Based on our research, we discuss which gaps exist between the skills PhD graduates developed during their PhD and the skills that are required and valued in their current job. Which relevant skills do graduates bring to future jobs and which skills were underdeveloped during their PhD trajectory?
The subscription model is taken over by the open-access model in scientific publishing industry, which may favor quantity over quality. While we should be aware of predatory practices by any journal, labeling journals as predatory may reinforce established hierarchies in the scientific community.
It's holiday time for Leiden Madtrics as well. We wish you all restful days off and are looking forward to seeing you again in the new year. In the meantime, have fun reading this blog post written by Ed Noyons about a very unique Christmas surprise taking place in the city of Utrecht.
Last week Elsevier announced that it has signed the San Francisco Declaration on Research Assessment (DORA) and that it is going to make the reference lists of articles openly available in Crossref. In this Q&A, Ludo Waltman shares his perspective on Elsevier’s decision to open its citations.
A recently published paper on the role of gender in mentorship in science has triggered a lot of debate. In this blog post, Vincent Traag and Ludo Waltman contribute to this debate by emphasizing the importance of understanding the underlying causal mechanisms.
Here, we assert that Responsible Research and Innovation (RRI) and Open Science (OS) can be meaningfully compared as transformative change agendas for R&I. We propose looking for differences in terms of what motivates a transformative agenda, i.e. why do we need to open up the R&I system?
For research to address societal challenges, indicators of average degree of ‘interdisciplinarity’ are not relevant. Instead, we propose a portfolio approach to analyze knowledge integration as a systemic process; in particular, the directions, diversity and synergies of research trajectories.
Indicators of interdisciplinarity are increasingly requested. Yet efforts to make aggregate indicators have failed due to the diversity and ambiguity of understandings of interdisciplinarity. Instead of universal indicators, we propose a contextualised process of indicating interdisciplinarity.