Retraction statements and research malpractice in economics

We draw on rational crime theory to help analyse 55 articles that have been retracted from 734 peer-reviewed journals in the field of economics. We highlight and discuss what these findings indicate regarding the nature and pattern of research malpractice in that discipline. Particular attention is given to exploring “no reason” retractions and the policy guidelines of publishers regarding retracted papers. We conclude that the frequent vagueness of retraction statements, and a reluctance to signal research malpractice, generally results in little damage to the reputation of caught, and known, offenders. Thus, a key deterrent to engaging in research malpractice is lacking. To reduce the incidence of research malpractice, we offer several recommendations for publishers and journal editors.     

Book reviews

The Web of Knowledge: A Festschrift in Honor of Eugene Garfield edited by Blaise Cronin and Helen Barsky Atkins ASIS Monograph Series, Information Today, Medford, NJ, 2000. Pp. 565. Hardback, $49.50. ISBN 1-57387-099-4 A Century of Science Publishing: A Collection of Essays edited by Einar H. Frederiksson IOS Press (Nieuwe Hemweg 6B, 1013 BG Amsterdam), 2001, Pp. 320. Paperback, $38/Eur40/£26. ISBN 1-58603-148     

The concepts of individual, self, and group in Japanese National, Japanese-American, and European-American samples: a semantic differential analysis

This study empirically investigated variations in the semantic/affective construction of the concepts of “individual”, “self”, and “group” in individualistic and collectivistic cultures. Data were collected on the semantic differential ratings for these concepts among 110 Japanese National (JN), 110 Japanese-American (JA), and 110 European-American (EA) university students. Compared to the other two samples, the JN sample rated the concept of “individual” as weaker and more fast, the concept of “self” as more fast, and the concept of “group” as more strong and more slow. It also was revealed that the JA sample’s ratings of the three concepts tended to fall between the JN and EA samples’ ratings. Altogether, the findings offer further evidence that the individualism-collectivism distinction has psychological implications and predictive power.     

Generalizability of diagnostic-prescriptive teaching strategies across student locus of control and multiple instructional units

The influence of locus of control and diagnostic testing with prescribed remediation on immediate and retained science achievement was the focus of the study. To test the generalizability of the results across instructional units and to check on the existence of a treatment warm-up period, the experiment was conducted across three biology units. The results supported the existence of the warm-up period with no significant effects of diagnosis and remediation during the first unit. On later units and on the retention measure, the experimental subjects achieved significantly more than the control. No locus of control X treatment interactions were found; although, in one unit, the internal locus of control subjects achieved significantly higher than externals.     

USING THE TELEPHONE CONFERENCE TO ENHANCE INDUSTRIAL EXPERIENCE

One use of the telephone as a supplement to face‐to‐face teaching is the telephone conference. This report describes the planning and evaluation of a conference designed to enhance the experience of undergraduate Business students on industrial placement. It begins with the sort of questions ‘that have to be asked when planning such a session and describes how they were answered in this instance. The feedback from the conference provides some useful pointers for those planning similar events.     

INSTITUTIONAL RESPONSE TO CHANGE: THE MIDDLESEX EXPERIENCE

The origins and development of the Dip H.E. at Middlesex Polytechnic are described. The location of a multidisciplinary modular course in a departmentally organised institution requires a particular level of commitment from academic government and from individual members of staff. Resource allocation must be assured. Given these, a flexible response to pressures arising from student needs and the pressure exerted by departmental interests becomes possible.     

New Directions in Electrical Engineering Education

Virtually all of us believe in the great importance of physics in engineering curricula and have fought for years to develop a strong and modern physical basis for instruction in engineering. From our observations, the basic question is no longer seriously disputed; the idea is generally accepted and only the details of local implementation seem to remain. If this is so, why does discussion continue on what should be a dead issue? Why do we continue to beat an academic "dead horse?" In searching for the answer, we have come to some disturbing conclusions which, theoretically, place the entire issue in a different perspective, establishing new directions in electrical engineering education.