scholarly journals Quality indicators for science communication: results from a collaborative concept mapping exercise

2021 ◽  
Vol 20 (03) ◽  
pp. A06
Author(s):  
Arko Olesk ◽  
Berit Renser ◽  
Laura Bell ◽  
Alessandra Fornetti ◽  
Suzanne Franks ◽  
...  

Although the need to improve quality of science communication is often mentioned in public discussions, the science communication literature offers few conceptualizations of quality. We used a concept mapping approach, involving representatives of various science communication stakeholder groups working collaboratively, to propose a framework of quality. The framework organizes individual elements of quality into twelve indicators arranged into three dimensions: trustworthiness and scientific rigour, presentation and style, and connection with society. The framework supports science communicators in reflecting on their current practices and designing new activities, potentially improving communication effectiveness.

2010 ◽  
Vol 143 (1_suppl) ◽  
pp. 74-74
Author(s):  
Mallory D. Woiski ◽  
Hubertina C. Scheepers ◽  
Fred K. Lotgering ◽  
Richard Grol ◽  
Rosella P. Hermens

2018 ◽  
Vol 24 (6) ◽  
Author(s):  
Maike G. Sweegers ◽  
Laurien M. Buffart ◽  
Wouke M. van Veldhuizen ◽  
Edwin Geleijn ◽  
Henk M.W. Verheul ◽  
...  

2019 ◽  
Vol 3 (s1) ◽  
pp. 144-145
Author(s):  
Stephen Kogut ◽  
Jacquelyn Fede ◽  
Anthony Hayward ◽  
John Stevenson

OBJECTIVES/SPECIFIC AIMS: We sought to solicit and synthesize stakeholders’ ideas for how the Advance-CTR program can best increase the quality and quality of clinical and translational research in Rhode Island, and to apply these findings to address barriers and strengthen research capabilities across our partner institutions. METHODS/STUDY POPULATION: We utilized a Group Concept Mapping approach, involving university and Institution-based researchers and administrators. The process was conducted using the web-based concept mapping application CS Global Max (Concept Systems, Inc). Respondents were asked to provide their best ideas for promoting clinical and translational research in RI. These ideas were then organized by our project team into a set of unique items for consideration by attendees of an Advance-CTR retreat. Participants were tasked with sorting these ideas by theme (cluster), and were also asked to rate each idea according its importance and feasibility. Using the online software, these clusters and ratings were analyzed to identify key themes and to explore differences among sub-groups. RESULTS/ANTICIPATED RESULTS: The Group Concept Mapping exercise yielded 150 statements that were edited down to 78 unique ideas, and clustered into nine themes (e.g., institutional collaboration, training). Fifty-seven retreat participants completed the sorting and rating tasks of the concept mapping exercise. Overall, ideas rated as highly important and highly feasible included “providing seed grants to encourage new collaborations across basic science,” and “connecting researchers with common interests.” Top rated items varied across institutions and according to respondent demographics, allowing us to consider the unique issues relevant to particular groups. Relative rankings of clusters across groups revealed notable differences, such as higher importance placed on community engagement among administrators as compared with researchers, and differences in needs for internal support for research between universities. DISCUSSION/SIGNIFICANCE OF IMPACT: Group Concept Mapping was an effective and insightful participatory approach to engage our program’s stakeholders in developing ideas and identifying challenges to enhancing clinical and translational research in Rhode Island. Our results have implications for project decision-making and initiatives to facilitate translational research in RI. Thus, results have been presented to the Advance-CTR community via webinar, as well as Advance-CTR project leadership and advisory committees.


1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.


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