Dean Of School Research Articles

Measuring the Quality of Contributions of Saudi Authors to LIS Journals Using Journal Impact Factor (JIF), SCImago Journal Rank (SJR), and Google Scholar Metrics (GSM)

This research study evaluates the quality of articles published by Saudi and expatriate authors in foreign Library and Information Science (LIS) journals using three popular metrics for ranking journals—Journal Impact Factor (JIF), SCImago Journal Rank (SJR), and Google Scholar Metrics (GSM). The reason for using multiple metrics is to see how closely or differently journals are ranked by the three different methods of citation analysis. However, the 2012 JIF list of journals is too small, almost half the size of the SJR and GSM lists, which inhibited one-to-one comparison among the impact factors of the thirty-six journals selected by Saudi authors for publishing articles. Only seventeen journals were found common to all the three lists, limiting the usefulness of the data. A basic problem is that Saudi LIS authors generally lack the level of competency in the English language required to achieve publication in the most prominent LIS journals. The study will have implications for authors, directors, and deans of all types of academic libraries; chairmen and deans of library schools; and the Saudi Library Association. Hopefully these entities will take necessary steps to prepare and motivate both academics and practicing librarians to improve the quality of their research and publications and thus get published in higher ranked journals.

Expression of concern: the SCIPIO trial

On March 25, 2014, Gretchen Brodnicki, Harvard Medical School's Dean for Faculty and Research Integrity, wrote to The Lancet to inform us that “Harvard Medical School (HMS) and Brigham and Women's Hospital (BWH) are reviewing concerns about the integrity of certain data generated in a laboratory at BWH and included in the following published paper…[the] 2011 Lancet SCIPIO paper”. 1 Bolli R Chugh AR D'Amario D et al. Cardiac stem cells in patients with ischaemic cardiomyopathy (SCIPIO): initial results of a randomised phase 1 trial. Lancet. 2011; 378: 1847-1857 Summary Full Text PDF PubMed Scopus (1103) Google Scholar The focus of this investigation is on two supplemental figures published online (figures 2A and 3). As far as we are aware, the investigation is confined to the work completed at BWH. Gretchen Brodnicki continues, “Because review of this paper is ongoing, we cannot provide additional details at this time.” In further discussions with Harvard Medical School, we have been told that the current investigation into this aspect of the work reported in the SCIPIO trial is likely to take several months. As soon as The Lancet receives further information, we will inform readers accordingly. Cardiac stem cells in patients with ischaemic cardiomyopathy (SCIPIO): initial results of a randomised phase 1 trialThese initial results in patients are very encouraging. They suggest that intracoronary infusion of autologous CSCs is effective in improving LV systolic function and reducing infarct size in patients with heart failure after myocardial infarction, and warrant further, larger, phase 2 studies. Full-Text PDF

The Medical School Dean: Leadership and Workforce Development

The author reviews the role of deans in US academic medical centers. The author describes the role of the dean of a medical school on the basis of his personal experience and key texts on the topic. Skills acquired earlier in an academic career are used across a much broader base in the role of dean, and the dean holds a time-honored and privileged position in academic medicine. Fundamental activities of the dean include communication, mentorship, recruitment, and retention. As with any leadership role, the position is not about the person, and a dean serves as a resource to a host of internal constituents and as an ambassador for the institution.

The Accidental Archivists: Lessons Learned from a Digital Archive Project

This article tells the story of the University of Colorado Law Library's successful effort to develop its first digital archive. The sudden death of the law school's dean was the catalyst for this project, with a goal to unveil the archive at a memorial symposium scheduled nine months in the future. The University of Colorado Law Library staff had never tackled a project of this type or scale before. This article discusses the technological, cataloging, and management issues that were encountered during the project. It also provides advice and tips on how librarians in their own institutions can accomplish such a project.

An Interview with Nancy Andrews

Nancy Andrews was drawn into the study of iron biology in the mid-1990s, just as the field was emerging from the doldrums. For decades, researchers had been frustrated by the lack of a molecular understanding of how proper iron concentrations are maintained in the body, but in 1996 a team of scientists discovered a defective gene in patients with iron overload, or hemochromatosis. As researchers raced to find out how the mutant gene caused the disease, Andrews set off on a different quest—to understand how iron enters and leaves cells in the first place. In 1997, she and colleagues identified the molecule responsible for transporting iron into cells. Over the following years, she would help crack the mystery of hemochromatosis and other issues in iron homeostasis, helping to usher in a golden age of iron biology. During that time she would assume a series of high-level administrative posts, earning a reputation as a passionate advocate for medical education and for women in medicine. In 2007, Andrews moved from Harvard Medical School, where she studied and worked for nearly 30 years, to become Dean of Duke Medical School. She is the only woman to be at the helm of a top 10 medical school, which earned her widespread media attention. She spoke to me first from her lab and then her office. You were surprised by the attention your appointment at Duke received. Why? I don't think I knew personally any women deans of medical schools but it seemed amazing that, in 2007, after women had been in academic medicine for some time, none of the top-ranking schools had a woman dean. You've said that part of the problem is the pipeline—many deans are former department chairs, in particular of internal medicine, and there are just not that many women in …

The Pitfalls of Prestige and Dominance in Leadership Education

P hysicians in training need to appreciate that people end up in formal leadership positions for all sorts of reasons. Some are drafted without having sought such a post. Others have been thinking about it for a very long time—in some cases, virtually their whole lives. There are chairs of departments, deans of medical schools, and hospital CEOs who attained their positions simply because they were the best people for the job, and then there are others who have organized their lives around such objectives and put their names forward again and again in an effort to achieve them. Some are nearly desperate to be appointed to leadership and eagerly move from one institution to another to achieve their goal. This discussion concerns the latter group, people who have long sought out positions such as chair or dean or president. What animates them? In some cases, their passion for leadership does not grow out of a deep understanding of the organization’s challenges or a strong sense of calling to service, but rather a strong need for one of two things: prestige or dominance. Such people either see the desired leadership position as a clear ratification of their success or they want to increase their influence over other people by acquiring the formal authority of the person in charge. People whose leadership aspirations are motivated by a desire to appear successful often operate with a very conventional notion of success. They believe that success is measured not so much by the quality of a person’s ideas or work but rather by the titles on a resume or business card. They are not so interested in tackling the day-to-day challenges of the position as in using the position as a kind of trophy to prove that they have reached a particular career summit. For this very reason, they often become restless in whatever position

Influencing the Nursing Commitment to Workforce Satisfaction and the Origins of Magnet

This department highlights nursing leaders who have demonstrated a commitment to patient care leadership. This interview profiles Michael Evans, PhD, RN, FAAN, dean of the Texas Tech University School of Nursing and president of the American Nurses Credentialing Center.

In the Shadow of Gratz and Grutter: Grieving Diversity at the University of Michigan

At the same time the affirmative action cases of Gratz and Grutter were winding their way to the Supreme Court, an internal grievance alleging discrimination and the failure to consider the value of diversity in the tenure process was being considered inside the University of Michigan Law School. This article explores the interconnected histories of Gratz, Grutter and the grievance, examining the internal difficulties and contradictions universities face in living up to their public commitments to fight discrimination and cultivate meaningful forms of diversity. The year following the Supreme Court decision, the University celebrated its accomplishments in 'Defending Diversity: Affirmative Action at the University of Michigan', co-authored by Patricia Gurin, the University’s lead expert witness on the effects of diversity in higher education and Jeffrey S. Lehman, Dean of the Law School through most of the litigation. In the internal grievance, Jeff Lehman advocated an interpretation of the Law School Grievance Policy that prohibited the grievance of any matter relating to tenure, including the crassest forms of discrimination or the failure of the faculty to consider the virtues of diversity. The Grievance Review Board, chaired by Patricia Gurin, adopted Dean Lehman’s position and categorically barred all grievances. Ironically, the hearing took place the very same day the University filed its response to plaintiff’s petition for writ of certiorari, where the University actively maintained that diversity in higher education constituted a compelling state interest. Meaningful progress on civil rights requires deep institutional change. It is often difficult to get even good people to do the right thing. The interconnected stories of Gratz, Grutter and the grievance – the same institution, with the same actors, at the same time the cases were being litigated – illustrate broader lessons about the challenges often preventing universities from making progressive change.

Simple Truth for Us All

When I was slated to speak at a Sigma Theta Tau university chapter induction last year, I asked the school's dean what she thought the inductees and their families would like to hear about. She told me, “They want to hear some of your wisdom.” I've never thought of myself as wise (just ask my wife), but I do have some sage advice that I give to hundreds of student nurses every year at the National Student Nurses' Association's annual convention, during my breakout session on finding jobs, being a professional, and building a fulfilling career.

The Law School Crisis: What Would Jimmy McMillan Do?

Several years ago, I co-wrote an article on applying the principles from Michael Lewis’s Moneyball book to legal education. What Law Schools Can Learn from Billy Beane and the Oakland Athletics, 82 Tex. L. Rev. 1483 (2004). The article asked what Billy Beane would do as the dean of a law school to capitalize on the inefficiencies in legal education. Perhaps a better model for the crisis facing legal education today is Jimmy McMillan, who ran for New York Governor in 2010 with the slogan “the rent is too damn high.” Law school tuition is simply too damn high. Administrators and faculty need to ruthlessly examine law school budgets and cut areas that are not essential to the school’s mission. Law school is twice as expensive as it was twenty years ago (in inflation-adjusted dollars), yet no one would argue that legal education is twice as good today. Law schools need to take immediate action to confront today’s crisis. The current model – convincing 45,000 people each year to assume six-figure debt loads to chase 20,000 legal jobs (most of which do not pay enough to service the debt) – is simply unsustainable. Market and political forces are gathering steam. Law schools that embrace change will emerge stronger from the current storm.

Creating a Nobel Culture

In their Perspective “A golden era of Nobel laureates” (23 November 2012, p. [1033][1]), J. L. Goldstein and M. S. Brown call attention to nine physicians who trained at the National Institutes of Health (NIH) in fundamental research from 1964 to 1972 and were subsequently awarded Nobel Prizes. They speculated on factors responsible for this remarkable confluence, contrasting current research and medical education to their experiences. As dean of a research-intensive medical school who also trained at NIH, I offer some alternative perspectives. ![Figure][2] CREDIT: WIKIMEDIA COMMONS The NIH was a magical environment for biomedical research during the 1960s and 1970s. Many young physicians seeking academic careers—and some also wishing to avoid the military draft—spent time in NIH laboratories, some in combination with specialty training. The scientific environment was intoxicating, research resources seemed virtually unlimited, and scientific excellence was the highest value. Many experienced research success and now populate the leadership of biomedical research and academic medicine. Goldstein and Brown also raised important concerns. The first relates to the tension between basic and translational research. The authors point out that whereas many of their later discoveries had clinical impact, they were not conducting “translational research” while at NIH. Few would contest that important biological research need not be translational. Fundamental inquiry into molecular, cellular, and physiologic pathways is foundational to translational and clinical research. Nevertheless, many who launched research careers at NIH did research aimed at understanding disease. The NIH Clinical Center was a hotbed of bedside-to-bench research. Patients with rare and complex disorders stimulated basic investigations of molecular pathways with mentors in labs only a hallway away. We spend too much time today unproductively parsing the definitions and relative value of basic and translational research. All research should be assessed by one criterion: the novelty, importance, and impact of the insights generated. Less important are the motivation of the scientist (e.g., understanding molecules and cells versus understanding disease), whether research links to health, the model system used (e.g., single molecules, mice, or humans), and the department in which it is conducted. A second issue involves the status of research in medical education today. The authors state that while basic science was core to medical education in the 1960s, science is presented in an abbreviated manner today. I do not recognize this as an accurate description of science education in today's medical curricula, at least at research-intensive medical schools. Since the 1960s, the knowledge base within biomedical science has exploded, while important new areas such as health policy, global health, and biomedical ethics have emerged, requiring curricular choices. MD-Ph.D. programs train physician-scientists, and many schools now require scholarly projects of all students. The authors state that in the 1960s, the “best and the brightest” graduates were expected to pursue research careers. We delight when students pursue research, as many do today. We are also delighted when the “best and brightest” pursue clinical care and innovation, education, global health, and policy. Biomedical science is critical to the development of new treatments, but is one of several core missions of medical schools, as reflected in the diverse choices that medical students make. Goldstein and Brown are concerned that NIH has shifted focus from basic science and “curiosity-driven” research to translational research and “big science.” I have considerable sympathy for this view. Research into fundamental mechanisms is critical, and selectively diminished support for such research threatens the scientific enterprise and human health. The development of consortia and “big data” approaches arose from the hypothesis that they enabled discoveries otherwise impossible. Some, such as the human genome project, have fulfilled much if not all of their promise. With others, the jury is still out. The balance between individual curiosity-driven research into basic mechanisms and disease pathogenesis versus big science consortia will evolve, though it's virtually certain that both will be necessary. The nine Nobelists are products of an NIH program in which physician trainees were instilled with passion for fundamental research, and the opportunity for medical students and physicians to be exposed to and inspired by great science is as important now as it was then. But the many opportunities and challenges facing medicine and research today suggest that a more complex solution will be needed. The path forward will determine our success in both biologic discovery and in applying these discoveries to improve the health of the population. [1]: /lookup/doi/10.1126/science.1231699 [2]: pending:yes

Нерешаемые задачи как основа высшего образования. Интервью с А.Е. Волковым

Волков Андрей Евгеньевич— доктор технических наук, ректор Московской школы управления «Сколково». Эл. адрес: Andrei_Volkov@skolkovo.ru Адрес: Московская школа управления «Сколково» — Россия, 143025, Московская область, Одинцовский район, дер. Сколково, ул. Новая, д. 100Обсуждается концепция университета нового типа, предполагающая подготовку людей и команд, способных проектировать новые виды деятельности и обеспечивать трансформацию существующих корпораций, отраслей и территорий в соответствии с вызовами времени.Определяется отличие новой модели университета от университета исследовательского типа. Подчеркивается, что важной частью исследовательской стратегии университета нового типа должны стать изучение глобальных трендов и вызовов, задающих новые условия существования для людей, корпораций и государств. Среди основных выделяется прикладная (обслуживающая) функция исследования, которая заключается в создании знания, применимого в конкретной ситуации для разрешения той или иной реальной проблемы.На примере более ранних типов университетов показывается, что каждая новая модель появляется в качестве ответа на возникающие группы глобальных вызовов. Появление университета, ориентированного на создание новых видов деятельности и развитие существующих корпораций и организаций, определяется как ответ на возрастающую скорость изменений во всем мире, на необходимость решать сложные управленческие и социально-экономические проблемы. Рассматриваются факторы, обусловливающие неизбежность изменения существующей системы образования.В качестве ориентира образовательного процесса называются соответствие профессиональным стандартам, задаваемым работодателями, и формирование креативных навыков, спрос на которые постоянно растет на рынке труда. Отмечается необходимость разработки инновационных методов и форм обучения, позволяющих студентам быть активными участниками образовательного процесса.Обсуждается значение и эффективность мониторинга Министерством образования и науки деятельности образовательных учреждений высшего профессионального образования.

Continuing to be somebody

Continuing to be somebody

Quality of Thesis Advising in Graduate Education in Northern Mindanao

The quality of thesis advising plays a crucial role in the success of graduate students writing their research paper. However, an evaluation of the quality of thesis advising is not undertaken in the graduate schools; hence, this study was conducted to assess how the thesis advisers in the graduate schools in Northern Mindanao perform along the time, affective, technical, and professional domains of thesis advising as rated by their advisees. A pre-tested evaluation tool, which was distributed to the thesis advisees through the deans of the graduate schools, was used. The data were analysed using descriptive and inferential statistics. Findings reveal that the thesis advisers in the graduate schools obtained very good evaluation ratings along the four domains of advising. When grouped by type of school, either public or private, the advisers did not significantly differ in their evaluation ratings. The findings indicate high quality thesis advising in the graduate schools in Northern Mindanao; that is, the thesis advisers have imbibed in their advising standard and ethical values. Keywords : Graduate education, thesis advising, thesis mentoring, advising evaluation, graduate thesis advising, survey, Philippines

Evaluation of Academic Staff Development Practices Outcomes on Job Performance in Selected Public Universities in Kenya

Academic staff development enhances job performance among PhD degree holders in public universities in Kenya. However, it is noteworthy that at Maseno University and Masinde Muliro University of Science and Technology, Kenya’s youngest, most recently established universities, only an average of 38% of academic staff are PhD degree holders indicating a skills, knowledge, and attitudinal gap hence a critical need for invigorated staff development. In addition, there is a high lecturer: student ratio which is above the Commission for Higher Education’s recommendation of 1:18 for social sciences and 1:10 for pure sciences. There have also been incessant public complaints about poor job performance evidenced in poor lecturer etiquette, low lesson attendance levels, relative high failure rates among students and non-return of Continuous Assessment Tests. The purpose of this study was to evaluate the outcomes of selected academic staff development practices on job performance in selected public universities. The selected staff development practices are categorized as follows; on-the-jobuniversity-sponsored, off-the-job-self-sponsored, off-the-job-university-sponsored, and on-thejob-self-sponsored. The study employed descriptive survey research design whereby questionnaire, document analysis , and interview schedules were used to collect data. Proportional Stratified Random Sampling and Purposive Sampling technique was used to select academic staff, Chahairmen of Departments(CoDs) and Directors of Faculties and Deans of Schools(DFDSs) in the selected universities. Quantitative data was presented in frequencies, percentages, and Mean Rating. Qualitative data was analyzed on an going process as themes and subthemes emerged.

A systematic tool for Assessment and Classification of Hazards in Laboratories (ACHiL)

Large organizations as technological universities comprise numerous laboratories which are very rarely audited by health and safety professionals due to limited manpower. Moreover, research activities are permanently progressing with a rapid hazard evolution hardly affordable for safety manager. The present paper proposes a methodology based on Assessment and Classification of Hazards in Laboratories (ACHiL). It allows professionals evaluating their laboratories’ hazard level using an innovative platform. This tool includes a series of 28 specific hazards classified in a four level scale (from 0 to 3) allowing to identify laboratories with high level of danger or cumulative hazards. In fine, ACHiL, a hazard mapping platform, can be used as a safety management decision-making support tool for Safety Officers and Dean of School.

Michel Hersen and the Administration of Professional Psychology Programs

From 1997 until his retirement in 2011, Michel Hersen served as the dean of the School of Professional Psychology (SPP) at Pacific University in Oregon. Through teaching, supervision, and modeling, Michel promoted his vision of a professional school that could compete on the national stage. He grew the program from a regional focus to one with a strong national presence through careful faculty hires and by anticipating national trends in diversity issues and interprofessional education. His decisions as an administrator were sometimes counterintuitive and challenged the status quo, but they often were correct and advanced the program. His footprint as an administrator was quite large and will be difficult to fill. The SPP benefited greatly from his leadership, and it will continue to grow by following the plans he set in place for us.

Albert H. Hastorf III (1921–2011).

Presents an obituary for Albert H. Hastorf III. Albert H. Hastorf III, a pioneer in the study of social perception and interaction and a celebrated member of the Stanford University administration, died September 26, 2011, in Palo Alto, California. Al was known early in his career as the coauthor of one of social psychology's most famous studies-a study that vividly illustrated the constructive and potentially biased nature of perception-and his contributions to psychology and American academia were wide-ranging. Hastorf joined Stanford's faculty in 1961, serving as executive head of the Psychology Department from 1961 to 1970. He was also a founder of the university's Interdisciplinary Human Biology Program, soon one of Stanford's most popular majors and an attractive gateway for students interested in medicine. Al's unique gifts as an administrator were apparent to all who knew him. His sound judgment, personal graciousness, good humor, and unquestioned integrity made him a popular choice as dean of the School of Humanities & Sciences from 1970 to 1974 and as provost from 1980 to 1984. The esteem in which Al was held by the Stanford community was recognized with a succession of awards, including the Lloyd W. Dinkelspiel Award for Outstanding Service to Undergraduate Education and the Richard W. Lyman Award for unique and dedicated service to the university.

In memory of James F. Crow (1916-2012), a life dedicated to population genetics; with an updated list of his publications

Professor James (“Jim”) F. Crow (Figure 1) died on January 4, 2012, of natural causes in Madison, Wisconsin, two weeks before his 96 birthday. Born in Phoenixville (Pennsylvania) on January 18, 1916, Professor Crow earned a B.A. in Chemistry and Biology from Friends University in 1937 and a Ph.D. in Zoology at the University of Texas in Austin under the supervision of Professor J. T. Patterson. His dissertation was on hybridization and isolating mechanisms in the mulleri group of Drosophila. From 1941 to 1948 he taught at Dartmouth College (Hanover, New Hampshire) before moving to the University of Wisconsin (UW) in Madison, where he worked formally from 1948 as an assistant professor until his retirement in 1986 as a senior distinguished research professor and afterwards as a retired UW emeritus professor. Two weeks before he passed away he was at his UW office working on a new paper. At UW he was the main person responsible for the creation of the Laboratory of Genetics and for maintaining its high standards. Besides attracting to it an exceptionally competent group of geneticists that transformed the department into a center of international excellence (in the sixties it was considered the best genetics center in the world), he was during many years head and chair of the Genetics and Medical Genetics departments and acting dean of the Medical School. He was a member of the National Academy of Sciences, National Academy of Medicine, American Philosophical Society, American Academy of Arts and Sciences, World Academy of Art and Science, Genetics Society of America, American Society for Human Genetics, Royal Society (England), Japan Academy, Genetics Society of Japan, and Wisconsin Academy of Sciences, Arts and Letters. He was also an accomplished musician, having had formal education and training in violin and piano playing; he played viola at the Madison Symphony Orchestra, to which he belonged from 1949 to 1987 (president, 1984-1986). He was also a former president of the Madison Civic Association. It was when studying music that he met his lifelong wife Ann Crockett Crow (then a clarinet student), who died in 2001. He is survived by three children, six grandchildren, and two great-grandchildren. Given his expertise in several areas of genetics, especially population genetics, human genetics, and radiation biology, since 1955 he was a scientific advisor to the National Academy of Sciences and the Congress of the United States, acting in Official Committees (in many as chair) on themes such as effects, risks, and impact of ionizing radiation and chemical mutagens, nuclear and alternative energy systems, and standardization of forensic genetic procedures. He had almost uncanny didactic and teaching skills and was regularly consulted on several issues dealing with undergraduate and graduate education policies, both at national as well as international levels. He wrote three fabulous textbooks, “Genetics Notes”, “An Introduction to Theoretical Population Genetics”, and “Basic Concepts in Population, Evolutionary and Quantitative Genetics”; more recently, he published, together with Genetics and Molecular Biology, 35, 1, 200-201 (2012) Copyright © 2012, Sociedade Brasileira de Genetica. Printed in Brazil www.sbg.org.br

BUILDING THE GREEN DREAM: THE SCHOOL OF INTERNATIONAL SERVICE AT AMERICAN UNIVERSITY

INTRODUCTION On April 1, 2008, the School of International Service project was well underway, but the real beginning of American University's greening started this day when President Neil Kerwin signed the ACUPCC (American College and University Presidents Climate Commitment) before the full membership of the EIPT (Environmental Issues Project Team), later renamed the Sustainability Committee. This day marked the formal beginning of AU's commitment to reduce green house gas emissions, renew and continue recycling programs, and make a concerted effort campus-wide to have an ongoing impact on environmental issues. The ACUPCC carried with it some serious benchmarking goals and reporting and Dr. Kerwin pledged that the commitments would be met before the deadline. A new building for the School of International Service had officially been in the planning, design, redesign, and documentation stage for 5-1/2 years, but it had been the dream of that school's Dean for almost twenty. To say it was the catalyst for ...