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Background: Qualitative research explains observations, focusing on how and why phenomena and experiences occur. Qualitative methods go beyond quantitative data and provide critical information inaccessible through quantitative methods. However, at all levels of medical education, there is insufficient exposure to qualitative research. As a result, residents and fellows complete training ill‐equipped to appraise and conduct qualitative studies. As a first step to increasing education in qualitative methods, we sought to create a curated collection of papers for faculty to use in teaching qualitative research at the graduate medical education (GME) level. Methods: We conducted literature searches on the topic of teaching qualitative research to residents and fellows and queried virtual medical education and qualitative research communities for relevant articles. We searched the reference lists of all articles found through the literature searches and online queries for additional articles. We then conducted a three‐round modified Delphi process to select papers most relevant to faculty teaching qualitative research. Results: We found no articles describing qualitative research curricula at the GME level. We identified 74 articles on the topic of qualitative research methods. The modified Delphi process identified the top nine articles or article series most relevant for faculty teaching qualitative research. Several articles explain qualitative methods in the context of medical education, clinical care, or emergency care research. Two articles describe standards of high‐quality qualitative studies, and one article discusses how to conduct the individual qualitative interview to collect data for a qualitative study. Conclusions: While we identified no articles reporting already existing qualitative research curricula for residents and fellows, we were able to create a collection of papers on qualitative research relevant to faculty seeking to teach qualitative methods. These papers describe key qualitative research concepts important in instructing trainees as they appraise and begin to develop their own qualitative studies. [ABSTRACT FROM AUTHOR]

This mixed‐methods research focused on the implementation of a coordinated distributed experiment (CDE) investigating local adaptation in common milkweed (Asclepias syriaca), a host plant for the monarch butterfly population. Faculty participants were recruited from the Ecological Research as Education Network (EREN) who recruited their former undergraduate students. Quantitative data were drawn from the Milkweed Local Adaptation (MLA) CDE database across the three project years. Qualitative data included faculty survey responses, semi‐structured interviews of faculty and former undergraduates, and review of undergraduate research posters, papers, and curricula using rubrics aligned with 4DEE and Next Generation Science Standards (NGSS) benchmarks. Analysis of the MLA CDE database illustrates a decline in both participating institutions and in counts of milkweed stems over the project (2018–2020). Qualitative data analysis revealed that CDEs: (1) offer opportunities for higher education faculty and their students to be part of research including developing skills of data collection, analysis, and interpretation; (2) have unexpected challenges; and (3) can inspire undergraduate students to develop independent research projects or curricular modules for use in formal 6–12 classrooms. Broader ecological educational implications of our outcomes for higher education faculty and their undergraduate students include: (1) recommendation that faculty members involved ought to be proactively informed about potential challenges and provided with guidance on how to mitigate them; (2) mitigating challenges with model studies to try to estimate the sample size and redundancy likely to produce robust data; and (3) proactive use of the educational network to understand institutional use of the CDE project with undergraduates. [ABSTRACT FROM AUTHOR]

Surveys are ubiquitous in medical education. They can be valuable for assessment across a wide range of applications and are frequently used in medical education research. This Educator's Blueprint paper reviews the best practices in survey design with a focus on survey development. Key components of the survey design process include determining whether a survey is the right tool, using an intentional approach to content development, and following best practices in item writing and formatting. These processes are meant to help educators and researchers design better surveys for making better decisions. [ABSTRACT FROM AUTHOR]

Consensus methods such as the Delphi and nominal group techniques are increasingly utilized within medical education research. This educator's blueprint paper provides practical strategies regarding five key steps for ensuring best practices when using consensus methods. These strategies include deciding which consensus method is best, developing the initial questionnaire, identifying the participants, determining the number of rounds and consensus threshold, and describing and justifying any modifications. These strategies will help guide education researchers on their next study using consensus methods. [ABSTRACT FROM AUTHOR]

This paper begins with a description of the accounting research environment prior to, and shortly following, the appearance of Abacus in 1965. During this period, the approach to accounting was predominantly normative in focus, but also reflected historical approaches, as researchers grappled with the accounting issues faced by practising accountants and bodies that established accounting principles. The 1960s witnessed the beginning of a major change in the interests and approach of accounting researchers. Articles increasingly reflected a decline in reliance on the normative approach, accompanied by an increase in empirical analyses. The new focus introduced the ideas and concepts of several sister disciplines, including the social sciences, notably cognitive psychology and mathematics, particularly statistics, into accounting research. This era, which is still with us today, stressed theory, mathematical modelling, and, importantly, statistical testing. Simultaneously, the new directions gradually abandoned the contributions of normative approaches and diminished the interest in history, both of which had enlightened the problems of practice that previously held centre stage. We examine a broad sample of research articles to inform our discussion and analysis, and then we comment on some of the limitations of the new data-driven approaches embedded in current research efforts. We conclude with ten recommendations for accounting researchers to consider as they tackle the complex issue of increasing the relevance of our efforts in the future. We hope that these recommendations, if adopted, will increase the academic relevance of academic research to the problems facing decision makers beyond the academic community. [ABSTRACT FROM AUTHOR]

The process of performing qualitative analysis can be a daunting task. Technology can be employed to ease the burden of the work; however, the researcher may not fully appreciate how and when computer software can assist in conducting qualitative analysis. In this, the third installment of our "how‐to" series on qualitative research methods, we describe basic concepts and approaches to using both simple word processing programs and specific qualitative research software programs to assist in coding and analysis. We hope that the concepts put forth in this paper will help qualitative researchers become more familiar with available technological approaches and that they will, in turn, enhance the efficiency of the research process as well as the depth, clarity and richness of research findings. [ABSTRACT FROM AUTHOR]

This paper reports a survey on citation behaviour of Malaysian researchers. It is part of a wider study gauging quality and trustworthiness in scholarly communication in the emerging digital environment. The survey questionnaire was distributed between 1 October 2014 and 31 January 2015. A total of 391 respondents, from four research areas (humanities, life sciences, physical sciences, and social sciences) completed the questionnaire. The finding indicated that motivations for citing were complex and multi-faceted, but in all four disciplines, researchers cite a work because they regard it as an authoritative and trustworthy source, which provides a context or building block to their own research. Although researchers have moved from a print-based system to a digital one, it has not significantly changed the way they decide what to trust. Peer reviewed journals are still the most influential. Open access journals will be cited if they have been peer reviewed. Citing on the basis of high altmetrics and other social judgements, such as mentions, likes, and use, was not prevalent. Measures of establishing trust and authority do not seem to have changed profoundly in Malaysia. [ABSTRACT FROM AUTHOR]

Objectives: The objectives were to critically appraise the emergency medicine (EM) medical education literature published in 2016 and review the highest‐quality quantitative and qualitative studies. Methods: A search of the English language literature in 2016 querying MEDLINE, Scopus, Education Resources Information Center (ERIC), and PsychInfo identified 510 papers related to medical education in EM. Two reviewers independently screened all of the publications using previously established exclusion criteria. The 25 top‐scoring quantitative studies based on methodology and all six qualitative studies were scored by all reviewers using selected scoring criteria that have been adapted from previous installments. The top‐scoring articles were highlighted and trends in medical education research were described. Results: Seventy‐five manuscripts met inclusion criteria and were scored. Eleven quantitative and one qualitative papers were the highest scoring and are summarized in this article. Conclusion: This annual critical appraisal series highlights the best EM education research articles published in 2016. [ABSTRACT FROM AUTHOR]

Although many educators now recognize the value of problem-based learning and experiential learning, undergraduate-level food science courses that reflect these pedagogical approaches are still relatively novel, especially in East and Southeast Asia. Leveraging existing partnerships with farmers in Vietnam, a food science course for students at Nong Lam Univ. was designed and taught. The aim was to give students the opportunity to work in small groups and conduct evidence-based research with farmers, apply food science principles, and develop Success Skills, including the ability to think critically and communicate clearly. Drawing on the experience of 2 student groups, this exploratory study describes what students learned from the process of conducting research. In one group, students learned to work through and resolve the challenge of initial disagreement and misunderstanding with farmers and ultimately carried out a project that aligned with the students' research interests and farmers' needs. Another group of students learned to consider the financial limitations of farmers when attempting to develop solutions for problems and ultimately worked with farmers to address a different problem that was less financially taxing. It is important to note the challenges of planning and teaching a course in which instructors are not able to predict exactly what students will learn or experience. This is largely dependent on each student's prior knowledge, experiences, and interests; yet this study demonstrates the transformative potential of teaching a research-based food science course that gives students authentic opportunities to identify and address real-world challenges. [ABSTRACT FROM AUTHOR]

Background: The health professions education (HPE) landscape has shifted substantively with increasing professionalization of research and scholarship. Clinician educators seeking to become competitive in this domain often pursue fellowships and master's degrees in HPE, but there are few resources for the continuing professional development (CPD) of those who seek to continue developing their scholarly practice within HPE. Acknowledging the multiple players in this landscape, the authors sought to design a new "beyond beginners" HPE research program using a novel needs assessment planning process. Methods: The authors developed and conducted a new three‐phase, five‐step process that sets forth a programmatic approach to conducting a needs assessment for a CPD course in HPE research. The five steps of the CLAIM method are: Competitive analysis, Literature review with thematic analysis, Ask stakeholders, Internal review by experts, and Mapping of a curriculum. These steps are organized into three phases (Discovery, Convergence, and Synthesis). Results: Over a 12‐month period, the authors completed a comprehensive needs assessment. The CLAIM process revealed that longitudinal digital connection, diverse and in depth exposure to HPE research methods, skills around scholarly publishing, and leadership and management of research would be beneficial to our design. Conclusions: The CLAIM method provided scaffolding to help the authors create a robust curriculum that adopts a scholarly approach for developing a HPE research course. This needs assessment methodology may be useful in other CPD contexts. [ABSTRACT FROM AUTHOR]

Environmental performance is a multidimensional concept that is difficult to measure since it concerns the pollution generated by companies, their energy consumption and their different environmental policies. Academic research has used objective and/or non-objective indicators to measure this performance, dealing with both its managerial and measurement dimensions. This paper provides an inductive typology of the academic work concerning environmental policy through a computerized content analysis of 151 articles from 1992 to 2014 related to the management and measurement of environmental performance. The results highlight four major themes around which the academic research is organized: the relationship between environmental and financial performance, environmental performance under stakeholder engagement and institutional pressures, the strategic management of environmental performance, and increasing awareness of the sustainable development issue. Environmental performance research has evolved from a quantitative towards a more managerial dimension, highlighting the integration of performance within the management of a corporate business strategy. Copyright © 2015 John Wiley & Sons, Ltd and ERP Environment [ABSTRACT FROM AUTHOR]

A major challenge in the modern educational research is the large amount of time-dependent data, which requires suitable methods to provide an efficient decision making. The fields of visual analytics and interactive visualization can help to cope with the related issues by involving the analyst in the exploration process. The time is an important variable that needs to be modeled in visual analytics. Methods like motion charts show the changes over time by presenting animations in the two-dimensional space and by changing the element appearances. In this paper, we present a novel web-based visual analytics framework, which is primarily designed for exploratory analysis of academic analytics and employs a combination of improved motion charts methods, trajectory-based visualizations, and automated analytic methods for the purpose of analyzing data elements based on their relations with the time dimension and examining data dynamics. We evaluate the usefulness and the general applicability of the framework with a controlled experiment to assess the efficacy of the methods. To interpret the experiment results, we utilize one-way repeated measures analysis of variance. Also, a questionnaire survey with experts was conducted to evaluate the usability of the methods. [ABSTRACT FROM AUTHOR]

Most of the researchers collaborating with different institutions and involved in a number of international projects would be happy to have only one place where information about their academic activity could be stored, and everyone around the world could check it in a transparent way. In mid-2013 to early 2014, an online survey of researchers was conducted, and 8,554 fully completed questionnaires were analysed. The respondents represent all age and experience groups, fields of science, and continents in different proportions. The aim of this article is to discuss the topics touched upon in the survey: methods and software used by researchers to manage the list of their activities; outputs recorded by researchers, institutions, and the outputs which should not be part of an academic record according to the respondents; whom researchers entrust with the management of their public profile and the most important attributes that could make an author identification and academic record storage system attractive for researchers. [ABSTRACT FROM AUTHOR]

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This research examines self‐efficacy beliefs and prior learning of accounting students to determine how useful these variables are for predicting academic success in accounting courses. Self‐efficacy beliefs are the confidence one has in the ability to perform certain tasks or skills (Bandura, 1997). As Bandura (1977) argued, the results here showed that confidence in one's ability to succeed is the most powerful predictor of academic success. This research provides pathways for increased student success by indicating that a focus on enhancing student self‐efficacy will lead to higher achievement. The implications of this research for accounting education practice is discussed. [ABSTRACT FROM AUTHOR]

Introduction: As the field of medical education evolves, there is a need to increase the quality of education scholarship and develop a cadre of research scholars; however, clinician educators (CEs) considering this career transition have limited formal training in education research methodology to heed this call. Therefore, a program that provides more advanced training in education scholarship for CEs without the financial and resource barriers of fellowships and masters programs is needed. Methods: The SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program is a longitudinal program for the beyond-beginner CE, seeking advanced training in education research. The program was created using a comprehensive needs assessment and included longitudinal training; small-group projects; dedicated project mentors; and integrated diversity, equity, and inclusion initiatives. Program participants applied for a grant upon program completion. Results: Twenty-one participants completed the course with 100% completing the baseline survey and 67% (14/21) completing the end-of-program survey. Participants reported improved perception of knowledge across all of the topics with a medium to large effect size, ranging from 0.40 to 0.62. When asked about impact on their network of potential collaborators, participants reported a median of 7 (interquartile range [IQR] 5-8) out of 9. When asked about the impact on their community of practice, participants reported a median of 7 (IQR 5-7) out of 9. When asked about the impact on their professional identity, participants reported a median of 7 (IQR 4-9) out of 9. Participants also reported an increase in both the quantity (mean of 2 ± 1 new mentors) and the quality (median score 7 [IQR 5-8] out of 9) of new research mentorship as a result of the program. Open-ended feedback was generally positive, with 100% reporting they would advise others to take this program. Conclusions: The SAEM ARMED MedEd program represents a proof of concept for an advanced education research program seeking to fill the research training gap for the beyond-beginner Clinician educators. [ABSTRACT FROM AUTHOR]

The study of anatomy is largely dependent on cadaveric specimens to fulfill the tridimensional comprehension of each structure as well as the relationship between organs. Given the difficult access to fresh anatomical specimens, the constant renovation of samples for research and educational purposes is unsustainable, beyond the ethical issues involved. The standard technique for preserving specimens involves fixation and later immersion in formaldehyde, which enables a good result, but also presents elevated carcinogenic potential. Therefore, safe and efficient preservation methods are mandatory for anatomical practices and investigations. An accessible and inexpensive alternative for specimen preservation is cryodehydration. Cryodehydrated specimens can be kept dry, with no final odor, reducing the use and exposure to formaldehyde. The objective of this study was to propose a simplified step‐by‐step cryodehydration protocol to obtain high‐quality anatomical specimens. Through consecutive freezing and thawing cycles, cryodehydration caused a weight reduction of 60%–70% and allowed anatomical preservation, while maintaining the main morphological aspects of cavitary and parenchymatous organs, muscles, or even full‐body sections. The final specimens presented high durability and can be maintained for decades, preserving all relevant anatomical features. [ABSTRACT FROM AUTHOR]

Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches which have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer‐learning among educators. These strategies can also support the advancement of coproduction between geoscientists and diverse communities. For this reason, many authors from the geoscience education community have co‐created three commentaries on the use and future of ICON in geoscience education. We envision that sharing our expertise with ICON practice will be useful to other geoscience communities seeking to strengthen collaboration. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity to address earth sustainability and equity issues at local to global scales The geoscience education community has expanded its own ICON capacity through access to and use of shared resources and research findings, enhancing data sharing and publication, and leadership development. We prioritize continued use of ICON principles to develop effective and inclusive communities that increase equity in geoscience education and beyond, support leadership and full participation of systemically non‐dominant groups and enable global discussions and collaborations. Plain Language Summary: The Geoscience Education community describes the value, use, and future of ICON collaboration through three independent, community‐produced commentaries focused on the practice of geoscience education; geoscience education research; and diversity, equity, inclusion, and justice. Each commentary offers ideas important to building inclusive and effective communities. These ideas apply to science‐community collaboration broadly and inform coproduction and network building activities within and across geoscience‐public boundaries. The expansion of inclusive and effective networks is needed for equitable outcomes. Key Points: Integrated, Coordinated, Open science, and Networked (ICON) principles and practices are widely used in geoscience education to improve both research and practiceStrengthened capacity for ICON practices is needed to advance current educational prioritiesA priority must be placed on full participation by that are systemically non‐dominant groups and improving global interactions [ABSTRACT FROM AUTHOR]

Paradigmatic frameworks are central to philosophical and theoretical discussions of mixed methods research. This article argues that in mixed methods research, systems theory provides a paradigmatic stance that in some cases may be regarded as more suitable than other prominent paradigmatic stances, such as pragmatism. This article develops this argument by discussing the key terms within a distinguished understanding of pragmatism, from which a systems‐theoretical alternative to mixed methods educational research is derived, comprising three main themes: (a) second‐order observation as an alternative to abductive reasoning, (b) the distinction between system and environment as an alternative to intersubjectivity and (c) structural coupling as an alternative to the transferability of mixed methods research results. Throughout this article, the main arguments are elaborated with perspectives from educational research. [ABSTRACT FROM AUTHOR]

In late 2020, Australian university funding was profoundly changed by the Higher Education Support Amendment (Job‐Ready Graduates and Supporting Regional and Remote Students) Act (hereafter 'the Act'). The Act is based on separate funding of education and research and relies heavily on estimates of education costs that are controversial. The Act increased tuition fees for domestic business students by 30%. Using an empirical archival approach, this study examines three questions: (1) What are the costs of providing tertiary education to business students? (2) Does research intensity impact the costs of education? (3) Is there evidence consistent with a cross‐subsidy from education to non‐teaching activities, including research? Unfortunately, sufficiently granular data for Australia are not publicly available, so we use data from business schools in US public universities as a proxy. The sample is partitioned between institutions professing a primary focus on either education or research. Results reveal that undergraduate degrees cost, on average, around AUD3,000 per annum per full‐time student when regressed on university operating budgeted dollars, holding other factors constant; much lower than Australia's increased business tuition fee under the Act. Significant differences for undergraduate, master, and doctoral education costs exist between the education‐ and research‐focused sub‐samples. Master degrees are around triple undergraduate costs, on average. Both research (publications) and research training (doctoral degrees) are high cost, with 'elite' publications much more costly than other scholarly publications. We conclude that education costs are impacted by research intensity and that opportunities to cross‐subsidize non‐teaching activities exist. [ABSTRACT FROM AUTHOR]

Background: Research abstracts are submitted for presentation at scientific conferences; however, criteria for judging abstracts are variable. We sought to develop two rigorous abstract scoring rubrics for education research submissions reporting (1) quantitative data and (2) qualitative data and then to collect validity evidence to support score interpretation. Methods: We used a modified Delphi method to achieve expert consensus for scoring rubric items to optimize content validity. Eight education research experts participated in two separate modified Delphi processes, one to generate quantitative research items and one for qualitative. Modifications were made between rounds based on item scores and expert feedback. Homogeneity of ratings in the Delphi process was calculated using Cronbach's alpha, with increasing homogeneity considered an indication of consensus. Rubrics were piloted by scoring abstracts from 22 quantitative publications from AEM Education and Training "Critical Appraisal of Emergency Medicine Education Research" (11 highlighted for excellent methodology and 11 that were not) and 10 qualitative publications (five highlighted for excellent methodology and five that were not). Intraclass correlation coefficient (ICC) estimates of reliability were calculated. Results: Each rubric required three rounds of a modified Delphi process. The resulting quantitative rubric contained nine items: quality of objectives, appropriateness of methods, outcomes, data analysis, generalizability, importance to medical education, innovation, quality of writing, and strength of conclusions (Cronbach's α for the third round = 0.922, ICC for total scores during piloting = 0.893). The resulting qualitative rubric contained seven items: quality of study aims, general methods, data collection, sampling, data analysis, writing quality, and strength of conclusions (Cronbach's α for the third round = 0.913, ICC for the total scores during piloting = 0.788). Conclusion: We developed scoring rubrics to assess quality in quantitative and qualitative medical education research abstracts to aid in selection for presentation at scientific meetings. Our tools demonstrated high reliability. [ABSTRACT FROM AUTHOR]

An organized and rigorous approach to analyzing qualitative data can yield important insights into the intricacies of human behavior and can answer "how" and "why" questions. One process of coding interview responses from study subjects using grounded theory with a constructivist approach is outlined and applied to an example study. The emergent themes can provide insight to medical educators to create interventions that optimize the learning environment. For researchers, they may generate hypotheses to study by quantitative analysis. [ABSTRACT FROM AUTHOR]

Whereas participant protection protocols are norms in medical research, they are only recently being adopted in social and behavioural sciences. This study examined human subject guidelines in the top 40 high‐impact anthropology, business, and education research journals according to their impact factor as released in 2019. For these 120 journals, a unified classification framework was developed to capture the central elements of their ethical review and informed consent requirements. The findings suggest that the investigated journals do not view ethical review as an established norm for interview and survey studies. Only 10 (8%) journals required ethical review from all studies involving human participants. Informed consent was more frequently addressed, but none of the fields exhibited widely established guidelines similar to medical research journals. A total of 31 (26%) journals required informed consent from all studies involving human participants. There was little difference between the three disciplines investigated. Although the investigated journals represented social and behavioural sciences, their guidelines often concerned medical or intervention research with few requirements for interaction (e.g. survey) research. There is an opportunity for high‐impact journals to establish norms for adoption by researchers and other journals. [ABSTRACT FROM AUTHOR]

Higher education in science, technology, engineering, and mathematics (STEM) disciplines has been in a turbulent period for several decades. Pressures for reform include declining STEM student enrollments, high attrition rates from STEM curricula, and the rise of powerful alternative teaching strategies shown by cognitive science and educational research to promote learning and curricular retention better than traditional teaching methods do. In addition, research has shown that online and face‐to‐face courses on average produce comparable learning outcomes, and hybrid courses that combine the best features of both are more effective than either face‐to‐face or online courses by themselves. Motivated by these and other pressures, many faculty members have adopted the new teaching methods, and distance education had become widespread well before the 2020 coronavirus pandemic forced most educators at all levels to teach online. As might be expected, however, many faculty members and administrators have resisted change, arguing that the traditional approach has always worked well and needs no major revision. Before the pandemic, most STEM courses were still being taught using the traditional methods, and many course instructors are eager to return to them. These different responses to calls for education reform have led to heated debates among university instructors and administrators regarding how STEM curricula and courses should be designed, delivered, and assessed, and the role technology should play in all three functions. This essay outlines two competing paradigms on each of these issues—the traditional paradigm, which has long dominated STEM education, and the emerging paradigm, which has become increasingly common in the last 30 years but is still not predominant at most universities and colleges. The essay concludes with speculation about the eventual outcome of the competition. [ABSTRACT FROM AUTHOR]

Background: Patient and public involvement (PPI) continues to develop as a central policy agenda in health care. The patient voice is seen as relevant, informative and can drive service improvement. However, critical exploration of PPI's role within monitoring and informing medical performance processes remains limited. Objective: To explore and evaluate the contribution of PPI in medical performance processes to understand its extent, purpose and process. Search strategy: The electronic databases PubMed, PsycINFO and Google Scholar were systematically searched for studies published between 2004 and 2018. Inclusion criteria: Studies involving doctors and patients and all forms of patient input (eg, patient feedback) associated with medical performance were included. Data extraction and synthesis: Using an inductive approach to analysis and synthesis, a coding framework was developed which was structured around three key themes: issues that shape PPI in medical performance processes; mechanisms for PPI; and the potential impacts of PPI on medical performance processes. Main results: From 4772 studies, 48 articles (from 10 countries) met the inclusion criteria. Findings suggest that the extent of PPI in medical performance processes globally is highly variable and is primarily achieved through providing patient feedback or complaints. The emerging evidence suggests that PPI can encourage improvements in the quality of patient care, enable professional development and promote professionalism. Discussion and conclusions: Developing more innovative methods of PPI beyond patient feedback and complaints may help revolutionize the practice of PPI into a collaborative partnership, facilitating the development of proactive relationships between the medical profession, patients and the public. [ABSTRACT FROM AUTHOR]

Academic drug discovery is a vital component to current drug discovery and development environments. In this study, we investigated 798 drug discovery projects that took place between 1991 and 2015 at 36 academic institutions in the United States. The observed success rates of academic drug discovery and development were 75% at phase I, 50% at phase II, 59% at phase III, and 88% at the new drug application/biologics license application (NDA/BLA) phase. These results were similar to the corresponding success rates of the pharmaceutical industry. Collaboration between academic institutions and the pharmaceutical industry seemed more important at later stages than earlier ones; all projects that succeeded at phase III or the NDA/BLA stage involved academic‐industrial collaboration. Many academic research projects involved neoplasms and infectious diseases, and were focused on small molecules and biologics. The success rates and possible effects of academic‐industrial collaboration seemed to vary depending on disease domains and drug modalities. [ABSTRACT FROM AUTHOR]

Despite the increasing interest of business and academic research toward Circular Economy, the investigation of its uptake by industry remains limited. To contribute to filling this gap, we perform a systematic review of 46 corporate sustainability reports in the Fast‐Moving Consumer Goods sector aiming to explore how companies incorporate the Circular Economy concept in their sustainability agenda. We focus on (i) companies' uptake of Circular Economy, (ii) the relationship between Circular Economy and sustainability and (iii) the Circular Economy practices presented. Our results show that Circular Economy has started to be integrated into the corporate sustainability agenda. Most reported activities are oriented toward the main product and packaging, focusing on end‐of‐life management and sourcing strategies, and to a lesser extent on circular product design and business model strategies. Most identified collaborations are with businesses, whereas initiatives addressing consumers are largely missing although considered critical for the transition toward Circular Economy. [ABSTRACT FROM AUTHOR]

COVID-19 and Its Impact on Management Research and Education: Threats, Opportunities and a Manifesto Higher education (HE), and in particular Management and Business Education, is facing an unseen crisis. To this end, we posit a Manifesto for business and management in HE and learned societies to gain a stronger identity, broker and facilitate interdisciplinary research and become more impactful with, and recognised by, society in post-COVID years. [Extracted from the article]

Abstract: Education research has emphasized the need to develop instructional design tools to facilitate the generation of learning paths for students. Learning paths are important because they enable the personalization and optimization of the learning process. In this work, we present a flexible conceptual framework that allows the representation of curricula information as Artificial Intelligence Planning and Mathematical Programming models to facilitate the generation of learning paths by domain independent algorithms. The resulting models consider a rich set of properties from the education domain, like hierarchical learning structures, enabling conditions, temporal actions, mandatory activities, quality accumulation functions, and metric information. We show that the proposed mathematical models return optimal solutions very efficiently if we relax the total ordering constraints of learning paths. These relaxations allow evaluating greedy planning algorithms to identify the properties from the models that increase the complexity of solution synthesis. We expect that the results of this research can be helpful to education researchers and computer scientists in the quest of scalable systems that capture more flexible standards to model learning and compute more informed learning paths for students. [ABSTRACT FROM AUTHOR]

In fact, early adoption of hemp cultivation in the United States was dominated by non-scientific information propagated through non-traditional channels, such as user group websites and social media. The legalization of hemp ( I Cannabis sativa i L.) in the United States through a series of acts of Congress and State legislatures has opened wide opportunities for agricultural enterprise and the development of novel products and materials from this previously prohibited crop. [Extracted from the article]

While networked sensors are becoming a ubiquitous part of many human lives, their applications to the study of wild animals have been largely limited to off‐the‐shelf and stand‐alone technologies such as web cameras. However, purpose‐designed systems, applying features found in Internet‐of‐Things devices, enable more efficient gathering, managing, and disseminating of a diverse array of data needed to study the life histories of wild animals. We illustrate these claims based on our development of a system of networked nest boxes that we created to study nesting birds in urban environments. This system uses general‐purpose processors within nest boxes to perform edge computing to control data acquisition, processing, and management from multiple sensors. A central data‐management system permits easy access to all data, once downloaded, which has facilitated our uses to date of this system for formal university‐ and school‐level education, and informal science education. [ABSTRACT FROM AUTHOR]