Barriers and opportunities for research in publishing studies

This paper reports findings from an international survey into the research involvement and support of university teaching staff in a relatively new profession‐orientated discipline, publishing studies (PS). It uses these findings to consider barriers and opportunities for academic research both specifically in PS and more broadly in other profession‐orientated disciplines. Greater understanding was felt to be of value as universities internationally are increasingly being pressurized to create close links with the wider economy, produce employable students, and encourage relevant and implementable research. The survey suggests that while there is strong agreement among respondents that it is beneficial for those teaching PS to be research‐active, there was considerable variation in current levels of research activity. Respondents rated their research activity highest in departments with an active research culture and effective research support processes. Lack of time was the main reason cited for reduced or non‐involvement in academic research and while this is a common issue for academics, PS respondents isolated a number of exacerbating factors. Suggestions are offered for addressing identified barriers and pursuing new opportunities for research. The paper argues that as research outputs of academics are increasingly monitored it is important to consider how the full range of disciplines housed within institutions can be accommodated within research support. Overall, the research has a strong relevance for interdisciplinary areas, and other profession‐ and practice‐orientated subjects within universities.     

Getting involved in international development activities: UK initiatives and hidden benefits

Jackie Cheeseborough and Shane Godbolt describe the role that UK health information professionals have in global health and in supporting colleagues from developing countries to continue to develop as a provision. They give an overview of a range of organisations working to improve access to health information in developing countries and in particular Sub‐Saharan Africa including Book Aid International, HIFA, INASP, ITOCA, Phi, TALC, THET and Research4Life. Even in a recession, many UK health librarians are choosing to get involved in international development activities in low‐resource countries by volunteering, and discovering hidden benefits for their own organisations, and their own continuing professional development.     

Resting state networks mediate the association between both cardiovascular fitness and gross motor skills with neurocognitive functioning

Recent evidence suggests that cardiovascular fitness and gross motor skill performance are related to neurocognitive functioning by influencing brain structure and functioning. This study investigates the role of resting-state networks (RSNs) in the relation of cardiovascular fitness and gross motor skills with neurocognitive functioning in healthy 8- to 11-year-old children (n = 90, 45 girls, 10% migration background). Cardiovascular fitness and gross motor skills were related to brain activity in RSNs. Furthermore, brain activity in RSNs mediated the relation of both cardiovascular fitness (Frontoparietal network and Somatomotor network) and gross motor skills (Somatomotor network) with neurocognitive functioning. The results indicate that brain functioning may contribute to the relation between both cardiovascular fitness and gross motor skills with neurocognitive functioning.     

Access arrangements for secondary students. Are they fit for purpose?

The purpose of this study was to investigate Access Arrangements (AA) which allow students with specific learning difficulties (SpLDs), disabilities or medical needs to access assessments by making reasonable adjustments, as established by the Equality Act 2010. A review of the literature revealed some problematic issues relating to the perceived manageability of the system, assessments used to ascertain eligibility for AAs, the evidence-base for specific AAs, some training routes to become an assessor, and the lack of stakeholder voice in the process. The present study involved gathering information on views and experiences with AA by means of a survey with 513 UK educational professionals, in-depth interviews and a small-scale study involving pupils with reading difficulties. The results suggest that the system needs reviewing to make sure there is equitable provision for all those who need AA.