase over time but instead changed in areas of research focus, ways for academic and research administrators to foster and continually renew multidisciplinary research are discussed. The discussion also describes how individual researchers might use the techniques here to identify areas of research that are less commonly explored and may prove to be fruitful areas to shift their research focus. The same techniques can be used to provide insight in to other disciplines in the Humanities and Social Sciences. [ABSTRACT FROM AUTHOR]

The interdisciplinary field known as digital humanities (DH) is represented in various forms in the teaching and research practiced in iSchools. Building on the work of an iSchools organization committee charged with exploring digital humanities curricula, we present findings from a series of related studies exploring aspects of DH teaching, education, and research in iSchools, often in collaboration with other units and disciplines. Through a survey of iSchool programs and an online DH course registry, we investigate the various education models for DH training found in iSchools, followed by a detailed look at DH courses and curricula, explored through analysis of course syllabi and course descriptions. We take a brief look at collaborative disciplines with which iSchools cooperate on DH research projects or in offering DH education. Next, we explore DH careers through an analysis of relevant job advertisements. Finally, we offer some observations about the management and administrative challenges and opportunities related to offering a new iSchool DH program. Our results provide a snapshot of the current state of digital humanities in iSchools which may usefully inform the design and evolution of new DH programs, degrees, and related initiatives. [ABSTRACT FROM AUTHOR]

This article examines practice-based teaching methodologies found in the studio-based design critique ('crit'), and how they can be adapted to essay-based modules in the Humanities. Based on a small case study of a masters level module on film theory at a British university, the group crit was introduced as a mode of experiential learning in order to improve formative feedback. Structural and methodological changes were made to the module to improve student engagement, student writing, and the overall research environment. Changes resulted in an improvement in the students' essaywriting skills, and a high-level of student satisfaction in module feedback and quality, but the changes also increased student apprehension about the level of assessment as well as a fear for possible negative emotional responses in the crit environment. The article concludes with reflective strategies for mitigating challenges and future avenues of research into using the crit in the Humanities. [ABSTRACT FROM AUTHOR]

The National Library of Medicine (NLM) Michael E. DeBakey Fellowship in the History of Medicine is a unique program in a unique institution: the world's largest biomedical library, which is part of the National Institutes of Health (NIH). The fellowship is rooted in strong connections between its namesake and the NLM and is an expression of Dr. Michael E. DeBakey's longstanding appreciation of the library and the role of the humanities in medical education and practice. This article explains Dr. DeBakey's connections to the NLM and describes the origins, development, and structure of the NLM Michael E. DeBakey Fellowship in the History of Medicine. It also highlights research achievements of selected NLM Michael E. DeBakey Fellows, demonstrating that the fellowship is successfully carrying forward Dr. DeBakey's principles and practices of weaving science, technology, and the humanities to form holistic understanding of the human condition, inspiring wellrounded careers built on both scientific and humanistic knowledge. [ABSTRACT FROM AUTHOR]

This Interprofessional Education and Practice (IPEP) Guide describes the various mechanisms used to grow and support interprofessional research and scholarship at a mid-sized liberal arts university. The guide illustrates a creative, multi-stakeholder approach to integrating interprofessional education into university departments and programs and offers suggestions for establishing a research infrastructure that centers interprofessional scholarly engagement and is aligned with the institution's missions and values. Faculty and higher education practitioners are provided with key takeaways for crafting an internal grants program to achieve these goals. [ABSTRACT FROM AUTHOR]

Entrepreneurship is considered fundamental to economic development since entrepreneurs generate their own economic benefit and indirectly promote employment, boost innovation, and attract human and financial resources and investment in infrastructure to the territory, among other benefits. Latin America has very high rates of entrepreneurship, so to deepen our knowledge of the factors that influence entrepreneurship, it is necessary to investigate the region. This article tests various theories of factors (self-efficacy, fear of failure, perception of opportunity, and socialization) that determine the decision to become an entrepreneur, using a quantitative methodology with a representative sample of 27,341 Latin American individuals (including 4,416 entrepreneurs). The results partially support these factors and show that Latin American entrepreneurs differ from the profile indicated in previous literature. In addition, results seem to indicate that the level of development of a country determines the strength with which the factors studied influence entrepreneurship. Keywords: entrepreneurship; cognitive variables; self-efficacy; fear of failure; perception of opportunities; socialization El emprendimiento es considerado un factor fundamental, ya que moviliza recursos, genera empleo, dinamiza la zona, etc. America Latina tiene indices de emprendimiento muy altos, por lo tanto, para profundizar en el conocimiento de los factores que influyen en el emprendimiento, es necesario investigar estos territorios. Este trabajo prueba los argumentos de factores destacados en diversas teorias como determinantes en la decision de emprender, utilizando una metodologia cuantitativa con una muestra representativa de 27.341 individuos latinoamericanos (4.416 emprendedores) con la que es posible generalizar los resultados obtenidos. Los resultados apoyan parcialmente estos factores, mostrando que los emprendedores latinoamericanos difieren del perfil indicado en la literatura. Ademas, tambien parecen indicar que el nivel de desarrollo del pais determina la fuerza con la que los factores estudiados influyen en los emprendedores latinoamericanos. Palabras clave: emprendimiento; variables cognitivas; autoeficacia; miedo al fracaso; percepcion de oportunidades; socializacion, The creation and development of new companies contributes to the social well-being and economic development of any territory, since entrepreneurs generate their own economic benefit and indirectly promote employment, boost [...]