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Journal articles on the topic 'Scholarly communities of practice'
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Larson, Colleen L. "Commentary: Creating scholarly practice through communities of inquiry." International Journal of Leadership in Education 3, no. 3 (July 2000): 307–14. http://dx.doi.org/10.1080/13603120050083963.
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Day, Benjamin S., Luke Glanville, Terence C. Halliday, and Cecilia Jacob. "Scholarly Circles: A Practice for Thinking Christianly in the University." International Journal of Public Theology 14, no. 4 (November 18, 2020): 389–97. http://dx.doi.org/10.1163/15697320-12341629.
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Abstract This article documents how the formation of a Scholarly Circle led to the development of the articles published in this issue. We outline how our Scholarly Circle developed across three stages over a period of seven years. By doing so, we hope to encourage others to consider the Scholarly Circle as a potential model to guide small communities of scholars seeking to integrate their faith and scholarship in a deeper and more deliberate way.
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MATHER, LYNN. "Communities of scholars and communities of practice." Journal of Law and Society 48, no. 1 (February 10, 2021): 25–39. http://dx.doi.org/10.1111/jols.12276.
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Georgiou, Andreas, and Daniel Arenas. "Communities in Management." Proceedings of the International Association for Business and Society 31 (2020): 37–49. http://dx.doi.org/10.5840/iabsproc2020315.
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Communities are discussed frequently in the business and management literature, but their main characteristics are not commonly agreed upon. This multiplicity of meanings results in vagueness, which hinders both scholarly research and practice. Building on a sample of 142 papers published in highly ranked business and management journals, this literature review aims to provide clarity on the concept by identifying its main underlying meanings. After conducting qualitative and cluster analysis Keyon the abovementioned sample, we suggest the following four types of communities: of Proximity, of Practice, of Users and of Firms. Their main characteristics are discussed, along with their relationship with business and management.
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Jensenius, Francesca R., Mala Htun, David J. Samuels, David A. Singer, Adria Lawrence, and Michael Chwe. "The Benefits and Pitfalls of Google Scholar." PS: Political Science & Politics 51, no. 4 (June 13, 2018): 820–24. http://dx.doi.org/10.1017/s104909651800094x.
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ABSTRACTGoogle Scholar (GS) is an important tool that faculty, administrators, and external reviewers use to evaluate the scholarly impact of candidates for jobs, tenure, and promotion. This article highlights both the benefits of GS—including the reliability and consistency of its citation counts and its platform for disseminating scholarship and facilitating networking—and its pitfalls. GS has biases because citation is a social and political process that disadvantages certain groups, including women, younger scholars, scholars in smaller research communities, and scholars opting for risky and innovative work. GS counts also reflect practices of strategic citation that exacerbate existing hierarchies and inequalities. As a result, it is imperative that political scientists incorporate other data sources, especially independent scholarly judgment, when making decisions that are crucial for careers. External reviewers have a unique obligation to offer a reasoned, rigorous, and qualitative assessment of a scholar’s contributions and therefore should not use GS.
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Gullbekk, Eystein. "Apt information literacy? A case of interdisciplinary scholarly communication." Journal of Documentation 72, no. 4 (July 11, 2016): 716–36. http://dx.doi.org/10.1108/jdoc-08-2015-0101.
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Purpose – The purpose of this paper is to explore the aptness of “information literacy”, conceptualized as a socially contextualized phenomenon, for analyses of interdisciplinary scholarly communication. Design/methodology/approach – The paper presents a conceptual analysis. Two influential representatives of the social turn in the information literacy literature are taken as starting points: Annemaree Lloyd’s conceptualization of “information literacy practice”, and Jack Andersen’s conceptualization of information literacy as “genre knowledge”. Their positioning of information literacy as a socially contextualized phenomenon – by use of practice theories and rhetorical genre theory, respectively, – is analysed against an illustrative example of interdisciplinary scholarly communication. Findings – Conceptualizations by Lloyd and Andersen explain information literacy as socially contextualized in terms of stable norms and understandings shared in social communities. Their concepts have the potential of explaining changes and innovations in social practices including scholarly communication. If we combine genre-theoretical and practice-theoretical concepts – and accentuate the open-endedness of social practices and of genres – we can enhance the understanding of information literacy in settings of interdisciplinary scholarly communication where the actors involved lack shared conventions and assumptions. Originality/value – The paper suggests that the fluid features of social contexts should be accounted for in the information literacy literature. By combining genre-theoretical and practice-theoretical concepts in a novel way it offers such an account. It provides a useful framework for understanding the phenomenon of information literacy in interdisciplinary scholarly communication.
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McNally, Michael D. "The Practice of Native American Christianity." Church History 69, no. 4 (December 2000): 834–59. http://dx.doi.org/10.2307/3169333.
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The fields of Native American religious traditions and American religious history have reached something of a shared critical juncture. Although there has been a long standing scholarly interest on writing about missions to Native Americans from a variety of viewpoints, recent years have seen the publication of a number of fresh considerations of the diversity and texture of Native American Christianity—or better, native Christianities. Native communities have long woven the stories, signs, and practices of the Christian tradition into the fabric of their lifeways, in rich and resourceful ways, even under the direst of colonizing circumstances. But only recently has scholarship begun to take this fuller texture into account: most recently, Native and Christian (1996), edited by James Treat; Native American Religious Identity (1998), edited by Jace Weaver; Sergei Kan's Memory Eternal: Tlingit Culture and Russian Orthodox Christianity through Two Centuries; Clara Sue Kidwell's Choctaws and Missionaries; and Christopher Vecsey's multivolume study of the varieties of native Catholicism, of which volume two, The Paths of Kateri's Kin (1998), is of most interest here. This recent scholarship reflects new perspectives of native scholars entering the field and more publications that anthologize a range of native Christian viewpoints into single volumes. It has also to do with more sustained accountability among normative scholars to native communities and the way that consultants in those communities imagine their religious lives.
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Bradshaw, Paul F. "Continuity and Change in Early Eucharistic Practice: Shifting Scholarly Perspectives." Studies in Church History 35 (1999): 1–17. http://dx.doi.org/10.1017/s0424208400013929.
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As a result of the great advances that have been made in liturgical scholarship in the last few decades, we now know much less about early eucharistic worship than we once thought that we did. Indeed, it sometimes appears that if things keep on at their present rate, it is possible that we shall soon find that we know absolutely nothing at all; for a large part of what current research has achieved has been to demolish theories that had been built on unreliable foundations. As this paper will demonstrate, the older consensus that there had existed a large measure of continuity between the eucharistic practices of the various early Christian communities is slowly giving way to the acceptance that there are considerable gaps in our knowledge of the period, and that what evidence there is points more towards variety than towards uniformity of practice.
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Balaji, B., and M. Dhanamjaya. "Preprints in Scholarly Communication: Re-Imagining Metrics and Infrastructures." Publications 7, no. 1 (January 14, 2019): 6. http://dx.doi.org/10.3390/publications7010006.
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Digital scholarship and electronic publishing within scholarly communities change when metrics and open infrastructures take center stage for measuring research impact. In scholarly communication, the growth of preprint repositories as a new model of scholarly publishing over the last three decades has been one of the major developments. As it unfolds, the landscape of scholarly communication is transitioning—with much being privatized as it is made open—and turning towards alternative metrics, such as social media attention, author-level, and article-level metrics. Moreover, the granularity of evaluating research impact through new metrics and social media changes the objective standards of evaluating research performance. Using preprint repositories as a case study, this article situates them in a scholarly web, examining their salient features, benefits, and futures. Moves towards scholarly web development and publishing on the semantic and social web with open infrastructures, citations, and alternative metrics—how preprints advance building the web as data—is discussed. We determine that this will viably demonstrate new metrics and, by enhancing research publishing tools in the scholarly commons, facilitate various communities of practice. However, for preprint repositories to be sustainable, scholarly communities and funding agencies should support continued investment in open knowledge, alternative metrics development, and open infrastructures in scholarly publishing.
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ORRJE, JACOB. "The logistics of the Republic of Letters: mercantile undercurrents of early modern scholarly knowledge circulation." British Journal for the History of Science 53, no. 3 (July 16, 2020): 351–69. http://dx.doi.org/10.1017/s0007087420000242.
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AbstractAnglo-Swedish scholarly correspondence from the mid-eighteenth century contains repeated mentions of two merchants, Abraham Spalding and Gustavus Brander. The letters describe how these men facilitated the exchange of knowledge over the Baltic Sea and the North Sea by shipping letters, books and other scientific objects, as well as by enabling long-distance financial transactions. Through the case of Spalding and Brander, this article examines the material basis for early modern scholarly exchange. Using the concept of logistics to highlight and relate several mercantile practices, it examines ways of making scholarly knowledge move, and analyses merchants’ potential motives for offering their services to scholarly communities. As logisticians in the Republic of Letters, these merchants could turn their commercial infrastructure into a generator of cultural status valid in both London and Stockholm. Using mercantile services, scholarly knowledge could in turn traverse the region in reliable, cost-effective and secure ways. The case of Spalding and Brander thus highlights how contacts between scholarly communities intersected with other contemporary modes of transnational exchange, and it shows how scholarly exchange relied on relationships based on norms different from the communalism often used to characterize the early modern Republic of Letters. Thus the article suggests new ways of studying early modern scholarly exchange in practice.
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Mithen, Nicholas. "A Taste for Criticism: ‘Buon Gusto’ and the Reform of Historical Scholarship in the Early Eighteenth-Century Italian Republic of Letters." Erudition and the Republic of Letters 4, no. 4 (October 26, 2019): 439–67. http://dx.doi.org/10.1163/24055069-00404003.
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Historians of scholarship and intellectual historians have recently been paying more attention to the social and epistemic conditioning of scholarly production. Informed by the history of science, such scholarship has shed light upon how knowledge production changed over time, and how its ‘legislation’, ‘administration’, and ‘institutionalisation’ varied in different contexts. This article explores the reform of intellectual culture in the early eighteenth-century Italian republic of letters, as a case-study in the application of such emergent methodologies. From around 1700, a nexus of ethical, aesthetical and epistemological ideals began to crystallize on the Italian peninsula, codified under the concept of ‘buon gusto’ or ‘good taste’. ‘Buon gusto’ became a point of reference for individual scholars, scholarly communities and literary journals seeking to reform scholarly practice. This led to the normalization of historical criticism as the dominant scholarly mode among Italian scholars by the mid-eighteenth century.
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Waters, Melinda, Linda Simon, Michele Simons, Jennifer Davids, and Bobby Harreveld. "A case for scholarly activity in vocational education in Australia." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 14–31. http://dx.doi.org/10.1108/heswbl-08-2014-0038.
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Purpose – As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda. Design/methodology/approach – Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper. Findings – The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future. Research limitations/implications – This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate. Originality/value – This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.
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Radda, Hank. "From Theory to Practice to Experience: Building Scholarly Learning Communities in Nontraditional Doctoral Programs." InSight: A Journal of Scholarly Teaching 7 (August 1, 2012): 50–53. http://dx.doi.org/10.46504/07201204ra.
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Goode, Abby, and AnaMaria Seglie. "Burger King and Transnational American Studies: Lessons from the 2013 Nordic Association for American Studies Conference." American Studies in Scandinavia 47, no. 2 (September 1, 2015): 103–23. http://dx.doi.org/10.22439/asca.v47i2.5352.
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This article explores the incongruities between transnational American studies as theorized and practiced. Inspired by our experience at the 2013 Nordic Association of American Studies (NAAS) conference, we discuss the challenges of practicing “transnational” American studies within specific nation- and regionbased communities. U.S. scholars tend to conceptualize “transnational” American Studies as an attempt to destabilize U.S. nation—a broadening of the geopolitical frames of reference to promote a variety of heuristics such as hemispheric, Atlantic, circum-Caribbean, borderlands, and transpacific. Scholars at the NAAS conference foregrounded emergent trends and lines of exchange that are sometimes elided in a transnational American studies conceived largely from the vantage point of the U.S. While many themes emerged at the NAAS conference, we examine how the focus on Scandinavian-American relations, Asia, and transnational families help us rethink the transnational turn in American Studies and the borders that bind its practice. In this context, we discuss the paradox of transnational American Studies – that, despite its aim to expand toward an all-encompassing “transnational” paradigm, it remains defined by our geopolitical positions. This paradox presents opportunities for theorizing the divide between American studies and its varying scholarly terrains, especially through international scholarly practice.
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Baumvol, Laura, Simone Sarmento, and Ana Beatriz Arêas da Luz Fontes. "Scholarly publication of Brazilian researchers across disciplinary communities." Journal of English for Research Publication Purposes 2, no. 1 (August 2, 2021): 5–29. http://dx.doi.org/10.1075/jerpp.20012.bau.
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Abstract This paper examines the context of scholarly knowledge production and dissemination in Brazil by comparing the publishing practices in both Portuguese and in English of Brazilian scholars who hold a research grant, across eight fields of knowledge. Data consists of 1,874 Curricula Vitae and the analysis focused on the language, number, and genres of publications over a three-year period (2014 to 2016). The study revealed a clear contrast regarding the more frequent use of English by researchers in the ‘harder’ sciences and the preference for Portuguese by those in the ‘softer’ sciences. The results also suggested an interconnection in which scholars who published the most tended to adopt English. Multiple factors involved in the genre and language choices made by academics were analysed, such as characteristics of the work produced by each disciplinary community, the audience of the research, the type of language used, and the need to obtain research funding. This investigation can potentially inform policies and investments in Brazilian higher education and research to provide continued support specific to the needs of different disciplinary communities, as well as foster the inclusion of multilingual scholars who do not have English as their first language in the global arena of knowledge production and dissemination.
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Risling, Tracie, and Linda Ferguson. "Communities of Practice in Nursing Academia: A Growing Need to Practice What We Teach." International Journal of Nursing Education Scholarship 10, no. 1 (August 22, 2013): 177–84. http://dx.doi.org/10.1515/ijnes-2012-0013.
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AbstractAlthough the community of practice (CoP) concept has been heavily utilized in business literature since its inception in the 1990s, it has not been significantly featured in nursing research. With student-centered approaches increasingly infusing nursing classrooms, including opportunities for collaborative learning and the development of student learning communities, it may be time to ask: Do we practice what we teach? Nursing academia faces challenges related to recruitment and retention, scholarly productivity and engagement of new faculty, and increasing demands for collaborative research. Challenges, some would argue, that could be addressed through CoPs; a sentiment reflected in the recent expansion of nursing CoP literature. What is the current state of the application of this concept in nursing academia and what barriers present in the promotion and development of CoPs in the academy? This article addresses these questions and provides guidance for those in search of community.
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Neely, Stephen R., and Jerrell D. Coggburn. "Incentives for Sharing Knowledge: A Survey of Scholarly Practices in Public Affairs and Administration." PS: Political Science & Politics 50, no. 02 (March 31, 2017): 480–86. http://dx.doi.org/10.1017/s1049096516003036.
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ABSTRACTThis study examines the scholarly practice of “knowledge sharing” and the extent to which it is rewarded by prevailing faculty-incentive structures. Following recent calls for greater connectivity between the academic and practitioner communities in both political science and public administration, there is a need for greater empirical evidence regarding the extent to which these practices are being employed across the discipline and how their use varies across institutional settings. Focusing on “knowledge sharing” as a specific dimension of “engaged scholarship,” this article reports the findings from a recent survey of public affairs and administration program leaders regarding current standards for earning tenure and promotion. Relevant scholarly practices are discussed and the reported value of these practices for earning tenure and promotion is presented. Institutional types are compared and recommendations are made for improving the dissemination of scholarly knowledge to the public administration practitioner community.
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Wang, Qi. "Putting Culture in the Middle in Judging Scholarly Merit." Perspectives on Psychological Science 12, no. 6 (November 2017): 1166–70. http://dx.doi.org/10.1177/1745691617724240.
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I discuss the critical importance of putting culture in the middle in judging scholarly merit in psychological science. I describe the challenges in evaluating cultural research, pointing out the various ways that ethnocentric judgments undermine the scientific merit of cultural research and the consequences of the marginalization of culture in psychological science and practice. In spite of the obstacles, cultural psychologists have made major scientific contributions and achieved scientific eminence. I further suggest that we raise the bar by including a broad, cultural approach to research as one basis for judging scientific contributions. I propose that to put culture in the middle, the evaluation of scholarly merit in psychological science should (a) consider the integration of cultural perspectives in research as a critical indicator, (b) take into consideration the international visibility of scholarship, (c) benefit from a general consensus among cultural researchers, (d) document real-life impact in different populations, and (e) be mindful of the beliefs and practices of scientific communities in other cultures.
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Hague, Euan. "Connecting Courses, Curriculum, and Community, in Chicago." Metropolitan Universities 31, no. 2 (July 20, 2020): 7–17. http://dx.doi.org/10.18060/23923.
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I am deeply honored to receive the 2019 Barbara A. Holland Scholar-Administrator Award as I believe strongly in interconnecting the elements of an urban institution: students, faculty, and community members, and integrating these within the classroom, curriculum, disciplinary structures, and administrative best practices. What is more, I suggest that such an integrative approach should be fundamental to our scholarly practice, as teaching, research and community engagement inform and reinforce each other. Our institutions give us opportunities to draw upon considerable resources that can be used to aid disadvantaged communities and, as professionals in the academy, we are well-positioned to pursue pedagogy that can make a difference in our society.
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Neely, Stephen R., Jerrell D. Coggburn, and Johanna Phelps-Hillen. "Measuring the practice of engagement in public administration." Teaching Public Administration 36, no. 3 (May 22, 2018): 276–300. http://dx.doi.org/10.1177/0144739418775783.
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Following recent calls for greater synergies between public administration's (PA)’s academic and practitioner communities, this paper examines the prevalence and use of engaged teaching and faculty practices in Network of Schools of Public Policy, Affairs, and Administration (NASPAA)-affiliated schools. Results are reported from a survey of PA academic program leaders that includes specific practices – such as the use of service-learning pedagogies, teaching-cases, and faculty–practitioner exchange programs – suggested in the literature. While anecdotal evidence suggests that these practices promote connectedness between PA’s scholarly and practitioner communities, little is known empirically about how widely they are employed or how their use differs across faculty cohorts and institutional settings. This study attempts to address that gap, providing both empirical context and a baseline against which future studies can be compared.
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Enqvist, Johanna, Tiina Onikki-Rantajääskö, and Kaarina Pitkänen-Heikkilä. "Terminology work as open, communal and collaborative crowdsourcing practice of academic communities." Terminology 27, no. 1 (July 5, 2021): 56–79. http://dx.doi.org/10.1075/term.00058.enq.
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Abstract This article introduces the Helsinki Term Bank for the Arts and Sciences (HTB), as an innovative case of a terminology project which constructs a database of scholarly terms by offering a multidisciplinary platform for collaborative terminology work and niche-sourcing at the wiki-based internet platform. Moreover, the HTB is theorised as an Information Infrastructure (II) to present and dissect how a particular set of values is embedded and woven into the HTB’s design and structure. Analysing the results of the two surveys aimed at the users and experts of the HTB in 2019, the article discusses how these values are transforming and evolving further in the HTB’s multidimensional network of actors.
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Cohen-Hanegbi, Naama. "Special Cluster Learning Practice from Texts: Jews and Medicine in the Later Middle Ages." Social History of Medicine 32, no. 4 (October 22, 2019): 659–69. http://dx.doi.org/10.1093/shm/hkz076.
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Abstract The study of the medical practices of medieval European Jews has tended to centre on the dynamics of inclusion and exclusion of Jews in European societies, with medical practices and non-learned practitioners within Jewish communities receiving less attention. Information is particularly lacking on the more rudimentary aspects of medical training and practice, daily medical care and household medicine. This essay highlights features of the historiography of Jewish activity in medicine that beckon new or renewed scholarly attention. The essay introduces a cluster of articles, which begin to fill this lacuna while charting methodological keys for future work in the field.
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Lanlehin, Rosemary M. "Boundaries between professional nursing and midwifery academics and scholarly research activities: Transitioning through communities of practice." Nurse Education Today 64 (May 2018): 130–31. http://dx.doi.org/10.1016/j.nedt.2018.02.004.
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Lau, Linda, and Rae Mansfield. "Let's Build Theatre Communities . . . or Not: Virtual Teaching and Scholarship in an Exclusionary World." Theatre Survey 62, no. 3 (August 23, 2021): 332–36. http://dx.doi.org/10.1017/s0040557421000247.
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As collaborators who have been working together virtually since 2017, we have written plays and articles, conducted artist interviews, and are in the process of writing a book about teaching older adults theatre. When the pandemic came, everything else in our lives moved online, and we encountered new challenges with both our teaching and our scholarship. We were tasked with transitioning our theatre students to a virtual environment while conducting research for our book. We knew what was successful for us, as working online had helped our own practice, but would it be effective for students? And was it possible to write a scholarly book without access to academic libraries and archives? Our experiences over the past year reminded us that it shouldn't require a pandemic to rethink best practices in teaching and research. While the lessons we learned were because of a restructured academic environment, the issues we addressed existed previously and were often ignored. These are some of the things we will take with us postpandemic as educators and scholars.
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RAASCH, CHRISTINA. "PRODUCT DEVELOPMENT IN OPEN DESIGN COMMUNITIES: A PROCESS PERSPECTIVE." International Journal of Innovation and Technology Management 08, no. 04 (December 2011): 557–75. http://dx.doi.org/10.1142/s021987701100260x.
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Open source (OS) has raised significant attention in industrial practice and in scholarly research as a new and successful mode of product development. This paper is among the first to study open source development processes outside their original context, the software industry. In particular, we investigate the development of tangible products in so-called open design projects. We study how open design projects address the challenges usually put forward in the literature as barriers to the open development of tangible products. The analysis rests on the comparative qualitative investigation of four cases from different industries. We find that, subject to certain contingencies, open design processes can be organized to resemble OSS development processes to a considerable degree. Some practices are established specifically to uphold OS principles in the open design context, while others starkly differ from those found in OSS development. Our discussion focusses on different aspects of modularity as well as the availability of low-cost tools.
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Karpińska, Z. E., Rachel Yarrow, and L. M. A. Gough. "Education and Instability: Avoiding the Policy-Practice Gap in an Emerging Field." Research in Comparative and International Education 2, no. 3 (September 2007): 242–51. http://dx.doi.org/10.2304/rcie.2007.2.3.242.
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The imperative to provide education for communities affected by man-made or natural disaster has been strongly articulated. Since the mid 1990s, a growing body of literature and research has emerged in the fledgling field of ‘education and instability’; however, there is still a pressing need for high-quality, applicable research. The article argues that a scholarly attention to the insights and questions of ‘education and instability’ that privileges practitioner involvement may deepen and add rigour to existing insights. Such research may also raise questions and create critical discussion concerning assumptions about conflict, emergency, aid, policy, participation and service provision, and other issues in education and instability. A budding scholarly community at the University of Oxford is the Conflict and Education Research Group (CERG), comprising researchers who have practical experience of working with development agencies and in crisis situations. The group studies what role there might be for education, broadly defined, in promoting stability, peace and development. The article outlines the CERG's emerging research agenda along with its commitment to moving beyond the policy–practice divide to produce meaningful scholarly research with applicable findings and clear dissemination strategies.
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Miranda, Alejandro. "Movement, Practice, and a Musical Tradition between Mexico and the United States." Transfers 7, no. 2 (June 1, 2017): 21–40. http://dx.doi.org/10.3167/trans.2017.070203.
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Current scholarly work on mobilities has focused largely on how practices of mobility produce space, place, and landscape through their enactment and representation. There has been significantly less attention to the study of how social practices move, that is, how socially recognized ways of doing are produced through mobility. Although the literature of various disciplines generally agrees that practices are on the move at different scales, the mobilities of practice have yet to be developed explicitly. This article contributes to this emerging area of research by examining the case of music making. Drawing on ethnographic research, it analyzes how son jarocho, a musical tradition from southeast Mexico, is currently diffused and re-created across communities of practitioners in the United States. In doing so, the processes of diffusion, reproduction, and transformation of social practice are dependent on, and reciprocally related to, the movement produced during performances.
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Et.al, Abdulrahman M. A. Albelaihi. "Islamic Law Perspective regarding the Weretiger in the Malay Archipelago." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 2912–19. http://dx.doi.org/10.17762/turcomat.v12i3.1322.
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This article discusses the origin, traits and role of the Weretiger within the context in Malay Archipelago communities. The Weretiger is type of Jinn that existence pre-dates human and its’ relationship with human have been establish prior to Islam. The Islamisation of the Malay Archipelago see’s that a syncretisation of old tradition into Islam and thus the practice of Weretiger still exists until todays. The scholar (ulama) are still debating in the Islamic Law perspective not just the ties between Weretiger and human but Jinn and human as whole using references from Al-Qur’an, Hadith and previous scholarly works.
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JONES, DAVID MARTIN, and MICHAEL L. R. SMITH. "Constructing communities: the curious case of East Asian regionalism." Review of International Studies 33, no. 1 (January 2007): 165–86. http://dx.doi.org/10.1017/s026021050700736x.
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The prevailing scholarly orthodoxy regarding recent diplomatic initiatives in the Asia-Pacific assumes that East Asia is evolving into a distinctive regional community. The orthodoxy attributes this development to the growing influence of the diplomatic practices espoused by the Association of Southeast Asian States (ASEAN) and its related institutions. However, a paradox remains, namely: despite the failure of ASEAN’s distinctive practice to fulfil its rhetorical promise in Southeast Asia both immediately prior to and in the aftermath of the Asian financial crisis in 1997, it is nevertheless considered sufficient to validate the projection of ASEAN defined norms onto a wider Pacific canvas. This study analyses how an academic preference for constructivism has misinterpreted the growth in official rhetoric extolling East Asian regionalism since 1997 in a way that has helped produce and reinforce this paradox. By contrast, we contend that government declarations of a developing East Asian identity actually serve to obscure the continuation of traditional interstate relations and do not herald any wider, let alone inexorable, movement towards an integrated regional community.
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Gieseking, Jen Jack. "Citing you on behalf of an other digital geographical imagination." Dialogues in Human Geography 10, no. 1 (January 6, 2020): 41–45. http://dx.doi.org/10.1177/2043820619898896.
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In replying to Natalie Oswin’s ‘An Other Geography’, I extend Oswin’s argument for ‘solidarities across modes of difference’ to the place of the scholarly Internet, through the specific case of citation practices. The scholarly Internet—ranging across platforms such as Google Scholar, Socarxiv, ResearchGate, and Academia.edu , to social media including the likes of Twitter, Facebook, and Instagram—affords new connections and communities, particularly over citations that further give voice to the marginalized, erased, and oppressed of geography that Oswin centers in her article. At the same time, most of these software reproduce whiteness, sexism, heteronormativity, ableism, and colonialism in their algorithmic biases. I urge geographers to reconsider their attachments to and expectation of the scholarly Internet, particularly around citation practices. Instead, I call for practices of survival for Others that must necessarily include, in the words of Carrie Mott and Daniel Cockayne, conscientious engagement and disengagement.
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Dewhurst, C. Kurt, and Timothy Lloyd. "The American Folklore Society-China Folklore Society Folklore and Intangible Cultural Heritage Project, 2013-2016." Museum Anthropology Review 13, no. 1 (March 13, 2019): 59–68. http://dx.doi.org/10.14434/mar.v13i1.25405.
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Emphasizing its museum-focused sub-project, this report describes the second phase of the China-US Folklore and Intangible Cultural Heritage Project (2013-2016). Supported by the Henry Luce Foundation, the larger project links these two national scholarly societies in a program of professional exchanges, scholarly meetings, and joint inquiry around issues of intangible cultural heritage policy and practice. The museum sub-project has included joint exhibition development work, travel to local communities in the United States and in Southwest China, and other collaborative initiatives. This report describes the project's history, funding, outcomes, and some lessons learned.
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Moosa, Visal, and Mariyam Shareefa. "Science mapping the most-cited publications on workplace learning." Journal of Workplace Learning 32, no. 4 (February 28, 2020): 259–72. http://dx.doi.org/10.1108/jwl-10-2019-0119.
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Purpose This study aims to use science mapping to explore the knowledge base on workplace learning. Design/methodology/approach The analyses were based on the 100 most-cited articles out of the 7,469 results that were generated by the search on SCOPUS database. Bibliometric analyses such as keyword occurrence, co-authorship network and bibliometric coupling network were conducted using VOSviewer. Findings The results indicated that scholarly work in the area of workplace learning is on the rise while emphasising the need for contributions from Eastern and Asian perspectives. It was also found that scholarly work on workplace learning can be classified into two major schools of thought, namely, one that revolves around learning communities and other around communities of practice. Finally, analysis of the top-journals revealed that many of them have a close association with the field of education. Research limitations/implications This analysis is based on a single database. Nonetheless, scholars looking forward to research and publish on the topic may consider the key concepts and journals identified in this review. Originality/value To the best of the authors’ knowledge, no other study on bibliometric analysis of the topic has been conducted. This study contributes to the knowledge base on workplace learning by science mapping the existing knowledge.
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Tammi, Tuure, and Anna Kouhia. "Accessing the Research Community: Metaphors in Understanding the Processes of Becoming a Researcher." International Journal of Doctoral Studies 10 (2015): 385–98. http://dx.doi.org/10.28945/2303.
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This article examines the questions of professional identity formulation and the possibilities of young scholars to reflect on these processes. Relying on insights of collaborative autoethnography, this article is based on a four year long process of exploring our ways of participating in the community of academic practice. This process is studied through discussing various metaphors related to academic life. In this article, metaphors are used as methodological tools to characterize and reflect on young scholars’ being and becoming in the academic world. First, we consider how different metaphors may help us to communicate with others, and then continue reflecting on the acquisition and participation in the communities within which we become scholars. Finally, we elaborate on two metaphors—methodological mess and endless scholarly immaturity—to navigate in the research community as (young) researchers.
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Subedi, Bamdev. "Medical Pluralism among the Tharus of Nepal: Legitimacy, Hierarchy and State Policy." Dhaulagiri Journal of Sociology and Anthropology 13 (December 29, 2019): 58–66. http://dx.doi.org/10.3126/dsaj.v13i0.26197.
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This paper offers an understanding of medical pluralism as practiced among the Tharus of Nepal, and makes a discussion on the indigenous medicine in relation to the state health policy and the ambivalence that exists regarding official recognition of indigenous healers. Field data were collected from a village cluster of Dang district following qualitative methods: observation of healing sessions, interview with healers, patients, and key informants. Tharu healing tradition consists of three main practices: shamanic, herbal, and midwifery; practiced mainly by three types of healers: guruwa, baidawa, and surenya who employ three major strategies of healing: mantra, medicine and massage. The knowledge of healing mantras, use of local herbal medicine, and traditional midwifery and massage are the most important features of the Tharu’s indigenous healing practices. Such practices, along with those of co-inhabited non-Tharu healers and healing practices form the universe of local folk medicine. The folk medicine, which represents an oral tradition, co-exists along with scholarly traditional medicine and biomedicine. In terms of official recognition and support, biomedicine is on the top followed by scholarly traditional medicine and folk medicine falls at the bottom of the hierarchy. The scope of medical pluralism has been widened with the inclusion of scholarly traditional medicine in the official health care system. However, many of the indigenous traditional medicines that indigenous ethnic communities continue to practice still fall outside the purview of state regulation. The legitimacy of indigenous healers remains in question. An expression of sceptical and ambivalence attitudes towards indigenous healers has been reflected in the policy and planning documents. There has been an insignificant and inconsistent efforts to link indigenous healers with the official health care system and a hesitation to legitimize indigenous traditional medicine. A serious reflection is needed to move ahead from this ambivalence and inaction towards a more inclusive and democratic medical pluralism.
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Breunlin, Rachel. "Decolonizing Ways of Knowing: Heritage, Living Communities, and Indigenous Understandings of Place." Genealogy 4, no. 3 (September 16, 2020): 95. http://dx.doi.org/10.3390/genealogy4030095.
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In “Decolonizing Ways of Knowing: Heritage, Living Communities, and Indigenous Understandings of Place”, we build on the scholarly and artistic practice of deep memory work to present a collection of articles, films, and artwork that contribute critical genealogies from the United States, Africa, and the South Pacific. In this introduction, examples from Antoinette Jackson’s work in the American South and Rachel Breunlin’s work with the Neighborhood Story Project in New Orleans and Western Australia are used to build the special issue’s framework around public scholarship and art. With a particular emphasis on polyvocality, visual ethnography and creative nonfiction, the introduction argues that the work of decolonizing genealogy can be supported by respecting epistemologies that are deeply connected to place. Collectively, the contributors to the special issue demonstrate that creative practices around personal and collective histories can be an important way of reconnecting ties that may have been severed during years of colonialism.
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Chapron, Emmanuelle. "Tools for Science." Nuncius 33, no. 2 (June 26, 2018): 236–64. http://dx.doi.org/10.1163/18253911-03302003.
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Abstract This article presents an overall reflection on the libraries that were assembled in scientific institutions in France and Italy in the eighteenth century using case studies and comparative approaches. It focuses in particular on five scientific academies (located in Turin, Florence, Paris and Brest) and two Florentine institutions, the Museo di Fisica e di Storia Naturale and the Santa Maria Nuova Hospital. Decisions made regarding library premises, book procurement policies, catalogue publications and whether or not to open to the public were all investments that demonstrated the role of the written culture in the identity of scholarly communities, including those (such as the naval and surgeons’ communities) whose members had long been seen as professionals firmly rooted in a manual practice that was detached from theory. This article thus shows how libraries participated in the institutionalisation of scientific activities, the definition of professional knowledge and the formation of scholarly collectives.
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HIGGITT, REBEKAH. "‘Greenwich near London’: the Royal Observatory and its London networks in the seventeenth and eighteenth centuries." British Journal for the History of Science 52, no. 2 (May 14, 2019): 297–322. http://dx.doi.org/10.1017/s0007087419000244.
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AbstractBuilt in Greenwich in 1675–1676, the Royal Observatory was situated outside the capital but was deeply enmeshed within its knowledge networks and communities of practice. Scholars have tended to focus on the links cultivated by the Astronomers Royal within scholarly communities in England and Europe but the observatory was also deeply reliant on and engaged with London's institutions and practical mathematical community. It was a royal foundation, situated within one government board, taking a leading role on another, and overseen by Visitors selected by the Royal Society of London. These links helped develop institutional continuity, while instrument-makers, assistants and other collaborators, who were often active in the city as mathematical authors and teachers, formed an extended community with interest in the observatory's continued existence. After outlining the often highly contingent institutional and personal connections that shaped and supported the observatory, this article considers the role of two early assistants, James Hodgson and Thomas Weston. By championing John Flamsteed's legacy and sharing observatory knowledge and practice beyond its walls, they ensured awareness of and potential users for its outputs. They and their successors helped to develop a particular, and ultimately influential, approach to astronomical and mathematical practice and teaching.
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Mechtley, Adam. "Problematizing Epistemology in Computer Games Research." International Journal of Gaming and Computer-Mediated Simulations 7, no. 2 (April 2015): 68–81. http://dx.doi.org/10.4018/ijgcms.2015040104.
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Epistemic frame theory has guided research using epistemic games, which are computer games focused on rich professional enculturation. Among other things, this theory characterizes communities of practice in terms of their epistemologies, which encompass the standards communities use to justify claims or actions. By drawing on contemporary perspectives in the subfield of research focused on epistemic cognition, this piece argues in favor of disambiguating enacted and professed epistemic cognition in epistemic frame theory, as well as attending to more nuances of the contexts of players' actions. These factors affect how we model communities of practice in games, how we assess players' capabilities, and what types of data we might include in our analyses of players' activity. By integrating with the epistemic cognition scholarship, games researchers could enrich their own work, while also leveraging some unique advantages of game-based learning to support broader goals in the scholarly community.
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Bongmba, Elias Kifon. "Writing African Christianity." Religion & Theology 23, no. 3-4 (2016): 275–312. http://dx.doi.org/10.1163/15743012-02303003.
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In this overview of the historiography of Christianity in Africa a number of desiderata and considerations for future research are reviewed. The first issue considered relates to the practice of historiography. The second issue relates to African identity/-ies and its relationship to global cultural movements. The third desideratum is the pursuit of new disciplinary practices in the study of African Christianity, especially interdisciplinarity as scholarly ethos. Finally, a number of themes that should become foci in historiography of African Christianity are explored, among these are: concentration on local and regional narratives, the gendered character of Christianity in Africa, attention to the material conditions and needs of African religious communities and the various cultural innovations adopted to cope with these conditions, as well as the role of Christian communities in development in Africa and the wider encompassing question of ethics and morality.
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NOBLE, BRAM. "CUMULATIVE EFFECTS RESEARCH: ACHIEVEMENTS, STATUS, DIRECTIONS AND CHALLENGES IN THE CANADIAN CONTEXT." Journal of Environmental Assessment Policy and Management 17, no. 01 (March 2015): 1550001. http://dx.doi.org/10.1142/s1464333215500015.
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This paper reflects on the state of cumulative effects research in Canada and future directions and challenges. The assessment and management of cumulative effects has been an enduring theme in the impact assessment literature, and scholars have consistently identified the challenges to assessing and managing cumulative effects under regulatory, project-based impact assessment. Current research on cumulative effects is focused largely on the development of frameworks and methodologies to advance cumulative effects assessment and management from individual projects to broader regional scales, and on developing the science and tools for assessing and monitoring cumulative effects. Ensuring that scholarly research continues to shape cumulative effects practice in the future requires that scholars not only attempt to improve practice under current existing regulatory processes, but also push the boundaries to ensure that decision processes also evolve so as to be accommodating of new and innovative approaches to cumulative effects at regional scales. This requires interdisciplinary approaches and sustained research funding, both of which present practical challenges to scholars, and research programmes that are developed in collaboration with industry, governments and communities.
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Taylor, Ashley L., and Lauren B. Collister. "Informing the Digital Archive with Altmetrics." Scholarly and Research Communication 10, no. 1 (January 25, 2019): 12. http://dx.doi.org/10.22230/src.2019v10n1a327.
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Altmetrics can be used to understand impact beyond citations, particularly for digitized collections. As cultural institutions look to pursue more active engagement with communities of practice, altmetrics help archivists understand the conversations happening in real time that will allow them to provide access to the most relevant materials. Through the use of case studies, we aim to demonstrate how applying altmetrics while considering the curation of digital collections can allow archivists to stay engaged with target communities outside traditional channels, demonstrating both the applicability of altmetrics to legacy scholarly work and the value of digitization as an access method.
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Peterson, Deborah, Jill Alexa Perry, Lina Dostilio, and Debby Zambo. "Community-Engaged Faculty: A Must for Preparing Impactful Ed.D. Graduates." Metropolitan Universities 27, no. 2 (August 16, 2016): 59–73. http://dx.doi.org/10.18060/21127.
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Since its inception nine years ago, CPED members have re-envisioned and implemented a new purpose for the professional practice doctorate in education, or Ed.D. This new purpose is grounded in the goal of preparing doctoral students to serve as scholarly practitioners, those who engage community as stakeholders in the process of improving problems of practice. Forming practitioners to be leaders in their communities under the CPED framework requires faculty who look beyond traditional roles by embEd.D.ing themselves in communities to work alongside practitioners working to transform their communities. Unfortunately, at many institutions, community-engagement is considered counter-normative to the traditional interpretation of research, teaching, and service, though it need not be. This paper will discuss the implications of CPED's community-engagement principle for Ed.D. programs, institutional policies, and academic environments in which community-engaged faculty do their work and the importance of these faculty members in the design of the Education Doctorate.
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Chiarelli, Andrea, Rob Johnson, Stephen Pinfield, and Emma Richens. "Preprints and Scholarly Communication: An Exploratory Qualitative Study of Adoption, Practices, Drivers and Barriers." F1000Research 8 (November 25, 2019): 971. http://dx.doi.org/10.12688/f1000research.19619.2.
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Background: Since 2013, there has been a dramatic increase in the number of preprint servers. Little is known about the position of researchers, funders, research performing organisations and other stakeholders with respect to this fast-paced landscape. In this article, we explore the perceived benefits and challenges of preprint posting, alongside issues including infrastructure and financial sustainability. We also discuss the definition of a ‘preprint’ in different communities, and the impact this has on uptake. Methods: This study is based on 38 semi-structured interviews of key stakeholders, based on a purposive heterogeneous sampling approach and undertaken between October 2018 and January 2019. Interviewees were primarily drawn from biology, chemistry and psychology, where use of preprints is growing. Interviews were recorded, transcribed and subjected to thematic analysis to identify trends. Interview questions were designed based on Innovation Diffusion Theory, which was also used to interpret our results. Results: Participants were conscious of the rising prominence of preprints and cited early and fast dissemination as their most appealing feature. Preprints were also considered to enable broader access to scientific literature and increased opportunities for informal commenting. The main concerns related to the lack of quality assurance and the ‘Ingelfinger rule’. We identified trust as an essential factor in preprint posting, and highlight the enabling role of Twitter in showcasing preprints. Conclusions: The preprints landscape is evolving fast, and disciplinary communities are at different stages in the innovation diffusion process. The landscape is characterised by experimentation, which leads to the conclusion that a one-size-fits-all approach to preprints is not feasible. Cooperation and active engagement between the stakeholders involved will play an important role going forward. We share questions for the further development of the preprints landscape, with the most important being whether preprint posting will develop as a publisher- or researcher-centric practice.
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Buss, Ray R., and James G. Allen. "Leader Scholar Communities: Supporting EdD Students’ Dissertation in Practice Efforts." Impacting Education: Journal on Transforming Professional Practice 5, no. 3 (October 6, 2020): 1–7. http://dx.doi.org/10.5195/ie.2020.98.
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In this essay, we discuss Leader Scholar Communities (LSCs), which have proven to be helpful in supporting students’ dissertation in practice (DiP) efforts in several CPED-guided programs. We have organized this essay around four important topics including (a) describing a theoretical framework that serves as the foundation for LSCs, (b) providing a rationale for using LSCs, (c) illustrating how LSCs have been implemented to support students’ DiP efforts in our EdD programs, and (d) exploring the benefits and limitations of LSCs. We have also presented research information about graduates’ perceptions of LSCs. We concluded by presenting some questions others might wish to contemplate as they consider the use of LSCs to support their students’ DiP efforts.
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Olson, Kate, and Christopher M. Clark. "A Signature Pedagogy in Doctoral Education: The Leader–Scholar Community." Educational Researcher 38, no. 3 (April 2009): 216–21. http://dx.doi.org/10.3102/0013189x09334207.
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Since 2005 there has been an explosion of interest and debate about alternative futures for the doctorate in education. The authors take the debate from the abstract to the concrete by describing a signature pedagogy in doctoral education that combines theory, applied scholarship, and the wisdom of practice in new ways. They describe leader–scholar communities, whose goal is to assist and support students to conduct applied research in local educational contexts. They argue that leader–scholar communities are particularly useful for helping doctoral students persist to graduation, become socialized into a new identity as leader–scholars, and bridge the gap between what is learned at the university and what is practiced in schools.
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Harrington, Judith. "Contemporary Issues in Private Practice: Spotlight on the Self-Employed Mental Health Counselor." Journal of Mental Health Counseling 35, no. 3 (July 1, 2013): 189–97. http://dx.doi.org/10.17744/mehc.35.3.8742717176154187.
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Mental health counselors (MHCs) are employed in a variety of professional settings, among them community agencies, schools, colleges and universities, hospitals, clinics, treatment centers, government, military, employee assistance programs, insurance or managed care companies, and private practice. Arguably, private practice is the setting where the potential for career gratification and self-direction is most counterbalanced by vocational and financial vulnerability. This article introduces the Special Issue of the Journal of Mental Health Counseling (JMHC), Contemporary Issues in Private Practice, and highlights the paucity of scholarly literature dealing with private practice; recalls the historic challenges between the research and clinical communities related to field-based research and collaboration and accurately quantifying the actual number of private practitioners; and reflects on the recent past and future of private practice counseling.
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McGregor, Catherine, Onowa McIvor, and Patricia Rosborough. "Indigenous Communities and Community-Engaged Research: Opportunities and Challenges." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 1 (July 29, 2017): 1–16. http://dx.doi.org/10.15402/esj.v2i1.195.
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As the inaugural issue of The Engaged Scholar Journal made apparent, while there is significant evidence that community-engaged scholarship has reached a critical mass in Canadian institutions, many important junctures still need to be explored. One such issue is the recognition of Indigenous community-engaged scholarship. Working from an appreciative stance, the three authors of this article explore how existing community-engaged scholarship theory intersects with their own experiences as academics—teasing out some of the potentialities and tensions that exist in the lived spaces where community-engagement thrives, amidst the boundaries of institutional tenure and promotion policies. The article also explores what kinds of practices or policies might be usefully considered by institutions, particularly around how to engage in more inclusive processes of scholarly recognition. We argue it is possible to embrace tools that create reciprocal, respectful and meaningful relationships between Indigenous and non-Indigenous peoples who share deeply held beliefs in the power of research to alter lives and communities in powerful ways.
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McKenzie, Jo, and Kathy Egea. "Five years of FYE: Evolution, outcomes and lessons learned from an institutional program." Student Success 7, no. 2 (July 24, 2016): 65–76. http://dx.doi.org/10.5204/ssj.v7i2.345.
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The University of Technology Sydney First Year Experience program is an institution-wide, systematic approach to supporting the transition, retention and success of first year students from low socio-economic status backgrounds, within a philosophy that good practice for these students is good practice for all students. The program is based on third-generation first year practice and transition pedagogies. It includes central and faculty coordinators, small grants and learning communities enabling the development, embedding and sharing of transition practice in the curriculum. This good practice report describes the program, its evolution over five years and its impacts on academic and professional staff engagement and improving the success of students from low socio-economic status backgrounds. Lessons learned about the importance of central and local coordination, sharing practice underpinned by a scholarly framework and the use of data and strategic alignment are highlighted.
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Bueger, Christian. "Pathways to practice: praxiography and international politics." European Political Science Review 6, no. 3 (October 17, 2013): 383–406. http://dx.doi.org/10.1017/s1755773913000167.
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Political scientists have started to focus on ‘practice’ as the smallest unit of analysis. Following a broader turn in the social sciences, the practice focus provides multiple advantages, including better conceptualizations of short-term social change, getting closer to the everyday activities of those speaking, writing and doing politics, appropriate conceptualization of agency-structure dynamics, or forms of analysis resonating with other communities than scholarly ones. This contribution asks what the methodological implications of the practice turn are. It is argued that the practice focus does not only imply a certain ‘theory’ but also a certain methodology. I advance the term praxiography to speak about the forms of analysis produced by practice researchers. I discuss key guidelines of praxiographic research on two levels: first, general research strategies that provide empirical access points, second, guidelines for data collection in the frame of participant observation, expert interviews, and document analysis. I conclude in arguing that although praxiography is context driven, and hence requires to be tailored to the research problem, it is vital to reflect on the methodological repertoire of praxiographic research.
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Wakeling, Simon, Valerie Spezi, Jenny Fry, Claire Creaser, Stephen Pinfield, and Peter Willett. "Academic communities." Journal of Documentation 75, no. 1 (January 14, 2019): 120–39. http://dx.doi.org/10.1108/jd-05-2018-0067.
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Purpose The purpose of this paper is to provide insights into publication practices from the perspective of academics working within four disciplinary communities: biosciences, astronomy/physics, education and history. The paper explores the ways in which these multiple overlapping communities intersect with the journal landscape and the implications for the adoption and use of new players in the scholarly communication system, particularly open-access mega-journals (OAMJs). OAMJs (e.g. PLOS ONE and Scientific Reports) are large, broad scope, open-access journals that base editorial decisions solely on the technical/scientific soundness of the article. Design/methodology/approach Focus groups with active researchers in these fields were held in five UK Higher Education Institutions across Great Britain, and were complemented by interviews with pro-vice-chancellors for research at each institution. Findings A strong finding to emerge from the data is the notion of researchers belonging to multiple overlapping communities, with some inherent tensions in meeting the requirements for these different audiences. Researcher perceptions of evaluation mechanisms were found to play a major role in attitudes towards OAMJs, and interviews with the pro-vice-chancellors for research indicate that there is a difference between researchers’ perceptions and the values embedded in institutional frameworks. Originality/value This is the first purely qualitative study relating to researcher perspectives on OAMJs. The findings of the paper will be of interest to publishers, policy-makers, research managers and academics.