Contributors to this issue are: Cathy Aster, Peter Chan, Nicole Coleman, Hannah Frost, Dinah Handel, and Annie Schweikert. Thanks to our many collaborators!
Improving academic impact has been given a bad name in some academic circles, who link it to a near-conspiracy theory view of the powers of ‘neo-liberalism’. But Patrick Dunleavy and Jane Tinkler argue that (despite one or two bureaucratic distortions, like the REF), the impacts agenda is centrally about enhancing the efficacy of scientific and … Continued
This is the thirteenth and final post in a six-week series: Rapid or Rushed? exploring rapid response publishing in covid times. Read the rest of the series here. As part of the series, there was a virtual roundtable featuring Professor Joshua Gans (Economics in the Age of COVID-19, MIT Press), in conversation with Richard Horton (The COVID-19 … Continued
Accessibility checklists are increasingly becoming offered as ways to improve inclusivity in Higher Education. However, they rely on the presumption that those delivering education and thus using them have no accessibility needs of their own. Moreover, in seeking to codify what counts as inclusivity, many students’ requirements get overlooked. In this post, Dr Kelsie Acton … Continued
Guided by our commitment to make research data publishing more seamless and also re-usable, we are thrilled to partner with Open Knowledge Foundation and the Frictionless Data team to enhance our submission processes. Integrating the Frictionless Data toolkit, Dryad will … Continue reading →
In addition to thesis writing, PhD candidates in SHAPE subjects are expected to be able to communicate their research to diverse audiences and also be prepared for careers outside of Higher Education. Should PhD supervision cover these areas, or does impact training sit more naturally elsewhere in the university ecosystem? In this post, Katherine Parker-Hay, … Continued