Context Of Collaborative Research Research Articles

Analysis of the ethical issues in authorship of collaborative research. Observations inspired by the historical case study of Gerard L. Blaes' (Blasius) claim to sole authorship of 'Anatome medullae spinalis'.

This paper discusses the historical context of collaborative research and authorship disputes, exemplified by the complex relationship between Dutch anatomist and physician Gerard L. Blaes and his East-Central European mentee, Daniel Gödtke, during the study of medulla spinalis. The study employs historical analysis to unravel the dynamics of scholarly collaboration, emphasizing the significance of mentorship in scientific progress and the communal nature of knowledge exchange. This historical analysis is based on primary sources and historical records. It underscores Blaes's strategy to circumvent public confrontations regarding the authorship of the seminal work 'Anatome medullae spinalis, et nervorum inde provenientium' (1666). As a teacher, he facilitated his student's participation in a public disputation to avert public authorship conflicts over the book. This ultimately led to the publication of two distinct versions of 'Anatome medullae spinalis.' The first one was co-authored by the mentor and his mentee, while the latter was solely attributed to the mentor. This historical narrative raises essential questions about attributing individual contributions in medical sciences, echoing concerns still pertinent in contemporary academia. Additionally, it makes visible the power dynamics inherent in faculty-students relationships and the potential repercussions of authorship disputes on scholars' reputations. By drawing parallels between historical and modern authorship dilemmas, this study contributes to ongoing discussions on equitable authorship in scientific research and publishing. It not only highlights a historical precedent for the complex dynamics of mentor-mentee collaborations and authorship disputes but also illuminates how these practices continue to influence contemporary academic and publishing customs.

Does broader mean more general? Decomposing the effect of knowledge breadth on R&D and spillover of generic technology

PurposeIn the context of collaborative research and development (R&D), multi-actor participation and multi-resource integration of technological knowledge has become the mainstream paradigm for the R&D and spillover of industry generic technology (GT). As GT's core characteristics, “fundamentality” and “externality,” make differential requests on knowledge bases regarding the R&D and spillover of GT (SGT). Knowledge breadth can enhance the generality of technology. The purpose of this paper is to integrate “generic technology R&D” and “generic technology spillover” into a single study, and try to solve the theoretical problem of “whether broader mean more general?”Design/methodology/approachThis paper collects and collates the patent data from the two patent databases of Derwent and SooPAT, and then makes an empirical analysis of the patent data collected by the authors with the data analysis software Stata.FindingsTaking 352 strategic emerging firms in China as the sample, this paper examined the effects of general knowledge breadth (GKB) and specific knowledge breadth (SKB) on the R&D and SGT. The authors concluded that both general and SKB have a positive effect on the R&D of GT (RGT), and the latter has a greater effect. There is a significant inverted U-shaped relationship between SKB and SGT.Originality/valueThe theoretical contributions of this paper are as follows. GT can effectively link different technologies and knowledge fields (Gambardella and Giarratana, 2013; Appio et al., 2017a, b). Therefore, existing studies regard the role of knowledge breadth on the R&D and SGT as an existing hypothesis. This paper challenges such hypothesis in two ways. First, this paper divides knowledge breadth into “general knowledge breadth” and “specific knowledge breadth” in response to the insufficient division of knowledge breadth in previous research, although some existing studies have examined the antecedents of the R&D and SGT from the perspective of R&D and SGT. Thus, the authors define GKB as the scope of context-free knowledge and SKB as the scope of context-specific knowledge, both of which shows differential nature, source and application. Second, this paper decomposes the effect of knowledge breadth on RGT, as well as on SGT, basing on distinguishing the SKB from GKB. Existing research reaches a consensus of the positive role of knowledge breadth, no matter on RGT or SGT (e.g. Schmidt et al., 2016; Appio et al., 2017a, b). Yet, such hypothesis ignores the refinement and decomposition of “knowledge breadth” in the research field of R&D and SGT, which is essential in promoting the development of GT theory. In this paper, the authors find that these two types of knowledge breadths play different roles in the RGT, and especially SKB plays a double-edged sword effect on the SGT.

Migrant narratives as photo stories: on the properties of photography and the mediation of migrant voices

This article examines how the properties of photography might mediate voice, defined as the capacity to speak and to be heard speaking about one’s life and the social conditions in which one’s life is embedded. It focuses on the affordances that the image provides for migrant cultural minorities to articulate such a voice within the context of collaborative research. I look at the case of Shutter Stories, a collaborative photography exhibition featuring the photo stories of Indian and Korean migrants from Manila, The Philippines. Using participant observation data, I show that it was photography’s ability to be all at once indexical, iconic, and symbolic that became important in voice as ‘speaking’. It allowed migrants to tell rich, multimodal narratives about their lives, albeit with some key limitations. I also show that it was photography’s inability to fix meanings with finality that mattered in voice as ‘being heard’. Although the locals who visited the exhibition engaged with the photo stories in an overwhelmingly positive manner, they often did not completely grasp the migrants’ complex narratives. All these data indicate that collaborative photography exhibition projects should not just be about how migrants speak and are heard. They should also be about how migrants can listen, so that they can adjust what they say to how they are being heard. This is a valuable reminder that in conceptualising photography and migrant cultural minority voices, we also need to take into account the broader process of multicultural dialogue.

Putting professional learning up front: a perspective of professional development within a context of collaborative research about curriculum leadership [1] [2

This article addresses issues of professional development and professional learning within a context of curriculum leadership for effective learning and teaching. It refers, first, to a collaborative research project funded by the Australian Research Council, culminating in an emerging model of curriculum leadership; and, secondly, to two research-based professional development projects. The research approach used in the projects is articulated and the complex issues for professional learning are raised as a set of professional learning are raised as a set of propositions for ongoing conversation and debate. These propositions are an attempt to put professional learning up front in professional development activities.The emerging model of curriculum leadership, discussed in the article, has resulted from collaborative research work involving the Effective Learning and Teaching Unit of the Education Department of one Australian state (Queensland), teachers in Queensland schools and the authors. The collaboration has been ongoing for about 4 years and has included a significant research grant [3] to sustain the research in 1996 and 1997