Does the author’s collaboration mode lead to papers’ different citation impacts? An empirical analysis based on propensity score matching

This study explores the impact of different collaboration modes on the cited frequency of publications. Though several studies have obtained some research results, most of them exploit association or regression-based methods, which may not lead to causal conclusions. To overcome the above challenges, we use the Propensity Score Matching (PSM) method to analyze and compare the citation frequencies resulting from four groups of collaboration models: international versus domestic, international multilateral versus international bilateral, domestic inter-organizational versus domestic intra-organizational, and domestic multi-author versus domestic single-author. More specifically, we conduct this analysis by exploring the publications with three computer science subfields from the Web of Science (WoS) database. The experimental results show that international collaboration, especially international multilateral collaboration, has a significant role in increasing the frequency of citations to scientific publications, showing that internationalization and collaboration are critical factors in the growth of the impact of the papers. Among national co-publications, collaborative publications within national organizations receive a higher citation impact. Multi-author collaborations significantly increase citation frequency compared to single-author publications. Our heterogeneity analysis across the different subfields of the computer science domain finds that the treatment effects for the three subfields differ modestly and mostly significant from the whole sample. Moreover, besides the implications for developing research policy and scientist collaboration, our study can capture the causal effect between author collaboration patterns and citation frequency to reveal their causal effects.     

Do public comments make a difference in open rulemaking? Insights from information management using machine learning and QCA analysis

Scholars still have a mixed picture of the impact of online public involvement in regulatory policy making, and a shortage of theoretical explanations. The novel theory put forward in this article is that substantive, technical and political factors combined can help explain the degree of success public involvement will have in shaping proposed rules. Using a study with 25 regulations from the United States Department of Education, Latent Dirichlet Allocation (LDA) measures the degree of content change between proposed rules and final rules. Substantive and political aspects in democratic legitimacy and pluralism approaches to participation, antecedents are theorized, and associations of the antecedents with the degree of content change are assessed using Qualitative Comparative Analysis (QCA). Findings show that the substantive public contributions do make a difference especially when media attention and input from professional organizations is present.     

Diasporas and Audience Studies: A Fruitful Match? Reflections From a Media Ethnographic Study on Turkish and Moroccan Film Audiences

Diasporic communities, especially in urban multicultural settings in the West, have emerged as one of the major sites for innovative audience research. This growing body of research connects media sociological questions with the study of global and transnational media flows. In this contribution, some of the main studies on diasporic audiences are revisited, exploring in which ways diaspora studies and audience studies have turned out to be a fruitful match. This is linked to and further exemplified by the discussion of a media ethnographic study of film reception among the Turkish and Moroccan communities in Antwerp, Belgium. It is demonstrated how the ‘diasporic turn’ reformulates traditional boundaries in audience research, proposing banal yet meaningful engagements with media texts. Finally, it is argued that a focus on diasporic audiences has revealed that ethnicity and nationality intersect with other social and cultural determinants such as gender, generation and religion, putting the diasporic proposition itself into perspective.     

Knowledge spillovers: Does the geographic proximity effect decay over time? A discipline-level analysis,accounting for cognitive proximity,with and without self-citations

This work analyzes the variation over time of the effect of geographic distance on knowledge flows. The flows are measured through the citations exchanged between scientific publications, including and excluding self-citations. To calculate geographic distances between citing and cited publication, each publication is associated with a “prevailing” territory, according to the authors’ affiliations. We then apply a gravity model to account for the research size of the territories, in terms of cognitive proximity of citing-cited publications. The field of observation is the 2010–2017 world publications citing the 2010–2012 Italian publications, as indexed in the Web of Science. The results show that in domestic knowledge flows, geographic proximity remains an influential factor through time, although with differences among disciplines and trends of attenuating effects. Finally, we replicate the analyses of knowledge flows but with the exclusion of self-citations: in this manner the effect of geographic proximity seems reduced, particularly at the national scale, but the differences (with vs without self-citations) lessen through time. As shown in previous works, the effect of distance on continental flows is modest (imperceptible for intercontinental flows), yet here too time has some influence, including concerning exclusion of self-citations.     

Does the medium matter?: A comparison of a Web-based tutorial with face-to-face library instruction on education students' self-efficacy levels and learning outcomes

This study explored if students' library skills self-efficacy levels and learning outcomes varied based on instructional delivery mode. Groups consisted of an on-campus class with face-to-face instruction, an on-campus class with a Web-based library tutorial, and a Web-based class with a Web-based tutorial. Data were collected immediately prior to instruction and again 6 weeks after. Analysis indicated self-efficacy levels and learning outcomes significantly increased across all groups after instruction. Groups varied significantly on final self-efficacy levels, but not on final library skills scores. Results are discussed as they relate to the viability of Web-based tutorials for library instruction.