Is culture related to strong science? An empirical investigation

National culture is among those societal factors which could influence research and innovation activities. In this study, we investigated the associations of two national culture models with citation impact of nations (measured by the proportion of papers belonging to the 10 % and 1 % most cited papers in the corresponding fields, PP_top10% and PP_{top 1%}). Bivariate statistical analyses showed that of six Hofstede’s national culture dimensions (HNCD), uncertainty avoidance and power distance had a statistically significant negative association, while individualism and indulgence had a statistically significant positive association with both citation impact indicators (PP_top10% and PP_top1%). The study also revealed that of two Inglehart-Welzel cultural values (IWCV), the value survival versus self-expression is statistically significantly related to both citation impact indicators (PP_top10% and PP_{top 1%}). We additionally calculated multiple regression analyses controlling for the possible effects of confounding factors including national self-citations, international co-authorships, investments in research and development, international migrant stock, number of researchers of each nation, language, and productivity. The results revealed that the statistically significant associations of HNCD with citation impact indicators disappeared. But the statistically significant relationship between survivals versus self-expression values and both citation impact indicators remained stable even after controlling for the confounding variables. Thus, the freedom of expression and trust in society might contribute to better scholarly communication systems, higher level of international collaborations, and further quality research.     

Lights,camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

Higher Education - Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by...     

Using sensemaking as a lens to assess student learning on corporate social responsibility and sustainability

Prior literature suggests that teaching corporate social responsibility (CSR) and sustainability has led to little development of students' reflexive engagement with the challenges of sustainable development. To shed light on this criticism, we apply sensemaking—as entailing the three stages of scanning for information, interpreting it and identifying alternatives of action—to CSR/sustainability education. Analysing cognitive maps of CSR, drawn by undergraduate finalists from a UK business school, we find that students are able to produce complex cognitive maps in terms of scanning for information; however, cognitive bottlenecks occur at the second and third stages of sensemaking. A key pedagogical challenge is, therefore, to support students in moving beyond scanning towards developing meaning and acting on that basis. By introducing a sensemaking lens, we add to a deeper understanding of the complexities associated with CSR education as it aids (or impedes) critical engagement and action.