Search

The publication of social work research and scholarship is integral to generating and disseminating knowledge for the profession and the human services field. Previous research has found a large pr...

In an ongoing exchange about the potency and promise of Indigenous Research Methodologies (IRMs) for academic knowledge production, I respond in this article to Windchief and Cummins. I do so by considering a challenging example of Indigenous knowledge production, clarifying additional misunderstandings between us, and complicating persistent oppositions and essentialisms that are neither intellectually defensible nor characteristic of contemporary Indigenous life and experience. Instead, I propose that IRMs are productively conceived as x-marks (or historical American Indian treaty signatures), which encapsulate the paradoxes, contradictions, and predicaments of modern American Indian life in ways that resist clean oppositions and confound rigid binaries. In this respect, the x-mark signifies that which lies between two readily identifiable options, something new and potentially promising despite the indeterminacy and ambivalence it elicits, if only we will face and embrace such ambiguity.

Our paper will examine the question of counter-hegemonic knowledge production in the Western academy and the responsibilities of the Racialized scholar coming to know and producing knowing to challenge the particularity of Western science knowledge that masquerades as universal knowledge in academia. We engage the topic from a stance examining the coloniality of knowledge in educational leadership by centering Indigenous knowledge systems in the academy as a means to disrupt Euro-colonial hegemonic knowledging. We ask: How do we challenge the “grammar of coloniality” of Western knowledge and affirm the possibilities of a reimagining of “new geographies” and cartographies of knowledge as varied and intersecting ontologies and epistemologies that inform our human condition as “learning experiences, research, and knowledge generation” practices? The paper highlights epistemic possibilities of multicentricity, that is, multiple ways of knowledge as critical to understanding the complete history of ideas and events that have shaped and continue to shape human growth and development. The paper highlights Indigeneity as a salient entry point to producing counter-hegemonic knowing. The paper concludes pointing to implications for educational “re-search” and African educational futurity.

Mobile learning has become more important for the new generation. It helps students think better, pushes them to study more deeply, and leads them to significant knowledge production. Mobile learning (mobile learning) is a learning paradigm that enables students to get resources from mobile technology and the Internet everywhere and anytime. The mobile learning components should be appropriately arranged. The interactions between the different components should be combined effectively and optimally for m-learning to be successful and effective. It is important to arrange the features of mobile learning and how they are applied to mobile learning activities, the application procedures, and the duration of the application time well in advance. In this paper, Human-interaction machine-based intelligent retrieved (HIM-IR) method has been suggested to improve student performance using mobile education. In mobile learning, students would find information through the network. Thus, the retrieval of quality information in support services is quite crucial. Mobile intelligent recovery would help the intelligence engine for mobile learning. The existing web server has technology on the server that doesn't have great precision and intelligence. The input string format is necessary for the retrieval process. The proposed methods aim to define the fundamental aspects and features of mobile learning in new trends in technological development. HIM-IR can be beneficial for anyone engaged in mobile learning design, preparation, and implementation.

Peer reviewed: True, Funder: DAAD-University of Cambridge Research Hub, It is the aim of this article to put questions of maintenance and repair in the history of science and technology under scrutiny, with a special focus on technologies and methods of transportation. The history of transportation is a history of trying to avoid shipwrecks and plane crashes. It is also a history of broken masts, worm-eaten hulls, the flat tires of cars, and endless delays at airports. This introductory article assesses the technological, scientific, and cultural implications of repairing and maintaining transportation networks. We argue that infrastructures for maintenance and repair played just as important a role in the history of transportation as the wharves and factories where ships, cars, trains, and airplanes were originally built. We also suggest that maintenance and repair are important sites of knowledge production, and a historical account of these practices provides a new, decentered narrative for the development of modern science and technology.

Limited empirical research addresses how Arabic-speaking English as an Additional Language (EAL) scholars approach research writing and its associated challenges despite that many Arabic-Speaking EAL scholars are engaging in global knowledge production outside and inside the Arab World. This is even more the case now than in the past as some Arab universities are prompting proactive research agendas that encourage publishing in high-impact English language journals. This paper examines 20 empirical studies that investigated the research writing and publishing practices of Arabic-speaking EAL scholars, and analyzes the content of those studies according to the scholars’ research drivers and the accompanying challenges they faced when publishing their research in English. This paper also highlights how these challenges are experienced in different universities and countries, emphasizing the complexity of English for Research Publishing Purposes (ERPP) practices even within the same linguistic group. The aim of this paper is to contribute to the growing ERPP scholarship by serving as a starting point for more systematic research on Arabic-speaking EAL scholars.

The wild success of a few online community-produced knowledge goods, notably Wikipedia, has obscured the fact that most attempts at forming online communities fail. A large body of work analyses motivations behind user contributions to successful, online communities but less is known, however, about early-stage interventions that might make online communities more or less successful. This study evaluates information seeding, a popular practice to bootstrap online communities by enabling contributors to build on externally-sourced information rather that starting from scratch. I analyze the effects of information seeding on follow-on contributions using data from more than 350 million contributions made by over 577,000 contributors to OpenStreetMap, a Wikipedia-style digital map-making community that was seeded with data from the US Census. To estimate the effects of information seeding, I rely on a natural experiment in which an oversight caused about 60% of quasi-randomly chosen US counties to be seeded with a complete Census map, while the rest were seeded with less complete versions. While access to knowledge generally encourages follow-on knowledge production, I find that a higher level of information seeding significantly lowered follow-on knowledge production and contributor activity on OpenStreetMap and was also associated with lower levels of long-term quality. I argue that information seeding can crowd out contributors’ ability to develop ownership over baseline knowledge and disincentivize follow-on contributions in some circumstances. Empirical evidence supports this explanation as the mechanism through which a higher level of information seeding can stifle rather than spur knowledge production in online communities.

The purpose of this article is to explain the role of pedagogical records and its implications in the process of teacher education inside the Municipal Education Network of Sao Paulo (MENSP), as well as to explain the importance of monitoring and intervention by the pedagogical coordinator (PC) in the professional development process of teachers. We used, as analysis material, ten reports from teachers of early childhood education (ECE) and four reports written by teachers from the early years of elementary school (ES), in which they exposed their meanings about the monitoring of the Pedagogical Coordinator during the process of producing pedagogical records. As a theoretical basis, we are guided by the method of historical and dialectical materialism (HDM), the principles of socio-historical psychology (PSH) and historical-criticalpedagogy (HCP). We use digital media, e-mail and WhatsApp, for data production, and, for analysis, we use the Signification Nuclei (SN). Initially, we explain the theoretical and methodological foundations of the socio-historical perspective: conceptions of human beings, society and knowledge production. Then, we briefly explain how the data analysis and interpretation process occurred through the procedure called SN. Wecontinue by presenting the three SN's produced, giving emphasis to the interpretative analysis of the purpose of the pedagogical records and their importance in the teacher education process and showing the educational work with pedagogical records carried out by two CPs. In the final considerations we emphasize the relevance of the transforming dimension (PLACCO, ALMEIDA and SOUZA, 2015) in the work of the PC,highlighting the record as a critical-reflective instrument capable of favoring teacher ducation. Keywords: Pedagogical records. Teacher education. Pedagogical coordinator.

The field of educational-leadership research has broadened over the last 50 years, with diverse knowledge-production traditions (e.g. functionalist and critical); audiences (e.g. practitioners, researchers and policymakers) and preferred sites of publication. In this article, we trace how the objectives, methods, claims and relative significance of educational-leadership research, and the identities and epistemological assumptions of educational-leadership researchers, are changing over time. We systematically and manually analysed trends in educational-leadership research through keyword searches across all journal publication sites over 50 years, exploring researchers’ contributions, epistemological positioning and journal choices. We also explored the balance between empirical and conceptual scholarship, geographical location and use of theory. We found that critical educational-leadership research is common across the international field but is more likely to be published in high-ranking generalist education journals or lower-ranking educational-leadership-focused journals. Our research contributes a novel, robust and, significantly, relatively wide-ranging empirical basis to identify key trends, gaps and silences within the field of educational-leadership research over time. Our research enables better understanding of the areas that are potentially under-researched and the ways the field might be creating and reproducing power dynamics in research.

The paper investigates the multi-actor processes of knowledge co-production in the implementation of research-based on-farm demonstration with a focus on collaboration arrangements and areas of con...

The Journal of Palestine Studies is celebrating fifty years of uninterrupted publication as the journal of record on Palestinian affairs since its founding in 1971. Historian, book author, and Colu...

The Open Innovation in Science literature suggests university knowledge creation should be followed by knowledge dissemination to industry and the public. Although several entrepreneurial university models have been proposed in the literature explaining the role of knowledge production, extant studies generally assume that the elements required by and involved in university outbound innovation are automatically aligned. This conceptual piece introduces the corporate-inspired strategic alignment framework for entrepreneurial universities.\ud \ud In addition, this paper examines the strategic congruence among the individual, organisational and system levels and the functional congruence between knowledge and entrepreneurial capitals. It demonstrates how they can fulfil the increasingly complex role that they must play in science, industry, and society.

While there have been a number of studies of the political economy of knowledge production in Central Asia, the often exploitative relations between foreign and local researcher, there has been les...

Purpose The purpose of this paper is to provide first-hand reflective narratives from participants of their involvement in the overall process, with particular reference to the benefits and challenges of engagement. Design/methodology/approach Five participants agreed to write a reflective piece of approximately 500 words on their involvement in the PhotoVoice project. Findings The reflective narratives in this paper demonstrate the personal and professional benefits of sustained and meaningful engagement, while challenges such as power imbalances, identity management, time and cost commitments are discussed. Practical implications PhotoVoice is a methodology that has the potential to democratise knowledge production and dissemination. Originality/value There are scant examples in the PhotoVoice literature of the inclusion of participants involvement in dissemination activities. The reflective narratives in this paper demonstrate the personal and professional benefits of sustained and meaningful engagement, while challenges such as power imbalances, identity management, time and cost commitments are discussed.

Knowledge production within the interdisciplinary field of human–robot interaction (HRI) with social robots has accelerated, despite the continued fragmentation of the research domain. Together, these features make it hard to remain at the forefront of research or assess the collective evidence pertaining to specific areas, such as the role of emotions in HRI. This systematic review of state-of-the-art research into humans’ recognition and responses to artificial emotions of social robots during HRI encompasses the years 2000–2020. In accordance with a stimulus–organism–response framework, the review advances robotic psychology by revealing current knowledge about (1) the generation of artificial robotic emotions (stimulus), (2) human recognition of robotic artificial emotions (organism), and (3) human responses to robotic emotions (response), as well as (4) other contingencies that affect emotions as moderators.

This article examines research collaboration in business schools for knowledge production with allies. It is based on a qualitative study that shows how and why researchers collaborate in their res...

The paper intends to show how the IC principles, developed mainly for companies over the last two decades, can be applied as well to Universities and Research Institutions. Firstly, it explores recent theoretical backgrounds which affect Universities, such as the “Mode 2” of Knowledge production and the Triple Helix Model. Secondly it analyses how similar objectives and procedures are when managing intangibles in both companies and Universi- ties. Then it examines whether the structure of IC reporting in companies may be useful for Universities, providing some examples for Europe, and how the harmonization and external control principles are relevant for public institutions. The main conclusion is that IC principles can broadly apply to Universities and that reporting on their IC would be beneficial for them and the society as a whole, which provides the rationale for public intervention.

Housing social movements, in the course of their everyday activities, continually share and produce knowledge, a process defined as learning. This paper addresses a gap in the literature on housing...

Online Social Networking Sites (SNSs) and other Artificial Intelligence (AI) systems are transforming the epistemological foundations of justice systems and influencing knowledge production concerning criminal justice and its impact. This article focuses on a dimension of criminal justice which is the impact of imprisonment on families and seeks to unravel how knowledge about this problem is produced on SNSs. To this end, it draws on a study that explored conversational networks of key stakeholders on the SNS, Twitter. Building on insights from the study, the paper unravels interdependent sociotechnical dynamics that reproduce the offline marginality of affected families and operate as barriers to equitable knowledge production. Through its analysis of the dynamics, the paper provides new insights and advances the sparse criminological scholarship on the intersections of AI systems and the delivery of justice. It specifically highlights exclusionary epistemic processes that are fomented by the infrastructure of AI systems and the social contexts in which they are deployed.

Internationalisation of higher education in the global South manifests in different ways through different modalities. Using a multi-disciplinary mobility-lens, this paper discusses outcomes of geographical mobility practiced by African scholars going to universities in the global North as part of research capacity-building programmes. Over the past 30 years, Danida (Danish International Development Assistance) has provided financial assistance – including research visits at Danish universities – to academics in the global South, who would work with problems in their home countries. This type of internationalisation through research capacity building is used in many European countries and is interesting because it facilitates geographical mobility across the North-South socio-economic divide. Based on a survey sent to 499 current and former African scholars as well as 15 qualitative interviews, the aim of this paper is to analyse the reflections from African academics being involved in this type of internationalisation practice. Thereby we give voice to scholars from the global South who are the practitioners of South-North mobility. More specifically, we analyse the role of different locations for becoming an academic and for their knowledge production. Thus, the paper critically examines the impact made by ‘internationalisation as mobility’ on the personal and professional development of African academics. Internationalisation of higher education in the global South manifests in different ways through different modalities. Using a multi-disciplinary mobility-lens, this paper discusses outcomes of geographical mobility practiced by African scholars going to universities in the global North as part of research capacity-building programmes. Over the past 30 years, Danida (Danish International Development Assistance) has provided financial assistance – including research visits at Danish universities – to academics in the global South, who would work with problems in their home countries. This type of internationalisation through research capacity building is used in many European countries and is interesting because it facilitates geographical mobility across the North-South socio-economic divide. Based on a survey sent to 499 current and former African scholars as well as 15 qualitative interviews, the aim of this paper is to analyse the reflections from African academics being involved in this type of internationalisation practice. Thereby we give voice to scholars from the global South who are the practitioners of South-North mobility. More specifically, we analyse the role of different locations for becoming an academic and for their knowledge production. Thus, the paper critically examines the impact made by ‘internationalisation as mobility’ on the personal and professional development of African academics.

One of the central goals of doctoral programs is to develop independent researchers and scholars who will lead the next generation of knowledge production. Despite extant evidence of inequalities in doctoral education, few studies have closely examined the experiences of first-generation college students who pursue a Ph.D. We examine how first-generation and continuing-generation doctoral students conceptualize the role of the faculty advisor/principal investigator (PI) in supporting their development as researchers. Our analysis of interviews from 111 first-year Ph.D. students in the biological sciences indicates that first-generation and continuing-generation students had similar overarching conceptions of PIs and the role of PIs in their development. However, the two groups ascribed different meanings to the same concepts. First-generation students expected more direct, skill-based guidance and assistance with learning to do research the “right” way. Conversely, continuing-generation students expected independence and support for their specific needs. We rely on Bourdieu’s conceptualization of habitus to explain these differences and conclude by offering implications for advancing equity in doctoral education and supporting first-generation students, particularly regarding the alignment of student–advisor expectations.

If Africa is to remain relevant and competitive in today’s knowledge-based economy, it has to rely on higher education institutions (HEIs) as centers of excellence for knowledge production. HEIs nurture and sustain the production of highly-skilled individuals to support Africa’s growing economies. Among all possible ways, this could be achievable through strategic curricula innovation driven by emerging mobile technologies. Consequently, Africa’s HEIs need to embrace the ‘New Normal’ by optimizing online teaching and learning in their pursuit to expand information and communications technology (ICT) literacy as a means to increase students’ opportunities in higher education (HE). However, Africa’s ability to embrace the ‘New Normal’ has been marred by inadequate ICT infrastructures, low connectivity, unreliable power supply, and national budget constraints that may undermine Africa’s HEIs’ potential to augment knowledge production and innovation.

The prevalence of publication pedagogy in doctoral education has created a hybrid space in which doctoral work is done. The emphasis on knowledge production is increasingly making doctoral students...

Hinging on the collaboration-induced knowledge diffusion literature, this paper aims at investigating how the landscape of knowledge production and diffusion has changed over the years and whether there is evidence of knowledge convergence among European regions. Using the European Union Framework Programme data from 1984 to 2016 and network analysis and regressions, we show that there are signs of knowledge convergence within the NUTS2 regions of Europe. Even though the top performers persist over the years, convergence is much stronger among the less developed regions even after controlling for R&D expenditures, patent applications, and human resources in science and technology. Our results have implications for knowledge generation, diffusion, and the design of cohesion policy in Europe.

O presente artigo apresenta reflexões a respeito da necessidade de abordar os conceitos geográficos de forma significativa ao promover os ensinamentos para crianças. Nesse sentido, o objetivo principal desta investigação consistiu em refletir sobre as contribuições para a aprendizagem de crianças ao se abordar os conceitos geográficos vinculados as Histórias em Quadrinhos. Para tal, nessa pesquisa de cunho eminentemente qualitativo, apoiou-se nos preceitos da pesquisa colaborativa e da pesquisa-ação. Os dados da investigação evidenciaram que as Histórias em Quadrinhos escolhidas e trabalhadas possibilitaram a aprendizagem significativa dos fatos e fenômenos geográficos pelas crianças, representando uma estratégia facilitadora para abordar conceitos geográficos que fazem parte das relações cotidianas dos alunos, demonstrando suas contribuições para o processo de ensino, de aprendizagem e de produção de conhecimento.

In this essay, using as a point of departure his dilemma to accept or not the invitation to be a member of IJSL’s Editorial Board, del Valle discusses the limitations that academic publishing places on scholars in the humanities and interpretive social sciences: their choice of objects and analytical protocols, and the modes of distribution and dissemination of their production. The constraints imposed by highly bureaucratized universities and publishing companies are set against the intellectual imperative to build academic fields grounded in equality and inclusion. The essay concludes with some thinly drawn goals towards more dynamic trans-collaborative forms of knowledge production, distribution and dissemination.

In this article, we discuss the issue of migration of highly qualified academics who developed in the Western education system and decided to work in Poland. While the migration flows between global centres and aspiring higher education systems are increasing, the flow of academics to the peripheries remains largely under-researched. Poland is certainly not the centre of knowledge production, but its peripheral status should be further theorized. Polish universities are unable to compete with their Western counterparts. Thus, the first research question of this paper is: Why do scholars educated in Western Europe and Northern America decide to work in the peripheries? The second one is, how do they adapt to the working conditions that are significantly different from what they were used to? This paper presents the results of nationwide research carried out among foreign-born academics working at Polish universities. The interviews (in-depth biographically-focused interviews) concerned their motivation to move to Poland, their career paths, research productivity, the perception of Poland as a place to live, future plans, among other topics. The overarching framework for this paper is the ‘employment lifecycle’ theory introduced by John Lavelle (Lavelle, 2007).

Recent years have seen the emergence in both academic generally and evaluation specifically a strong “Made in Africa” discourse, urging us to critically reflect on how we might integrate African methods, culture and knowledge systems into both teaching and practice. This teaching practice note reflects on one small, but potentially significant step towards this through a curriculum redesign of a core introductory module on University of Cape Town’s Masters in Program Evaluation. Our idea, which we call a “model client” approach, was to bring on board the evaluation client as a co-learner in the classroom environment. Through a series of instructor-facilitated client-student engagements, students and client worked within the classroom environment on understanding the program logic, tailoring evaluation questions, and co-learning about evaluation approach. While not without its challenges, our model client approach made meaningful strides towards moving the locus of evaluation knowledge creation away from a theoretically grounded introductory course which drew predominantly on Western texts and theory, towards an approach where both our understanding of the evaluation process and evaluation capabilities themselves are co-created by (our uniquely African) clients, students, and instructors. Key challenges in implementing this approach included the client’s sense of vulnerability, student inexperience in evaluation theory and practice, and a conspicuous shortage of African-generated evaluation case studies and texts. Reflections for addressing these challenges include the need for teaching instructors to better centre student and clients learning around the objectives of the model client initiative, better communication as to the central principles of Made in Africa evaluation, and continuing to support the development if uniquely “indigenised” African evaluation scholarship and source materials.

As Wikipedia approaches its 20th anniversary, this article explores the complex relationship between the Wikipedia world and the world of academia. This article examines the ongoing debate about the quality and reliability of Wikipedia and its relationship to traditional reference works. It also examines the difficulties of experts who try to contribute to Wikipedia. It also considers the clash between amateur and expert practices of knowledge production and the lack of professional motivation for using Wikipedia in education and research.

This study focuses on the factors that contribute to the low production of knowledge by women compared to men in terms of the number of research outputs and recommends ways of narrowing the gap. Literature suggests that the social construction of gender and the consequent different gender roles and responsibilities of women or men inform this social phenomenon. This is because the social construction of what it means to be a man and a woman subordinates and confines women to the private sphere and men to the public sphere. These patriarchal discourses and practices of private and public spaces shape women�s roles in society, including their participation in the production of knowledge. A cross-sectional survey in Zimbabwe, Malawi, and Kenya shows that gender indeed impacts knowledge production. The study found that women had limited access to research grants, limited exposure to higher institutions of learning, and also had limited mentorship by men as there were few women who could play the mentorship role. The study recommends full support for women researchers by providing funding, creating mentoring units, commercialising research outputs, engaging in advocacy, and crafting and implementing affirmative polices that support their work. This has a net effect of increasing the participation of women in knowledge production and in the development of national and global economies.

Africa�s historical knowledge production has exhibited promising signs of progress, particularly in strengthening the continent�s weak link in the global knowledge network. While such knowledge ought to intersect and interact with other bodies of knowledge from the rest of the world, the terrain is shifting quickly due to changing historical circumstances. This study deploys a case study of Zimbabwe to illustrate how the slow digital transformation in historical research has hindered efforts to confront the overarching question of constrained knowledge production in Africa. The over-reliance of economic history, archaeology, or history on the use of centralised state archives poses complex methodological challenges, particularly for the study of the recent African past. Despite the advantages offered by digital humanities, the research options for these disciplines continue to shrink in the face of serious discomfort by academics in embracing digital sources of data that complement paper-based archival evidence and re-gear the continent�s research performance. The article stresses that the sources of historical data, particularly on Africa�s post-colonial history, can be found in digital form outside state repositories.

This article discusses the ways that the trends of corporatization and commercialization have changed managerial roles in universities. The authors argue that we have gone too far with these trends and plea for redesigned management roles. Performance measurement systems relying on student polls for teaching and on journal metrics for research support managerial interventions. However, managers also need to acknowledge the autonomy and different capabilities of their staff members in order to get the best results. This article contributes to the debate about desirable management roles in universities in the light of a meaningful academic knowledge production.IMPACTThis article will be of interest to university managers because it encourages them to rethink their roles by considering the need to ensure the long-term survival of academia, to academics who wish to engage in managerial positions because it warns them against a mechanical use of performance metrics, and to academia in general because it stimulates everyone to ask: where are we going? Politicians will benefit from reading this article because it makes them aware of the consequences of favouring New Public Management (NPM) principles in academia.

Abstract: Quebec and Canadian organizations, communities, and professionals working collectively to address complex social issues in dynamic contexts are enthusiastically embracing social innovation. Some limitations in evaluating this innovation have been revealed by formative and summative evaluation approaches. Developmental evaluation (DE) could be a potential solution. This article combines scientific literature with the experience of experienced DE practitioners in Quebec. Balancing project management and evaluation, knowledge production and transformation of practices, continuous iterations and setting deadlines is at the very core of an effective DE approach.

This report describes a Science Café innovation, using an interpreter to translate remarks and engage three underserved Minnesota communities. It also illustrates how translational research can emphasize community benefit by combining longer-term knowledge production goals with shorter-term goals such as developing materials that are responsive to community health literacy needs.

ACADEMIC RESEARCH INVOLVING SOCIETAL PARTNERS OFTEN APPROACHES THE LATTER AS LESS KNOWLEDGEABLE, NOT POSSESSING THE SKILLS AND AUTHORITY THAT THE ACADEMIC FIELD HAS IN PRODUCING LEGITIMATE KNOWLEDGE. STILL, SEVERAL (ACADEMIC) TRADITIONS HAVE ENGAGED IN PRACTICES THAT DESTABILISE THE NOTION OF THE ACADEMIA AS THE EXCLUSIVE FIELD OF KNOWLEDGE PRODUCTION, ALBEIT NOT WITHOUT INCONSISTENCIES BETWEEN THEORY AND PRACTICE. BUILDING ON THIS TRADITION, THIS ARTICLE ADDRESSES THE NEED TO INVOLVE SOCIETAL PARTNERS IN THE START-UP PHASES OF PROJECTS THAT AIM FOR PARTICIPATORY KNOWLEDGE PRODUCTION. USING (AUTHO)ETHNOGRAPHY THIS ARTICLE REFLECTS ON THE START-UP PHASE OF A RESEARCH PROJECT ON ENVIRONMENTAL COMMUNICATION, WHICH INVOLVES A WIDE RANGE OF SOCIETAL ACTORS. IT CRITICALLY EVALUATES THE PARTICIPATORY INTENSITIES OF THE START-UP PHASE PROCESS WHICH INVOLVED A SERIES OF COLLABORATIVE DECISIONS ON HOW TO STRUCTURE PARTICIPATION, AND REPORTS ON THE OUTCOMES OF THIS PROCESS, NAMELY A SET OF GUIDING PRINCIPLES AND A TOOLKIT AIMING TO FOSTER AND ENABLE PARTICIPATION.

Objetiva-se promover ações de cuidado e saúde às pessoas em situação de rua através da parceria com a equipe do Consultório na Rua. As atividades são realizadas in loco, compartilhadas e integradas às Unidades Básicas de Saúde e com as equipes dos Centros de Atenção Psicossocial, serviços de Urgência e Emergência e outros serviços, de acordo com as necessidades do usuário. O processo de coleta de dados ocorreu em oito etapas, desde o princípio do projeto até os dias atuais. Este projeto de extensão tem sido desenvolvido entre março de 2018 até o presente momento. Consideramos fundamental ao aluno esta vivência, cujo interesse visa aprimorar o trabalho e a sua formação na graduação em enfermagem, tendo como perspectiva a qualificação da atenção e a inserção das necessidades dos sujeitos como fonte de produção de conhecimento e pesquisa nas instituições de ensino superior em consonância com o SUS.

Data centers and undersea cables allow information to be transmitted, stored, and processed. Yet, more than passively housing knowledge, information infrastructures actively shape knowledge. Infrastructures facilitate a certain use case, privileging some forms of knowledge while ignoring others. And infrastructures are material investments by states or corporations at a particular site, solidifying their knowledge-production, while marginalizing alternatives. These conditions are exemplified by two sites in Tseung Kwan O, Hong Kong. The TKO Express is a private undersea cable that offers its clients high-speed connectivity between financial centers, supporting the “fast knowledge” of finance and trading, while ignoring slower or more social forms of intelligence. The TKOIE industrial estate allocated land to a data center rather than a community center, prioritizing the production of corporate, proprietary knowledge over local and communal knowledge. The article reworks the concept of epistemic infrastructures to stress how such facilities influence what can be known and what remains unknown.

The article discusses the problems of transformation of social memory institutions in the context of the transition to a digital society. During the transformation, multidirectional dynamics are revealed, associated with a change in the technological basis, functioning models and social functions of libraries, archives and museums. Along with the strengthening of the role of some of the institutions of social memory as platforms for communication and public dialogue, their integration into the Unified Digital Knowledge Space leads to the expansion of functionality and to the upgrading of the status of social memory institutions in digital society. At the same time, the influence of scientific libraries and centers of scientific and technical information on the processes of knowledge production, its expert evaluation, as well as reflection and control of the dynamics of the formation of digital society can increase.

A rise of academic capitalism over the past four decades has been well documented within many research-intensive universities. Largely missing, however, are in-depth studies of how particularly situated academic groups manage the uncertainties that come with intermittent and fickle commercial funding streams in their daily research practice and problem choice. To capture the strategies scientists adopt under these conditions, this article provides an ethnographically detailed (and true) story about how a single project in Artificial Intelligence grew over several years from a peripheral idea to the very center of an academic lab’s commercial portfolio. The analysis theorizes an epistemic form—nimble knowledge production—and documents three of its lab-level features: 1) rapid prototyping to keep sunk costs low, 2) shared search for “real world problems” rather than “theoretical” ones, and 3) nimble commitment to research problem choice. While similar forms of academic knowledge transfer have been lauded as “mode 2,” “innovative,” or “hybrid” for initiating cross-institutional collaboration and pushing science beyond disciplinary silos, this case suggests it can rely on fleeting attention to problems resistant to a quick fix.

The world of science possesses an inherent inequality in the distribution of research output and impact. Only a small minority of researchers is responsible for the majority of the knowledge production. However, little is known about the factors that might explain the prestige and the working habits of these researchers. In this paper, we therefore examine the coauthorship networks of the most productive European researchers over a 12-year time window, between the years 2007 and 2018. Explicitly, we look at the impact that these collaborative structures have upon the citations of the researchers. We show that highly productive researchers gain benefits in terms of citations by increasing their research output, by embedding themselves in large geographically dispersed coauthorship networks, as well as by publishing with highly cited collaborators. These results substantiate a prestige effect (the best tend to collaborate with the best) that governs the behaviour of the most productive researchers. Our study thus contributes to the currently coalescing literature on profiling the European research elite, and we hope it will be informative to policy-makers in their efforts of driving Europe towards an integrated research area.

This article enhances our understanding of the thoroughly embodied nature of knowledge production in relation to automation by demonstrating how making sense of automation is a generative process, rather than the demystification of an already existing object of analysis. It argues that the process of knowing automation involves situated encounters that transform bodies at the level of their indeterminate capacities to affect and be affected which, in turn, contributes to the production of what automation is. Contrasting with more generalised diagnoses about how automation is deskilling or reskilling bodies, it evaluates the constitutive role of situated encounters that register in sensing bodies for reshaping capacities. Focusing on iron ore mining in Australia, an industry sector that is currently increasing its automated operations, the paper draws on a series of fieldwork encounters with people differently positioned in the mining sector. Through the presentation of five stories that incorporate combinations of these fieldwork encounters, the paper constructs a more complex picture of how automation is redefining different bodies. Rather than taken to be mere representations of automation, it argues that the listening to and telling of stories about automation is a form of encounter that redefines bodies in the process.

The COVID‐19 pandemic saw academic labor rapidly shift into domestic spaces at the same time as households were “locked down.” In this article, we offer an exploration of our own experiences of working from home as women and mothers in the academy. Inspired by feminist approaches to knowledge production and self‐reflection, we each developed a personal reflective narrative guided by three key questions centered on our experiences of working from home pre‐ and during the COVID‐19 pandemic, and what this may mean for the future of our work. We then collectively analyzed how our personal stories reflected different dimensions of the experience of working from home, and our fears and hopes for the future. We present three distilled themes from our collective experiences here with the aim of entering a dialog with others seeking to live feminist lives during this time, and beyond.

The research aimed to identify promising areas and outline problems associated with the transition of Ukrainian industrial enterprises towards advanced innovative development based on information and knowledge and to formulate recommendations for improving the knowledge management and commercialisation at these enterprises. The study used several methods for analysis, including a literature review; system, structural and statistical analyses; SWOT analysis; the inference method; and interpretation. The research efforts resulted in systemised major sources of knowledge in an enterprise and types of their utilisation. The performed analysis found the key ways to obtain and commercialise knowledge used by Ukrainian industrial enterprises. The results were compared with data of the EU countries. The analysis produced strengths and weaknesses of the existing knowledge management system used in Ukrainian enterprises. Strengths: growth in the number of enterprises producing new knowledge and implementing marketing and organisational innovations; intensified patent activity; and a rational structure of innovation-active enterprises by their size. Weaknesses: the new knowledge structure does not meet the needs of enterprises; an insignificant and unstable share of innovation-active enterprises in the total number of firms; and insignificant sales volumes of patents. The research revealed that Ukrainian enterprises had the potential ability to produce and commercialise new knowledge effectively and to use it as the basis to form, strengthen and implement relative competitive advantages, which would contribute to the innovative growth of the Ukrainian economy as a whole. Recommendations were designed for the formation of prerequisites necessary to improve the efficiency of knowledge management in the context of conditions required for the innovative development of domestic enterprises. The obtained results can be used as an information base for evaluating the system of knowledge production and commercialisation at Ukrainian enterprises to enhance the management and identify promising areas for innovative development.