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The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

Introduction: Despite the support for and benefits of data-driven learning, physician engagement is variable. This study explores systemic influences of physician use of data for performance improvement in continuing professional development (CPD) by analyzing and interpreting data sources from organizational and institutional documents., Methods: The document analysis is the third phase of a mixed-methods explanatory sequential study examining cultural factors that influence data-informed learning. A gray literature search was conducted for organizations both in Canada and the United States. The analysis contains nonparticipant observations from professional learning bodies and medical specialty organizations with established roles within the CPD community known to lead and influence change in CPD., Results: Sixty-two documents were collected from 20 Canadian and American organizations. The content analysis identified the following: (1) a need to advocate for data-informed self-assessment and team-based learning strategies; (2) privacy and confidentiality concerns intersect at the point of patient data collection and physician-generated outcomes and need to be acknowledged; (3) a nuanced data strategy approach for each medical specialty is needed., Discussion: This analysis broadens our understanding of system-level factors that influence the extent to which health information custodians and physicians are motivated to engage with data for learning., Competing Interests: Disclosures: The authors declare no conflict of interest., (Copyright © 2022 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.)

The purpose of the study reported herein was to identify the important aspects of statistical knowledge that students in the middle school grades in United States are expected to learn as well as what the teachers are expected to teach. A systematic study of 49 states standards and one set of national standards was used to identify these important aspects, and to measure the degree of emphasis or importance suggested for the content. Results show that state and national standards differ greatly in their expectations of what topics in data analysis and statistics students and teachers should master. There is also a large variation in the degree of emphasis given to the content. The majority of the standards analyzed suggest giving greater emphasis to the selection and proper use of graphical data representation and measures of center. (Contains 2 tables and 2 figures.)

This paper provides an account of the topological and its description of contemporary culture and use as a research methodology, a topological lens, generally, and in education research specifically. Some commentary is proffered on the relationships between the topological and the topographical, between relations and locations. A critical account is then provided on each of the papers in the special issue on the topological in education research and the specific contributions of each. The editors of the special issue make the important point that the topological is a spatio-temporal phenomenon, not just a spatial one. The topological does not exist in time and space, but rather constructs both and they change in a conjoint manner. As such, a topological lens rejects a construction of space as static and of time (and the temporal) as simply linear and chronological. The topological has been facilitated and articulated by and through practices of commensuration, datafication and digitalisation, flows and scapes, global connectivities and new relations, mobilities of various kinds and multiple networks. The paper argues that much greater emphasis has been given to the spatial in topological research; that is, there has been some neglect of the temporal in the spatio-temporal character of topologies.

Objectives of the study: The paper is about evaluating the bibliometric parameters of the documents published in the prominent journal, "Public Library Quarterly" (PLQ) from 1979 to 2021. Research Design: The dataset for this retrospective study was retrieved from the Scopus database. The bibliographic information of all kinds of documents was downloaded in the Comma Separated Value (CSV) file, further converted into Microsoft Excel for analysis. The bibliometric indicators of publications and citations by years, authorship pattern, most contributing countries, productive authors, frequently used keywords and salient appearances of highly cited were examined. Microsoft Excel, VOSviewer and Biblioshiney software were applied to visualize the data. The dataset is limited to papers of PLQ that were indexed in the Scopus data. Key Findings: A total of 1151 documents were found and about 78% were contributed by a single author pattern. The multi-author papers gained a higher citation impact. The analysis of data witnessed that a visible shift from single-author to multi-author was observed and the number of papers was also increased from 2011 to 2021. The majority of papers was fall in the category of articles, followed by editorials. Waters R. L. and United States were found to be the most productive author and the most contributing country, respectively. The "public libraries" and "public library" were the most used keywords. More than one-fifth of the citations were gained by the 15 highly-cited papers. [ABSTRACT FROM AUTHOR]

This paper discusses empirical comparisons of higher education institutions across world regions. It argues that institutional data systems have the potential for complementing global comparisons promoted by rankings by providing sensible information on institutional size, budgets, staffing, enrolments and activity profiles. With this perspective in hand, this paper tackles three questions. First, how is it feasible to identify Higher Education Institutions (HEIs) given their complex structures? Second, how is it feasible to define the perimeter of HEI sectors? Third, what kinds of data could be used for comparison, and where are the main data gaps? By analysing institutional data systems across the United States, Europe and Asia, the paper concludes that institutional data systems display some remarkable similarities that make them an important resource for global comparisons; however, variation in the context of data production and usage implies differences in the higher education perimeter and on institutional delimitation; sensible comparisons, therefore, require explicit knowledge of the institutional context in which data have been borne.

In the last three decades, a networked global system has emerged in the natural-science-based disciplines, sustained by collegial epistemic relations in universities. Nationally ordered and funded science has expanded alongside the global science system. The common global pool of papers, defined by bibliometric collections, nevertheless excludes large components of knowledge. In the global system, four tendencies are apparent: (1) rapid growth of papers, (2) diversification of scientific capacity to many more countries, (3) expansion of networked international and national collaboration as measured by co-authorship, (4) growing multi-polarity of capacity, outputs and quality, with the rise of China and several middle-sized national systems outside the Euro-American bloc. The paper critiques the interpretation of global science dominant in scientometrics, in which positivist data analyses are applied to performative national comparisons. It argues for a historical-synthetic explanation of the global system that combines data and theorisation, and accounts for relations of power.

This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy--Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and college goals. The paper begins with describing some expansions to a common definition of learning analytics, then includes a review of the literature on ICT literacy, including the specific development that led to the ATC21S effort. This is followed by a description of the development of a "learning progression" for this project, as well as the logic behind the instrument construction and data analytics, along with examples of each. Data were collected in a demonstration digital environment in four countries: Australia, Finland, Singapore and the U.S. The results indicate that the new constructs developed by the project, and the novel item forms and analytics that were employed, are indeed capable of being employed in a large-scale digital environment. The paper concludes with a discussion of the next steps for this effort.

For those receiving funding from the UK HEFCE-funded Open Educational Resource Programme (2009-2012), the sustainability of project outputs was one of a number of essential goals. Our approach for the hosting and distribution of health and life science open educational resources (OER) was based on the utilisation of the WordPress.org blogging platform and search engine optimisation (SEO) techniques to curate content and widen discovery. This paper outlines the approaches taken and tools used at the time, and reflects upon the effectiveness of web strategies several years post-funding. The paper concludes that using WordPress.org as a platform for sharing and curating OER, and the adoption of a pragmatic approach to SEO, offers cheap and simple ways for small-scale open education projects to be effective and sustainable.

In this paper we make a case for 'Little Data', which is real-time, self-collected, idiosyncratic datasets maintained by individuals about themselves on myriad topics. We develop and offer a methodology for combining these messy, highly personal insights, to make deductive observations about collective practices. In testing this approach, we use the case study of the 2020-21 stay-at-home orders imposed in the U.S.A., U.K., and Western Europe during the Coronavirus pandemic to operationalise and demonstrate the applicability of this method. Our main finding is to show that whilst stay-at-home orders did have a significant impact on habits during the COVID-19 pandemic, these changes were often counterintuitive, of an insightful nature on topics that would otherwise not be investigated, and always short-lived. Our main contribution is to present Little Data, despite and because of its fragmented and disparate nature, as a viable and useful tool to understand personal habits at finite junctures.

On May 4, 2020, the US Food and Drug Administration (FDA) hosted an online public workshop titled "FY 2020 Generic Drug Regulatory Science Initiatives Public Workshop" to provide an overview of the status of the science and research priorities and to solicit input on the development of Generic Drug User Fee Amendments fiscal year 2021 priorities. This report summarizes the podium presentations and the outcome of discussions along with innovative ways to overcome challenges and significant opportunities related to model-based approaches in bioequivalence assessment for breakout session 4 titled, "Data analysis and model-based bioequivalence (BE)." This session focused on the application of model-based approaches in the generic drug development, with a vision of accelerating regulatory decision making for abbreviated new drug application assessments. The session included both podium presentations and panel discussions with three topics of interest: (i) in vitro study evaluation methods and their clinical relevance, (ii) challenges in model-based BE, (iii) emerging expertise and tools in implementing new BE approaches., (© 2020 The Authors Clinical Pharmacology & Therapeutics © 2020 American Society for Clinical Pharmacology and Therapeutics.)

This article attempts to highlight quantitatively the growth and development of world literature on hemophilia in terms of publications output as per SCOPUS database (2003-2017). During 2003-2017 a total of 13503 papers were published by the scientists in the field of hemophilia. The average number of publications published per year was 900. The highest number of publications 1095 was published in 2012. Out of 13503 contributions, only 18.48% (2495 papers) of single authored and rest of 11008 papers (81.52%) were multi authored. The study identifies active institutions and country-wise distributions of hemophilia research output. The yearly analysis of data shows that there is a rapid growth of literature from 2011 onwards. There were 126 countries involved in the research in this field. USA is the top producing country with 3986 authorships (29.52%) followed by United Kingdom with 1438 authorships (10.65%). Still, in an international sense, relative productivity of India is low and requires more focused research and development. [ABSTRACT FROM AUTHOR]

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

Functional Analytic Psychotherapy (FAP), a therapy based on radical behaviorism, establishes the priority of the therapeutic interaction as a mechanism of change in psychotherapy. Since the first book on FAP appeared in 1991, it has been the focus of many papers and has been incorporated by the community of behavior therapists. This paper is a review of 80 international publications on FAP from 1990 to 2010, including publications from Brazil, the United States, Spain, Switzerland and Colombia. The goal was to analyze how FAP has been treated and developed across these 20 years, and also to propose some directions for further studies. The analysis suggests a diverse range of FAP publications, points to the necessity of more empirical studies with tighter control of variables and objective measurement of data to better understand FAP's process and effectiveness, and highlights the importance of increased communication between international research groups to increase the potential benefits of singular and collective research efforts on FAP. (Contains 2 tables and 7 figures.)

Objectives This study examines the influence that smokefree workplaces, restaurants and bars have on the adoption of smokefree rules in homes and cars, and whether there is an association with adopting smokefree rules in homes and cars. Methods Bivariate probit models were used to jointly estimate the likelihood of living in a smokefree home and having a smokefree car as a function of law coverage and other variables. Household data were obtained from the nationally representative Social Climate Survey of Tobacco Control 2001, 2002 and 2004-2009; clean indoor air law data were from the American Nonsmokers' Rights Foundation Tobacco Control Laws Database. Results ‘Full coverage’ and ‘partial coverage’ smokefree legislation is associated with an increased likelihood of having voluntary home and car smokefree rules compared with ‘no coverage’. The association between ‘full coverage’ and smokefree rule in homes and cars is 5% and 4%, respectively, and the association between ‘partial coverage’ and smokefree rules in homes and cars is 3% and 4%, respectively. There is a positive association between the adoption of smokefree rules in homes and cars. Conclusions Clean indoor air laws provide the additional benefit of encouraging voluntary adoption of smokefree rules in homes and cars. [ABSTRACT FROM AUTHOR]

Statistics is one of the important branches of mathematics taught in schools, colleges and universities. It is also an important tool in public policy discussions. This paper focuses on the use of statistics in the latter context, rather than its use in adult mathematics education research. I review the key characteristics of the statistical approach to constructing public knowledge, and give a very brief history of key points in its development. I discuss how what I call the "overt crisis of statistics," the apparent disenchantment of large sections of the public with the "expert" statistical methods, outputs and pronouncements, leads to dilemmas both for citizens and for democratic governments. Recently "Big Data" and data analytics seem to many to offer new solutions to problems resulting from the essential lack of certainty surrounding efforts to understand society, and from the need to make quick decisions in a rapidly changing world. These approaches have potential, but also limitations. This leads me to consider a second, "covert" crisis of statistics, resulting from a struggle between proponents of freely available public information and public argument, and those aiming to profit from the appropriation and sequestering of information for private ends. I finish by considering what can be done by ourselves, as citizens, as adult mathematics teachers, and as researchers.

Bibliometric analysis was carried out for champion data comparisons among prestigious nuclear research institutes (PNRI) existed in Japan, the U. S., France, and Germany. The analysis was relied on database INIS (IAEA), ECD (DOE), WOS (Thomson), and SCOPUS (Elsevier). INIS is advanced, key ex-post evaluating tool for determining general research paper-based champion. Over the 30-year time span of research paper publication, the world champion among 11 PNRI is JAERI confirmed by INIS but ORNL confirmed by ECD, WOS, and SCOPUS, the latter two collected journal submitted research paper. Five years ago JAERI is the 3rd ranked institutes following ORNL and ANL. INIS database results revealed that CEA/Grenoble is the French domestic champion regarding research paper publication. Five years ago it was CEA/Saclay. Results from analytical tools used in bibliometric studies should be viewed with careful consideration to learn of any influencing factors because different characteristics exhibited by individual databases can sometimes generate conflicting bibliometric results. This was true among INIS, ECD, WOS, and SCOPUS when looking at trends especially between 5-year periods. [ABSTRACT FROM AUTHOR]

This paper considers arts-based research (ABR) as a useful resource for creating fluid and dialogic spaces between multiple domains of dance knowledge and practices. Through the lens of a multi-disciplinary, arts-based research project "Same Story, Different Countries" explored the socio-political phenomena of racism in the United States and South Africa. The paper illuminates how arts-based research can bridge important areas of learning, in particular artistic knowledge and social justice learning for postsecondary dance students, teachers and artists. Using a mixed method of qualitative techniques and artistic dance practices the study captured and analyzed dance participants' perspectives on the benefits of being involved in the project. The project was found to increase participants' knowledge of various dance practices (performance, choreography, teaching, research) while simultaneously deepening their understanding of racism and racial injustice, and awakening their sense of social responsibility. Three major themes emerged from the findings: connectedness, transformation and empowerment toward action in future dance practices. In empowering the dance participants, and creating bridges for them between dance and its multiple domains, and dance and the larger social world, this paper advocates that arts-based research is valuable to the future growth and relevance of postsecondary dance education.

This paper describes the results of a study to compare contemporary e-journal licenses from two research universities in the United States and Spain in terms of e-reserves, interlibrary loan, text and data mining, authors' rights and treatment of copyright exceptions, usage statistics, governing law, data privacy, and obligations entailing security. The data include a higher proportion of scholarly society and academic press publishers than earlier license analyses. This analysis compares license terms over time, across publisher types and between the two libraries, and it compares findings with recommendations from model licenses. The results show progress toward model license goals in some areas, but deficiencies in others including self-archiving, usage statistics clauses, and clauses related to e-resource data privacy and library security and disciplinary obligations. Our findings also raise questions about international ILL and governing venue clauses in library licenses outside the North American context.

In this paper, I will argue that it is possible to use data from large-scale international and national mathematics assessment programmes, whose attention is on summative achievement, to provide formative information that informs teachers about the effects of their classroom practice. However, to have impact on, and be useful for, classroom practitioners, these achievement data need to be reworked and re-presented in ways that are plausible, provide a basis for inferences about practice, and be appropriate for the intended audience. This paper examines achievement-focused assessment programmes in terms of their aims and approaches, and develops the argument that formative assessment possibilities are present, within these programmes, although usually hidden. Examples are drawn from several sources to support this argument, and demonstrate a variety of approaches that have been taken in the past. Suggestions for further action are made. (Contains 1 table and 6 figures.)

Early assimilation theorists predicted the eventual loss of ethnic distinctiveness for immigrants in the United States. In this paper, the author not only questions the possibilities that Latino and Latina Americans have for losing their ethnic distinctiveness, but also proposes that these possibilities vary widely within the Hispanic population. The central question posed in this paper is: In addition to traditional predictors of assimilation, do experiences of discrimination also affect ethnic identification patterns for Hispanics? Based on the analysis of two data sets, the 1989 Latino National Political Survey and the 2002 National Survey of Latinos, the author provides evidence that Latino/a Americans who have experienced discrimination are less likely to self-identify as "Americans," and more likely to self-identify with pan-ethnic or hyphenated American labels. The author contends that this is because experiences of discrimination teach some Latinos and Latinas that other citizens of the United States do not view them as "unhyphenated Americans." The author further proposes that, through a process of racialized assimilation, these Latin American immigrants and their children are becoming Latino and Latina Americans. (Contains 7 tables and 4 notes.)

In 2020, Year 12 students at John Curtin College of the Arts, were required to model COVID-19 data from five different countries in order to find correlations between daily infections and unemployment rates, in order to make future predictions. Work received from students demonstrated how the task successfully provided unique learning opportunities, which are otherwise not experienced in a classroom environment under the pressures of a curriculum that is highly exam-focused and based on mechanistic algorithms. The paper also discusses some challenges faced and how they were overcome.

In this commentary, the authors reflect on their 2012 article, "The Centrality of Engagement in Higher Education" (EJ1001357) reprinted in this 20th anniversary issue of "Journal of Higher Education Outreach and Engagement." In their original article, they argued that for higher education to contribute meaningfully to transformational change in society, it would have to act to make engagement scholarship a central aspect of its work, spanning the spectrum of its disciplinary units, centers, and institutes (Fitzgerald, Bruns, Sonka, Furco, & Swanson, 2012). Solving societal problems requires recognition that the problems are in society; as an embedded part of complex society systems, these societal problems affect universities and the students, alumni, faculty, and staff who are a part of both the university and community systems. Thus, they argued, efforts to solve problems-in-society require new approaches to knowledge generation, generally described within the context of partnerships, collaboration, exchange of knowledges, and cocreation of solutions. Herein, the authors suggest ways to engage community, and perhaps to generate intergenerational input such as making more effective use of social media to build networks and organizations that are inclusive of community partners. Additionally, they raise questions relating to data sources, or "big data," and how analytics may provide new dimensions for community engagement scholarship in experiential learning settings as well as student performance and success analytics, particularly in just-in-time feedback for instructors. The article concludes with a review of several seminal events, such as the emergence of the Academy of Community Engagement Scholarship (ACES) and the induction of its first two sets of members, that have occurred since publication of their original 2012 article. [For "The Centrality of Engagement in Higher Education" (2016), see EJ1097192.]

This communication comments on the three papers by the FDA CDER research team on the regulatory perspective of the missing data problem. The focus is on two topics: causal estimand and sensitivity analysis. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This systematic review is built on the seminal work by the New London Group in 1996. Few endeavours have synthesized findings of empirical studies pertaining to the effects and challenges of multiliteracies practices in various schooling and geographical contexts. Through a five-point Likert scale and a deductive and inductive thematic analysis, we conducted a systematic review of 66 multiliteracies articles from the ProQuest® database. These studies were empirical, qualitative/mixed-method, and ranged from 2006 to 2015. Findings show a burgeoning number of multiliteracies studies occurring in 15 countries, with Canada being the most prominently involved. Our evaluation of the reviewed studies was generally favourable with strengths identified in researchers' articulation of pertinent theoretical frameworks and connections to existent literature. Our findings refer to insufficient information of data collection and data analysis in a certain number of papers. We also elaborate on major affordances, challenges, and oversights of the multiliteracies practices as reported by the reviewed studies and discuss implications for future multiliteracies research, policies on literacy education, and teacher education in diverse contexts.

Purpose: The aim of this paper is to analyze international and national research and development (R&D) programs and roadmaps for the manufacturing sector, presenting how agile and lean manufacturing models are addressed in these programs. Design/methodology/approach: In this review, several manufacturing research and development programs and roadmaps--national programs from the USA and Canada, and international programs from the European Union and from one international organization--are reviewed. Findings: The major finding of this review is that the main concerns in agile manufacturing, as highlighted in these programs, are networks, supply chain and product/service customization, and lean manufacturing's inclination towards achieving better cost efficiency. Although the lean manufacturing approach has been considered in many past and present programs, analysis of the most recent programs shows a greater priority is given to the agile manufacturing approach. The path towards sustainable manufacturing is delineated by pro-active attitude and action towards customers. Research limitations/implications: The study analyzes two national R&D programs from the USA, one international program from the European Union, three international roadmaps from the European Union, one business plan from Canada and one international roadmap from the global organization Intelligent Manufacturing Systems. Practical implications: The findings of this paper are intended to help managers, researchers and practitioners from the manufacturing sector to enhance their understanding and define suitable strategy for their organizations' sustainability and identify suitable manufacturing path with respect to agile and lean philosophies. This study could also help academics in defining course curricula for students more coherent with the R&D policies and/or requirements towards sustainable manufacturing with respect to agile and lean philosophies. Originality/value: There are reviews comparing agile and lean manufacturing paradigms, but there are no reviews about how the two manufacturing concepts are addressed in manufacturing R&D programs and roadmaps. (Contains 3 tables.)

This paper addresses the curriculum overlap and gap between LIS education and intelligence education by analyzing the content of the websites of the intelligence education programs and courses in 27 representative intelligence education universities in the United States, and the intelligence-related programs and courses in the 56 LIS programs in the United States and Canada. The curriculum overlap lies in computer skills for information collection management, geographic information systems, data mining, knowledge discovery, competitive intelligence and information security, whereas the major curriculum gap lies in most intelligence analysis domain areas (such as military intelligence, political intelligence, science and technology intelligence) and many intelligence tradecraft areas (such as structured analytic techniques, intelligence theory and methods, intelligence policy and organization, intelligence operations, counterintelligence, intelligence writing and briefing). By filling some curriculum gaps based on the overlap, LIS education can extend to open source intelligence analysis in some domain areas.

Purpose: The purpose of this research paper is to explore the learning process associated with international mergers and acquisitions (M&A) integration strategies. Design/methodology/approach: The paper employs a comparative case study methodology, utilising qualitative data through in-depth interviews with top management responsible for integration strategies. Three pairs of major international firms from the USA and the UK, USA and Sweden and USA and Germany were studied. Findings: The paper empirically demonstrates that careful and well-planned integration strategies are responsible for sustainable learning occurring, leading to desirable synergies between firms engaged in a merger process. Research limitations/implications: The interviews took place at higher/top levels of the organisations. A more comprehensive picture would include other lower levels of each organisation structure. Practical implications: Based on the data analysis, an integrative model for learning related to M&A is developed. This model would help organisations, planning on engaging in international M&A activity, to maximise the learning from the process. Originality/value: This is a practical/empirical study, supporting the available theory on the subject in the literature. The research approach was innovative, as it collected relevant data from top executive board members, exploring their own views on the barriers for learning and on the ways to minimise them. (Contains 2 figures and 2 tables.)