U.S. academic departmental Web-site interlinking in the United States Disciplinary differences

This article explores disciplinary differences in academic Web-site interlinking using the university departments of chemistry, psychology, and history. Research has suggested that Web-link counts are related to research productivity and geographic distance between source and target, but no previous Webometric studies have comparatively analyzed academic departments from different disciplines. This study shows large differences in Web use by discipline for both Web-site size and the extent of interlinking, with the history department making little use of the Web and the chemistry department the most. There are significant correlations between in-links and research impact for the psychology and chemistry departments, with a stronger association for the psychology department. There was little evidence, however, of a geographic trend in interlinking.     

集成化的项目管理方法

围绕项目管理已经有许多方法和理论。这些方法和理论各有所长,适用于不同的环境,可以解决不同的问题。Sun公司专业服务顾问Mike Ward根据自己服务于英国政府项目管理的实践经验指出,将几种典型的项目管理方法集成起来,可以更好地确保大型项目的成功。本文介绍了几种重要的项目管理及集成化管理方法,可以为我国政府和企业大型项目管理提供有益的参考,并且具有很好的借鉴意义,     

Can Google Scholar and Mendeley help to assess the scholarly impacts of dissertations?

Dissertations can be the single most important scholarly outputs of junior researchers. Whilst sets of journal articles are often evaluated with the help of citation counts from the Web of Science or Scopus, these do not index dissertations and so their impact is hard to assess. In response, this article introduces a new multistage method to extract Google Scholar citation counts for large collections of dissertations from repositories indexed by Google. The method was used to extract Google Scholar citation counts for 77,884 American doctoral dissertations from 2013 to 2017 via ProQuest, with a precision of over 95%. Some ProQuest dissertations that were dual indexed with other repositories could not be retrieved with ProQuest-specific searches but could be found with Google Scholar searches of the other repositories. The Google Scholar citation counts were then compared with Mendeley reader counts, a known source of scholarly-like impact data. A fifth of the dissertations had at least one citation recorded in Google Scholar and slightly fewer had at least one Mendeley reader. Based on numerical comparisons, the Mendeley reader counts seem to be more useful for impact assessment purposes for dissertations that are less than two years old, whilst Google Scholar citations are more useful for older dissertations, especially in social sciences, arts and humanities. Google Scholar citation counts may reflect a more scholarly type of impact than that of Mendeley reader counts because dissertations attract a substantial minority of their citations from other dissertations. In summary, the new method now makes it possible for research funders, institutions and others to systematically evaluate the impact of dissertations, although additional Google Scholar queries for other online repositories are needed to ensure comprehensive coverage.     

Professional Development for School Library Media Professionals: Elements for Success

The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being life-long learners. Methods and means to grow in the profession should be evaluated and examined for elements that lead to success in growth and maturity as professionals in school library media. This article investigates the attributes of successful professional development experiences which include learning environment, characteristics of learners, methodologies, and instructional design of staff development workshops.     

The effectiveness of university knowledge spillovers: Performance differences between university spinoffs and corporate spinoffs

While much prior research has focused upon how the Technology Transfer Offices (TTOs) and other contextual characteristics shape the level of university spinoffs (USO), there is little research on entrepreneurial potential among individual academics, and to the best of our knowledge, no comparative studies with other types of spinoffs exist to date. In this paper we focus on an important but neglected aspect of knowledge transfer from academic research involving the indirect flow to entrepreneurship by individuals with a university education background who become involved in new venture creation by means of corporate spinoffs (CSO) after gaining industrial experience, rather than leaving university employment to found a new venture as an academic spinoff. We argue that the commercial knowledge gained by industry experience is potentially more valuable for entrepreneurial performance compared to the academic knowledge gained by additional research experience at a university. This leads us to posit that the average performance of CSOs will be higher than comparable USOs, but the gains from founder‘s prior experiences will be relatively higher among USOs whose founders lack the corporate context. We investigate these propositions in a comparative study tracking the complete population of USOs and CSOs among the Swedish knowledge-intensive sectors between 1994 and 2002.