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Academic literature on the topic 'Academic social networks'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Academic social networks"

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Tauginienė, Loreta, and Rima Kalinauskaitė. "Participation of doctoral students in online social networks." Studies in Graduate and Postdoctoral Education 9, no. 2 (November 16, 2018): 144–64. http://dx.doi.org/10.1108/sgpe-d-18-00002.

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Purpose This paper aims to examine the use of online social networks by doctoral students. Design/methodology/approach A quantitative online survey was conducted – 448 doctoral students from 15 universities and 11 research institutes in Lithuania were asked about their participation in both academic and non-academic online social networks. Findings The results show that despite efforts to link academics to society, doctoral students are not supported by universities/research institutes nor are doctoral students trained for this purpose, including regarding such threats as offensive posts. Additionally, more comprehensive information is disclosed in academic social networks, but these networks are less common and less frequently used. Research limitations/implications International doctoral students in Lithuania cover about 4.4 per cent of the total population of doctoral students. They were not invited to participate in the survey. Furthermore, doctoral students consider any online social network as their professional (academic) network, as was found from our results. This resulted in the confusion of our definition of academic online social networks. Practical implications Learning about the diverse online roles doctoral students may take could be facilitated were doctoral students to receive clear and consistent awareness-raising and develop self-awareness in the importance of the roles, the most central online social networks and potential threats, and related institutional support to address them. Originality/value This study provides results on how engagement of doctoral students in online social networks might affect their links with society and what academic institutions should promote in doctoral education.
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Boston, Ian. "Racing towards academic social networks." On the Horizon 17, no. 3 (August 14, 2009): 218–25. http://dx.doi.org/10.1108/10748120910993240.

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Cecchini, Mathilde, Maria Lehmann Nielsen, and Ea Høg Utoft. "Gender Dynamics in Academic Networks - a Narrative Review." Kvinder, Køn & Forskning, no. 1-2 (July 30, 2019): 86–98. http://dx.doi.org/10.7146/kkf.v28i1-2.116119.

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Progress towards gender balance among senior faculty in Danish academia remains slow. Although networks are widely recognized as key to career success, studies on the influence of gender on network dynamics and career advancement in academia are scarce. Until now, scholarship has engaged with the topic of gender and networks in organizations through two co-existing, while unrelated, streams of research, namely the social networks literature and the gendering networks literature. In this narrative review, we ask the following question: What characterizes the social networks literature and the gendering networks literature, and how can they inform each other and advance our understanding of gender dynamics in academic networks? We outline the main findings from the two literatures and discuss the potentials of combining different theoretical perspectives for understanding gender and networks in Danish academia. More specifically, we argue that the social networks literature maps the network structures of men and women, while the gendering networks literature takes us on a journey through these structures. This paper constitutes the first step of a research project entitled Gender and Networks in EarlyCareer Academic Advancement.
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Arif, Tasleem. "The Mathematics of Social Network Analysis: Metrics for Academic Social Networks." International Journal of Computer Applications Technology and Research 4, no. 12 (November 26, 2015): 889–93. http://dx.doi.org/10.7753/ijcatr0412.1003.

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Arif, Tasleem. "Mining and Analyzing Academic Social Networks." International Journal of Computer Applications Technology and Research 4, no. 12 (November 22, 2015): 878–83. http://dx.doi.org/10.7753/ijcatr0412.1001.

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Wankhade, Vaishali Yashwant, and Sapna Dattatre Kamble. "Social Networks Impact on Academic Libraries." International Journal of Research in Library Science 7, no. 4 (October 12, 2021): 14. http://dx.doi.org/10.26761/ijrls.7.4.2021.1427.

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Chen, Po-Yen. "Academic social networks and collaboration patterns." Library Hi Tech 38, no. 2 (December 3, 2019): 293–307. http://dx.doi.org/10.1108/lht-01-2019-0026.

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Purpose This study attempts to use a new source of data collection from open government data sets to identify potential academic social networks (ASNs) and defines their collaboration patterns. The purpose of this paper is to propose a direction that may advance our current understanding on how or why ASNs are formed or motivated and influence their research collaboration. Design/methodology/approach This study first reviews the open data sets in Taiwan, which is ranked as the first state in Global Open Data Index published by Open Knowledge Foundation to select the data sets that expose the government’s R&D activities. Then, based on the theory review of research collaboration, potential ASNs in those data sets are identified and are further generalized as various collaboration patterns. A research collaboration framework is used to present these patterns. Findings Project-based social networks, learning-based social networks and institution-based social networks are identified and linked to various collaboration patterns. Their collaboration mechanisms, e.g., team composition, motivation, relationship, measurement, and benefit-cost, are also discussed and compared. Originality/value In traditional, ASNs have usually been known as co-authorship networks or co-inventorship networks due to the limitation of data collection. This study first identifies some ASNs that may be formed before co-authorship networks or co-inventorship networks are formally built-up, and may influence the outcomes of research collaborations. These information allow researchers to deeply dive into the structure of ASNs and resolve collaboration mechanisms.
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Ovadia, Steven. "ResearchGate and Academia.edu: Academic Social Networks." Behavioral & Social Sciences Librarian 33, no. 3 (July 3, 2014): 165–69. http://dx.doi.org/10.1080/01639269.2014.934093.

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Goldstein, Scott. "Academic Social Networking Sites are Smaller, Denser Networks Conducive to Formal Identity Management, Whereas Academic Twitter is Larger, More Diffuse, and Affords More Space for Novel Connections." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 226–28. http://dx.doi.org/10.18438/eblip29687.

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A Review of: Jordan, K. (2019). Separating and merging professional and personal selves online: The structure and processes that shape academics’ ego-networks on academic social networking sites and Twitter. Journal of the Association for Information Science and Technology, 70(8), 830-842. https://doi.org/10.1002/asi.24170 Abstract Objective – To examine the structure of academics’ online social networks and how academics understand and interpret them. Design – Mixed methods consisting of network analysis and semi-structured interviews. Setting – Academics based in the United Kingdom. Subjects – 55 U.K.-based academics who use an academic social networking site and Twitter, of whom 18 were interviewed. Methods – For each subject, ego-networks were collected from Twitter and either ResearchGate or Academia.edu. Twitter data were collected primarily via the Twitter API, and the social networking site data were collected either manually or using a commercial web scraping program. Edge tables were created in Microsoft Excel spreadsheets and imported into Gephi for analysis and visualization. A purposive subsample of subjects was interviewed via Skype using a semi-structured format intended to illuminate further the network analysis findings. Transcripts were deductively coded using a grounded theory-based approach. Main Results – Network analysis replicated earlier findings in the literature. A large number of academics have relatively few connections to others in the network, while a small number have relatively many connections. In terms of reciprocity (the proportion of mutual ties or pairings out of all possible pairings that could exist in the network), arts and humanities disciplines were significantly more reciprocal. Communities (measured using the modularity algorithm, which looks at the density of links within and between different subnetworks) are more frequently defined by institutions and research interests on academic social networking sites and by research interests and personal interests on Twitter. The overall picture was reinforced by the qualitative analysis. According to interview participants, academic social networking sites reflect pre-existing professional relationships and do not foreground social interaction, serving instead as a kind of virtual CV. By contrast, Twitter is analogized to a conference coffee break, where users can form new connections. Conclusion – Academic social networking sites exhibit networks that are smaller, denser, more clustered around discrete modularity classes, and more reciprocal. Twitter networks are larger and more diffuse, which is more conducive to fostering novel connections. The author makes suggestions for how academic social networking sites could encourage network building and rethink how academic reputation is measured.
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Grant, Maria J., Robyn R. Lotto, and Ian D. Jones. "What we can learn from elite academic staff publication portfolios: a social network analysis." Aslib Journal of Information Management 72, no. 4 (July 9, 2020): 605–24. http://dx.doi.org/10.1108/ajim-10-2019-0300.

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PurposeThe study aims to construct an understanding of professional academic writing network structures to inform organisational strategic investment in academic staff development.Design/methodology/approachLongitudinal social network analysis is used to examine the personal-networks evident in the publication portfolios of a purposive sample of four international academics across each quartile of the SCOPUS defined area of General Nursing's top 100 authors.FindingsTrends in the publication portfolios of elite academics across gender, sector and geographic location are presented. In the first years of successful writing for publication, authors collaborate within a single highly connected co-author network. This network will typically expand to include new co-authors, before additional separate co-author collaborations emerge (three- to four- years). Authors experience steady growth in co-author numbers four- to seven- years from first co-authored publication. After a period of rapid expansion, these collaborations coalesce into a smaller number of highly connected groups (eight- to ten- years). Most collaborations occur within the higher education sector and across multiple disciplines including medicine, social sciences and psychology. Male co-authors are disproportionately represented in what is a predominantly female profession.Practical implicationsThe development of extended co-author networks, locally, internationally and across the higher education sector, enable authors to attain the marker of achievement required by universities and government funding bodies, namely sustained output of academic publications. Identified trends support the inclusion of investment in academic time and resources in higher education institutions strategic and operational plans to enable academic staff to develop interdisciplinary professional networks. In focussing this investment on gender equality, female academics will experience parity of opportunity in achieving their organisational and personal goals relating to professional academic writing. Medium-term investment may be required before the impact of that investment becomes apparent.Originality/valueThis is the first example of social network analysis used to determine characteristics of professional academic writing portfolios over time. Findings inform the type and range of investment required to facilitate academic staff writing activities, specifically those publishing in the area of General Nursing.
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Dissertations / Theses on the topic "Academic social networks"

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Gamal, Doaa. "Social Networks Influence Analysis." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/723.

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Pew Research Center estimates that as of 2014, 74% of the Internet Users used social media, i.e., more than 2.4 billion users. With the growing popularity of social media where Internet users exchange their opinions on many things including their daily life encounters, it is not surprising that many organizations are interested in learning what users say about their products and services. To be able to play a proactive role in steering what user’s say, many organizations have engaged in efforts aiming at identifying efficient ways of marketing certain products and services, and making sure user reviews are somewhat favorable. Favorable reviews are typically achieved through identifying users on social networks who have a strong influence power over a large number of other users, i.e. influential users. Twitter has emerged as one of the prominent social network services with 320 million monthly active users worldwide. Based on the literature, influential Twitter users have been typically analyzed using the following three models: topic-based model, topology-based model, and user characteristics-based model. The topology-based model is criticized for being static, i.e., it does not adapt to the social network changes such as user’s new posts, or new relationships. The user characteristics-based model was presented as an alternative approach; however, it was criticized for discounting the impact of interactions between users, and users’ interests. Lastly, the topic-based model, while sensitive to users’ interests, typically suffers from ignoring the inclusion of inter-user interactions. This thesis research introduces a dynamic, comprehensive and topic-sensitive approach for identifying social network influencers leveraging the strengths of the aforementioned models. Three separate experiments were conducted to evaluate the new approach using the information diffusion measure. In these experiments, software was developed to capture users’ tweets pertinent to a topic over a period of time, and store the tweet’s metadata in a relational database. A graph representing users was extracted from the database. The new approach was applied to the users’ graph to compute an influence score for each user. Results show that the new composite influence score is more accurate in comprehensively identifying true influential users, when compared to scores calculated using the characteristics-based, topic-based, and topology-based models. Also, this research shows that the new approach could leverage a variety of machine learning algorithms to accurately identify influencers. Last, while the focus of this research was on Twitter, our approach may be applicable to other social networks and micro-blogging services.
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Godlonton, Susan. "Social networks and academic achievement : a study of a South African university." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5789.

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McCampbell, Darcey. "Provider Perceptions of Ableism and Social Support Networks in the Healthcare Setting." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5667.

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The objective of this study is to investigate ableism and social support networks in the healthcare setting. Social support networks play an important role in combating emotional distress in healthcare. They provide disabled patients a method for defending against the negative effects of ableism among other stressors. By definition, ableism refers to perceptions that disability is abnormal and undesirable. Ten healthcare providers in central Florida (i.e., in nursing homes, rehabilitation centers, and primary care offices) were interviewed, using in-depth face-to-face qualitative interviewing. Participants were asked questions relating to the effects of ableist language on patients with disabilities as well as the role of social support networks in combating related stress. Throughout the process of data analysis, five major themes arose as most relevant to the research questions proposed: (1) Traditional Social Support, (2) Online Networks as a Source of Informational Support, (3) Concerns about Ableist Language, (4) External Sources of Patient Social Support, and (5) Accommodation and Accessibility. Results indicated a strong preference for traditional social support, as opposed to online support. Traditional social support is offered through accommodation of caregivers, availability of social workers, and creation of support groups. Benefits of online support networks are viewed mainly in terms of fulfilling the informational needs of patients with disabilities. Additionally, while some accommodations for patients with disabilities were described, these dealt primarily with alterations to the physical environment. Results showed a lack of attention paid to ableism in the healthcare field, particularly instances occurring in communication practices. Overall, there is room for improvement in the healthcare field concerning accommodations for patients with disabilities.
M.A.
Masters
Communication
Sciences
Communication; Interpersonal Communication
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Gukovas, Renata Mayer. "Social networks and academic achievement: peer-effects within Sao Paulo\'s public school system." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-03042014-203652/.

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Human beings are social animals, and the relevance of the networks an individual participates throughout his or her life has already been proved by several studies. In this dissertation, the social networks of 107 schools in São Paulo\'s public System are described intensively but not exhaustively. Several characteristics are detailed. Some of the characteristics observed go in the same direction as the common sense, while others go against it. Then, it is evaluated if the program \"TEM$+$Matemática\" has had an impact over the structure of friendship in some of these schools. This program consists of extra mathematics classes, and during its implementation, interested schools were randomized to participate, allowing this evaluation. It was observed that the schools that participated in the program had, in general, less cohesive networks, with fewer bonds and clusters. Among these schools students, the most affected were those who were eligible but did not show interest in participating on the classes. These students became less connected and less central in the networks. These results indicate that low performing students that do not show motivation suffer some sort of segregation.
O ser humano é um animal social e a relevância das redes nas quais cada indivíduo se insere, em diversos aspectos de sua vida já foi comprovada em vários estudos. Neste trabalho descreve-se intensa porém não exaustivamente as redes de amizades nas escolas estaduais de São Paulo. São detalhadas diversas características, algumas que confirmam e outras que vão contra o que diz o senso comum. Em seguida, é avaliado o possível impacto que o programa \" TEM +Matemática\" provocou sobre as estruturas de redes de amizades nos colégios. Esse programa é composto de aulas extras de matemática, e a aleatorização das escolas interessadas na sua implementação permitiu sua avaliação. Observou-se que nas escolas onde o programa foi realizado, as redes passaram a ser menos coesas de maneira geral, com menos conexões e clusters. Entre os alunos dessas escolas, aqueles que eram elegíveis e não demonstraram interesse em participar das aulas formam os mais afetados, com menos amigos e um grau de centralidade na rede menor. Esses resultados apontam para uma possível segregação de alunos com desempenho ruim que não demonstram motivação para melhorar.
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Heinrichs, Ashley Ann. "Investigating the relationship between teen pregnancy and social support networks." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1031.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology
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Gallardo-Echenique, Eliana, Mark Bullen, and Andrea Castillo. "Peruvian undergraduate students' usage of digital technology in academic context." Institute of Electrical and Electronics Engineers Inc, 2020. http://hdl.handle.net/10757/656777.

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El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.
This paper presents the results of an interview of first-year university students at a private face-to-face university in Lima city on how they use digital technologies in their social and academic lives. This study was positioned in the interpretive paradigm with qualitative research design. Semi-structured interview with 13 open-ended questions was selected as the means of data. Atlas.ti. were used to analysed and coded all the interviews. To provide a well-structured approach to handling a large data set, thematic analysis was employed to analyse the verbatim transcription as outlined by Braun and Clarke. Contrary to the assumption that young learners are seen as highly adept technology users, the findings show that social networks (Facebook and Instagram) and WhatsApp are the most important applications for the participants.
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Inzerilla, Tina Elaine. "Community college faculty's teaching social networks and their implications for librarians." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/62700/1/Tina_Inzerilla_Thesis.pdf.

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Collaboration between faculty and librarians is an important topic of discussion and research among academic librarians. These partnerships between faculty and librarians are vital for enabling students to become lifelong learners through their information literacy education. This research developed an understanding of academic collaborators by analyzing a community college faculty's teaching social networks. A teaching social network, an original term generated in this study, is comprised of communications that influence faculty when they design and deliver their courses. The communication may be formal (e.g., through scholarly journals and professional development activities) and informal (e.g., through personal communication) through their network elements. Examples of the elements of a teaching social network may be department faculty, administration, librarians, professional development, and students. This research asked 'What is the nature of faculty's teaching social networks and what are the implications for librarians?' This study moves forward the existing research on collaboration, information literacy, and social network analysis. It provides both faculty and librarians with added insight into their existing and potential relationships. This research was undertaken using mixed methods. Social network analysis was the quantitative data collection methodology and the interview method was the qualitative technique. For the social network analysis data, a survey was sent to full-time faculty at Las Positas College, a community college, in California. The survey gathered the data and described the teaching social networks for faculty with respect to their teaching methods and content taught. Semi-structured interviews were conducted following the survey with a sub-set of survey respondents to understand why specific elements were included in their teaching social networks and to learn of ways for librarians to become an integral part of the teaching social networks. The majority of the faculty respondents were moderately influenced by the elements of their network except the majority of the potentials were weakly influenced by the elements in their network in their content taught. The elements with the most influence on both teaching methods and content taught were students, department faculty, professional development, and former graduate professors and coursework. The elements with the least influence on both aspects were public or academic librarians, and social media. The most popular roles for the elements were conversations about teaching, sharing ideas, tips for teaching, insights into teaching, suggestions for ways of teaching, and how to engage students. Librarians' weakly influenced faculty in their teaching methods and their content taught. The motivating factors for collaboration with librarians were that students learned how to research, students' research projects improved, faculty saved time by having librarians provide the instruction to students, and faculty built strong working relationships with librarians. The challenges of collaborating with librarians were inadequate teaching techniques used when librarians taught research orientations and lack of time. Ways librarians can be more integral in faculty's teaching social networks included: more workshops for faculty, more proactive interaction with faculty, and more one-on-one training sessions for faculty. Some of the recommendations for the librarians from this study were develop a strong rapport with faculty, librarians should build their services in information literacy from the point of view of the faculty instead of from the librarian perspective, use staff development funding to attend conferences and workshops to improve their teaching, develop more training sessions for faculty, increase marketing efforts of the librarian's instructional services, and seek grant opportunities to increase funding for the library. In addition, librarians and faculty should review the definitions of information literacy and move from a skills based interpretation to a learning process.
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Schroeder, Peter J. "The relationship between academic integration and basketball participation at one NCAA Division III institution." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2334.

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The purpose of this study was to assess the relationship between basketball participation and academic integration at one NCAA Division Ill school. Research on the college experiences of NCAA Division I male student-athletes in corporate sports has demonstrated that athletic participation does not enhance academic integration. Conversely, Division I women athletes have become academically integrated despite participating in intercollegiate athletics. Therefore, this study sought to discover integration differences between males and females at the Division Ill level and made comparisons with the Division I literature. Academic integration was defined as a belief in the academic goals of an institution based on academic involvement, peer interaction, faculty interaction and involvement in work, sport or other extracurricular activities. Nine male and five female Division Ill basketball players from one liberal arts college were interviewed. Based on qualitative analyses, three major themes were identified. First, the student-athletes were predisposed to academic integration based on their high school grade point averages, test scores, parent's education and social class. Second, once in college, they became academically integrated through academic planning, extracurricular involvement, and peer and faculty interaction. Finally, through their coach's assistance with academic planning and the social interaction it created, basketball played a partial role in the integration process for men. Women, however, did not use basketball as their primary means of establishing social ties and did not receive academic assistance from their coach. These were the only differences between genders. The school's academic climate and structure were the most significant factors impacting academic integration. The coach's ability to support these was a secondary factor. When compared to Division I males, these male student-athletes were much more integrated. The females in the current study were similar to their Division I counterparts with respect to academic integration.
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Poole, Aaron. "Road Networks, Social Disorganization and Lethality, an Exploration of Theory and an Examination of Covariates." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6005.

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Utilizing a Criminal Event Perspective, the analyses of this dissertation test a variety of relationships to the dependent variable: the Criminal Lethality Index. Data from the National Incident-Based Reporting System, the Census and American Community Survey, the American Trauma Society, and data derived from the Census's mapping TIGER files are combined to create a database of 190 cities. This database is used to test road network connectivity (Gama Index), medical resources, criminal covariates and Social Disorganization variables in relation to a city's Criminal Lethality Index. OLS regression demonstrates a significant and negative relationship between a city's Gama Index and its Criminal Lethality Index. In addition, percent male, percent black, median income and percent of the population employed in diagnosing and treating medical professions were all consistently positively related to Criminal Lethality. The percent of males 16 to 24, percent of single parent households, and Concentrated Disadvantage Index were all consistently and negatively related to Criminal Lethality. Given these surprising results, additional diagnostic regressions are run using more traditional dependent variables such as the number of murders in a city and the proportion of aggravated assaults with major injuries per 100,000 population. These reveal the idiosyncratic nature of utilizing the Criminal Lethality Index. This dependent variable has proven useful in some circumstances and counterintuitive in others. The source of the seemingly unintuitive results is the fact that certain factors only reduce murders but many factors impact both murder and aggravated assaults, thereby creating difficultly when trying to predict patterns in Criminal Lethality.
Ph.D.
Doctorate
Sociology
Sciences
Sociology
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Moglen, Daniel Justin. "Social Environments, Writing Support Networks, and Academic Writing| A Study of First Year International Graduate Students." Thesis, University of California, Davis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264425.

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This dissertation is an inquiry into the social experiences of first year international graduate students, and how those social experiences inform their academic writing development. Drawing from the sociocognitive perspective (Atkinson, 2002; Lantolf, 2000), this study recognizes that the university is social in nature, and language learning occurs in the mind, body, and world (Atkinson et al., 2007). The international graduate students in this study were recruited from the first quarter academic writing class in fall 2014 (n=113), and were surveyed at four time points throughout the academic year. The dissertation focuses on four students, Luiza from Brazil, Camila from Chile, Q from Korea, and Kira from China as illustrative examples of the social environments that students have as well as trajectories of writing development. The focal students participated in three interviews throughout the year and written texts were also collected at three time points (at the end of the fall, winter, and spring quarters). Findings from the students’ social environments suggest that students tend to gravitate towards co-nationals in social settings. In terms of receiving writing support, students in the study relied primarily of colleagues and friends, followed by professors. Writing tutors and family members were sought out the least for writing support. Peers tended to be more accessible and approachable than professors, while professors were rated as more helpful than peers. In terms of the writing development of the students, this study focuses on clausal, phrasal, and lexical complexity. Findings from the textual analysis portion suggest that the writing of the focal students became more complex based on these measurements. In particular, students generally scored higher on the number of modifiers per noun phrase measure throughout the year, suggesting that their noun phrases were becoming more complex, although there were some deviations to this pattern. Also, students used more words from the academic word list and field specific jargon throughout the year. The implications of this study are relevant to writing professors, STEM professors, international student services, and the university as a whole.

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Books on the topic "Academic social networks"

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Science, gender, and internationalism: Women's academic networks, 1917-1955. New York, NY: Palgrave Macmillan, 2014.

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1956-, Engel Christoph, Keller Kenneth H. ed, and German-American Academic Council Foundation, eds. Understanding the impact of global networks on local social, political and cultural values: First symposium of the German American Academic Council's project ..., Dresden, February 18-20, 1999. Baden-Baden: Nomos, 2000.

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Jana, Ronan, and Association of Research Libraries, eds. Social software in libraries. Washington, DC: Association of Research Libraries, 2008.

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Winston, Gordon C. Peer effects in higher education. Cambridge, Mass: National Bureau of Economic Research, 2003.

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Networking high performance in New York's secondary education: The regents curriculum story. Lanham: University Press of America, 1996.

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Buckland, Warren, and Daniel Fairfax, eds. Conversations with Christian Metz. NL Amsterdam: Amsterdam University Press, 2017. http://dx.doi.org/10.5117/9789089648259.

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From 1968 to 1991 the acclaimed film theorist Christian Metz wrote several remarkable books on film theory: Essais sur la signifi cation au cinéma, tome1 et 2; Langage et cinéma; Le signifiant imaginaire; and L’Enonciation impersonnelle. These books set the agenda of academic film studies during its formative period. Metz’s ideas were taken up, digested, refined,reinterpreted, criticized and sometimes dismissed, but rarely ignored. This volume collects and translates into English for the first time a series of interviews with Metz, who offers readable summaries,elaborations, and explanations of his sometimes complex and demanding theories of film. He speaks informally of the most fundamental concepts that constitute the heart of film theory as an academic discipline — concepts borrowed from linguistics, semiotics, rhetoric, narratology, and psychoanalysis. Within the colloquial language of the interview, we witness Metz’s initial formation and development of his film theory. The interviewers act as curious readers who pose probing questions to Metz about his books, and seek clarification and elaboration of his key concepts. We also discover the contents of his unpublished manuscript on jokes, his relation to Roland Barthes, and the social networks operative in the French intellectual community during the 1970s and 1980s.
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Tartaglia, Andrea, Roberto Bolici, and Matteo Gambaro, eds. La ricerca tra innovazione, creatività e progetto / Research among Innovation, Creativity and Design. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-160-7.

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In the current socio-cultural scenario, the implementation of the university reform aimed at boosting third-level education calls for meditation within the discipline of Architectural Technology (ICAR 12). This review must address the research topics and academic profiles of PhD courses in the Technological Area, also in terms of fostering actions consistent with European strategic lines for the promotion of a knowledge society. Research, innovation, creativity and design are the keywords of this scenario that PhD students and lecturers must bear in mind when considering three fields of study: environmental design and landscape, building production and construction and works and services strategic for the community. This book "Research among innovation, creativity and design" develops the topics addressed during the VII OSDOTTA workshop (the network of PhD courses in the field of Architectural Technology) held at the Mantua campus of Milan Polytechnic on 15th-16th-17th September 2011.
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Kraevedcheskiĭ fond bibliotek: Uchebnoe posobie. Moskva: Liberei︠a︡-Bibinform, 2006.

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Meeting, United States President's Cancer Panel. President's Cancer Panel meeting: Evaluating the national cancer program, an ongoing process. Bethesda, Md: National Institutes of Health, National Cancer Institute, 1993.

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Meeting, United States President's Cancer Panel. President's Cancer Panel Meeting: AIDS neoplasms. [Bethesda, Md.]: National Institutes of Health, National Cancer Institute, 1995.

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Book chapters on the topic "Academic social networks"

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de Oliveira, Jose Palazzo Moreira, Giseli Rabello Lopes, and Mirella Moura Moro. "Academic Social Networks." In Advances in Conceptual Modeling. Recent Developments and New Directions, 2–3. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24574-9_2.

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Lopes, Giseli Rabello, Mirella M. Moro, Leandro Krug Wives, and José Palazzo Moreira de Oliveira. "Collaboration Recommendation on Academic Social Networks." In Lecture Notes in Computer Science, 190–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16385-2_24.

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Campos, Francisco, and Andrea Valencia. "Managing Academic Profiles on Scientific Social Networks." In New Contributions in Information Systems and Technologies, 265–73. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16486-1_27.

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Semenov, Alexander, Alexander Veremyev, Alexander Nikolaev, Eduardo L. Pasiliao, and Vladimir Boginski. "Ranking Academic Advisors: Analyzing Scientific Advising Impact Using MathGenealogy Social Network." In Computational Data and Social Networks, 437–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04648-4_37.

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Ciobanu, Radu Ioan, Ciprian Dobre, and Valentin Cristea. "Social Aspects to Support Opportunistic Networks in an Academic Environment." In Ad-hoc, Mobile, and Wireless Networks, 69–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31638-8_6.

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Stefano, Domenico De, Luka Kronegger, Valerio Leone Sciabolazza, Maria Prosperina Vitale, and Susanna Zaccarin. "Social Network Tools for the Evaluation of Individual and Group Scientific Performance." In Teaching, Research and Academic Careers, 165–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_7.

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AbstractOver the past few decades, scientific collaboration has been widely considered an important driver of research innovation. By collaborating together, scientists can benefit from both methodological and technological complementarities and synergy, improving the quality and quantity of their research outputs. As evidence of this, collaboration among scientists is increasing in all disciplines and government policies in international exchange programs are aimed at promoting collaboration among researchers. Collaboration among scientists can be represented as a network, usually adopting co-authorship as linkages. In this view, Social Network Analysis provides a useful theoretical and methodological approach because collaboration features can be related to the topological characteristics of the network. Recently, several empirical studies have found positive associations between researchers’ position in the co-authorship network and their productivity, although the results can be different depending on the discipline, scientific performance measure, and data source retrieved to construct the co-authorship networks. In this contribution, we propose the use of SNA tools for scientific evaluation purposes. Network indices at the individual and subgroup levels will be introduced to analyze the relation with both the individual research productivity and scientific output quality measure provided by the Italian academic researchers involved in VQR from the period 2011–2014.
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Schaer, Martine. "Early-Career Academics’ Transnational Moves: The Gendered Role of Vertical Social Ties in Obtaining Academic Positions Abroad." In IMISCOE Research Series, 205–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94972-3_10.

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AbstractMoving across borders to take up academic positions is one form of occupational mobility (or migration), one that is often presented as constitutive of an academic career. Drawing on biographical and qualitative egocentric network interviews with early-career academics working in Switzerland and the United States, this chapter shows that the transnational career moves of young scholars are embedded in social relationships in subtle ways. The analysis reveals that it is mainly one type of social tie that is important: vertical ties with higher-status academics. But the support these ties provide varies according to discreet and inconspicuous gendered mechanisms in which institutional resources also play a role. On the one hand, traces of strong male support networks persist in obtaining transnational academic positions. On the other, the digitalisation of academic labour-markets, fellowship schemes, and dual-career support make it possible to advance in one’s academic career while relegating vertical ties to a secondary role.
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Sampaio, Paulo N. M., Rúben H. de Freitas Gouveia, and Pedro A. T. Gomes. "eGuided: Sharing Media in Academic and Social Networks Based on Peer-Assisted Learning e-Portfolios." In Computer Communications and Networks, 433–47. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4555-4_19.

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Ravikumar, T., R. Anuradha, R. Rajesh, and N. Prakash. "Smartphone Usage, Social Media Engagement, and Academic Performance: Mediating Effect of Digital Learning." In Evolutionary Computing and Mobile Sustainable Networks, 351–64. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9605-3_24.

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Varela-Candamio, Laura, Isabel Novo-Corti, and María Teresa García-Álvarez. "Assessment of Academic Digital Platform Through Social Networks in Economics Degree." In Advances in Intelligent Systems and Computing, 38–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56535-4_4.

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Conference papers on the topic "Academic social networks"

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Kosmides, Pavlos, Evgenia Adamopoulou, Konstantinos Demestichas, Chara Remoundou, Ioannis Loumiotis, and Michael Theologou. "Community Awareness in Academic Social Networks." In 2014 IEEE/ACM 7th International Conference on Utility and Cloud Computing (UCC). IEEE, 2014. http://dx.doi.org/10.1109/ucc.2014.104.

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Ganev, Veselin, Zhaochen Guo, Diego Serrano, Denilson Barbosa, and Eleni Stroulia. "Exploring and visualizing academic social networks." In the 19th ACM international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1871437.1871786.

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Martins, Dalton Lopes, and Sueli Mara Soares Pinto Ferreira. "ACADEMIC SOCIAL NETWORKS: A CONCEPTUAL INTRODUCTION." In 10th CONTECSI International Conference on Information Systems and Technology Management. Sao Paulo: TECSI, 2013. http://dx.doi.org/10.5748/9788599693094-10contecsi/ps-112.

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Maruyama, William Takahiro, and Luciano Antonio Digiampietri. "Co-authorship prediction in academic social network." In Brazilian Workshop on Social Network Analysis and Mining. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/brasnam.2016.6445.

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The prediction of relationships in a social network is a complex and extremely useful task to enhance or maximize collaborations by indicating the most promising partnerships. In academic social networks, prediction of relationships is typically used to try to identify potential partners in the development of a project and/or co-authors for publishing papers. This paper presents an approach to predict coauthorships combining artificial intelligence techniques with the state-of-the-art metrics for link predicting in social networks.
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Wang, Chen-Shu, I.-Hsien Ting, and Yu-Chieh Li. "Taiwan Academic Network Discussion via Social Networks Analysis Perspective." In 2011 International Conference on Advances in Social Networks Analysis and Mining (ASONAM 2011). IEEE, 2011. http://dx.doi.org/10.1109/asonam.2011.99.

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Toral, Sergio L., Nik Bessis, M. R. Martinez-Torres, Florian Franc, Federico Barrero, and Fatos Xhafa. "An Exploratory Social Network Analysis of Academic Research Networks." In 2011 Third International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2011. http://dx.doi.org/10.1109/incos.2011.49.

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Yang, Zaihan, Liangjie Hong, and Brian D. Davison. "Academic network analysis." In ASONAM '13: Advances in Social Networks Analysis and Mining 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2492517.2492524.

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Arif, Tasleem, M. Asger, Majid Bashir Malik, and Rashid Ali. "Extracting academic social networks among conference participants." In 2015 Eighth International Conference on Contemporary Computing (IC3). IEEE, 2015. http://dx.doi.org/10.1109/ic3.2015.7346650.

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Shibarshina, S. "Online Academic Social Networks and “Digital Mobility”." In The Second All-Russian Scientific and Practical Youth Conference “Mobility as a Soft Power Dimension: Theory, Practice, Discourse”. Institute of Philosophy and Law of the Ural Branch of the Russian Academy of Sciences, 2019. http://dx.doi.org/10.17506/articles.mobility.2019.5369.

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Kumar, S. Selva, K. Sailaja Kumar, and N. Kayarvizhy. "Analysis of information propagation in academic social networks." In 2016 Fifth International Conference on Recent Trends in Information Technology (ICRTIT). IEEE, 2016. http://dx.doi.org/10.1109/icrtit.2016.7569575.

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Reports on the topic "Academic social networks"

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Rúas-Araújo, J., F. Campos-Freire, and I. Puentes-Rivera. Use and assessment of general-interest social networks and academic databases in Galician universities. Revista Latina de Comunicación Social, November 2016. http://dx.doi.org/10.4185/rlcs-2016-1141en.

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Rúas-Araújo, J., F. Campos-Freire, and I. Puentes-Rivera. Use and assessment of general-interest social networks and academic databases in Galician universities. Revista Latina de Comunicación Social, November 2016. http://dx.doi.org/10.4185/rlcs-2016-1161en.

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Lavy, Victor, and Edith Sand. The Friends Factor: How Students' Social Networks Affect Their Academic Achievement and Well-Being? Cambridge, MA: National Bureau of Economic Research, October 2012. http://dx.doi.org/10.3386/w18430.

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Lenhardt, Amanda. The Social Economic Impacts of Covid-19 in Informal Urban Settlements. Institute of Development Studies, September 2021. http://dx.doi.org/10.19088/cc.2021.008.

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The social economic impacts of the Covid-19 crisis in informal urban settlements are widely discussed in the literature, as are the risk factors for particular social and economic groups in these areas. However, government responses and evidence of their impact do not appear to rise to the challenges posed by these studies. Pre-pandemic analyses of risk factors in informal urban settlements and newly collected evidence from different contexts are available to understand the unique and pressing challenges that the pandemic poses to wellbeing in informal urban settlements. In contrast, there is little evidence of effective policy and programme solutions to address these challenges, which is likely driven by the absence of targeted policies and programmes to support people living in informal urban settlements. As a result, many communities have had to rely on their own limited resources and support networks to respond to the crisis (Wilkinson, 2021). This report briefly summarises the range of available evidence on the social economic impacts of the Covid-19 crisis in informal urban settlements and the intersectional differences in how different identity groups living in them have experienced the pandemic. Following a short introduction to the context of the Covid-19 crisis in these areas, the report outlines three thematic areas that have received significant attention in the literature and policy discourses – livelihoods and poverty, food security, and education. While not an exhaustive list, this range of topics is indicative of the range of evidence available and outstanding gaps. The remaining section details evidence of how different identity groups living in informal urban settlements have experienced the pandemic based on gender, disability, age, and migration status. The review draws on a mixture of academic and grey literature, with some opinion pieces and blogs also included given the ongoing nature of the pandemic.
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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, July 2022. http://dx.doi.org/10.46661/rio.20220727_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Noack, Anika. Knowledge and Technology Transfer under Digital Conditions: Transfer Intermediaries in Eastern Germany and the Role of Digital Means, Trust and Face-to-Face Interactions. Technische Hochschule Wildau, 2022. http://dx.doi.org/10.15771/innohub_4.

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Even before the corona pandemic broke out in 2020, the role of digitalisation became more and more apparent within Knowledge and Technology Transfer (KTT) processes. Since the pandemic,intermediary organisations that bridge the distance between academia and the world of business to pave the way for successful university-industry linkages have not primarily been able to build on face-to-face-encounters to create those relations. Based on an ongoing research project, this paper examines how digitally mediated communications potentially enhance or limit knowledge and technology transfer that is primarily based on face-to-face interactions.On the one hand, the use of digitally mediated communications seem to foster the spatial expansion of networks, save travel times and costs and foster a special form of social inclusion. University-industry-relations, on the other hand,still rely on a positive evaluation of face-to-face contacts and geographical proximity for trust to develop between heterogeneous partners. Here, actors with bridging functions like transfer scouts are vital in enabling a regular communicative exchange to create commitment, social cohesion and cooperation in digital contexts. Although the relevance of digitalised transfer processes has been increasing over time, an important set of activities, involving face-to-face contacts and co-location, currently still plays a major role for transfer intermediaries in university-industry-relations.
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Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, January 2022. http://dx.doi.org/10.55317/9781784135010.

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The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.
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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.

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The main recommendations of the panel report can be summarised under four key headings:  High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on.  Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors.  Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month.  Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.
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Ripoll, Santiago, Tabitha Hrynick, Ashley Ouvrier, Megan Schmidt-Sane, Federico Marco Federici, and Elizabeth Storer. 10 Ways Local Governments in Multicultural Urban Settings can Support Vaccine Equity in Pandemics. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.016.

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At national and aggregate levels, COVID-19 vaccination across G7 countries appears successful. To date, 79.4% of the total population of G7 countries have received a first dose, 72.9% a second, and 45.4% a booster shot (28th April 2022 data). In France, 80.6% of the total population has had a first dose, 78.2 % have had two doses, and 55.4% have had their booster jabs (28th of April 2022 data). In the UK, 79.3% of the total population has received one dose, 74.1% a second one, and 58.5% have received a booster. In Italy, 85.2% of the total population has had a first dose, 80.4% have had two doses, and 66.5% have had their booster jabs (28th of April 2022 data). These figures indicate enthusiasm across G7 countries for COVID-19 vaccines. Yet high overall vaccination rates at the national level, disguise significant in-country disparities. For example, by the end of 2021, less than 50% of residents of the Northern Districts of Marseille were vaccinated, compared with over 70% in wealthier neighbourhoods. In the Ealing borough of Northwest London, 70% of the eligible population has had a first dose – which is almost 10% percent below the national average (4th of April 2022 data). Disparities are also seen in other urban metropolises across the G7. This brief investigates these disparities through the lens of “vaccine (in)equity”, focusing on the role of local actors. It builds on ethnographic and qualitative research carried out in the Northern Districts of Marseille and ongoing research engagement around vaccine equity in Ealing (Northwest London), as well as qualitative research carried out in Italy among networks of healthcare providers, intercultural mediators, and civil society organizations that collaborated during the COVID-19 campaign in the Emilia Romagna region and in Rome. This brief is based on research conducted between October and December 2021 in Marseille and ongoing engagement in Ealing which started in May 2021. It identified how local governments, health actors, community groups and residents play key roles in shaping vaccine (in)equity. This brief was developed for SSHAP by Santiago Ripoll (IDS), Tabitha Hrynick (IDS), Ashley Ouvrier (LaSSA), Megan Schmidt-Sane (IDS), Federico Federici (UCL) and Elizabeth Storer (LSE). It was reviewed by Eloisa Franchi (Università degli Studi di Pavia) and Ellen Schwartz (Hackney Council Public Health). The research was funded through the British Academy COVID-19 Recovery: G7 Fund (COVG7210038). Research was based at the Institute of Development Studies (IDS), University of Susssex, and the Laboratoire de Sciences Sociales Appliquées (LaSSA). The brief is the responsibility of SSHAP.
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