Publications
13 results found
Price R, Skopec M, Mackenzie S, et al., 2022, A novel data solution to inform curriculum decolonisation: the case of the Imperial College London Masters of Public Health, Scientometrics: an international journal for all quantitative aspects of the science of science, communication in science and science policy, Vol: 127, Pages: 1021-1037, ISSN: 0138-9130
There is increasing interest within Higher Education Institutions (HEIs) to examine curricula for legacies of colonialism or empire that might result in a preponderance of references to research from the global north. Prior attempts to study reading lists for author geographies have employed resource-intensive audit and data collection methods based on manual searching and tagging individual reading list items by characteristics such as author country or place of publication. However, these manual methods are impractical for large reading lists with hundreds of citations that change over instances the course is taught. Laborious manual methods may explain why there is a lack of quantitative evidence to inform this debate and the understanding of geographic distribution of curricula. We describe a novel computational method applied to 568 articles, representing 3166 authors from the Imperial College London Masters in Public Health programme over two time periods (2017–18 and 2019–20). Described with summary statistics, we found a marginal shift away from global north-affiliated authors on the reading lists of one Masters course over two time periods and contextualise the role and limitations of the use of quantitative data in the decolonisation discourse. The method provides opportunities for educators to examine the distribution of course readings at pace and over time, serving as a useful point of departure to engage in decolonisation debates.
Price R, Skopec M, Mackenzie S, et al., 2021, A novel data solution to analyse curriculum decolonisation – the case of Imperial College London Masters in Public Health
Analyses of reading lists by some UK Higher Education institutions in attempt to identify bias in curricula have found a prevalence of articles from the global north. However, previous studies have employed resource-intensive audit and data collection methods such as the authors or volunteers manually searching for and tagging individual reading list items by characteristic such as author country or place of publication. This can be prohibitive to repeating the study at different time periods or on large reading list data sets, which leads to a gap in evidence-based data to support and inform curriculum decolonisation. We describe a novel computational method applied to 568 articles, representing 3,166 authors from the Imperial College London Masters in Public Health (MPH) programme over two time periods (2017-18 and 2019-20). Using summary statistics, we found a shift in composite geographic distribution of reading lists sources across the two time periods studied and relate this to interventions to decolonise the curriculum at Imperial. Our approach to applying a computational method to produce data as evidence in decolonisation toolkits is discussed.
Harrison R, McArdle I, Phillips D, et al., 2020, Imperial College London, 2019/20 RCUK open access compliance report, Imperial College London, 2019/20 RCUK open access compliance report
This is the annual report to RCUK which records open access article processing charges paid from Imperial's Research Councils UK (RCUK) open access budget between 1 April 2019 and 31 March 2020, along with Imperial's overall compliance with the RCUK open access policy. The report was presented to UK Research and Innovation (UKRI) in August 2020.
Phillips D, Harrison R, Agunbiade S, et al., 2019, Imperial College London, 2018/19 RCUK open access compliance report, Imperial College London, 2018/19 RCUK open access compliance report
This is the annual report to RCUK which records open access article processing charges paid from Imperial's Research Councils UK (RCUK) open access budget between 1 April 2018 and 31 March 2019, along with Imperial's overall compliance with the RCUK open access policy. The report was presented to UK Research and Innovation (UKRI) in May 2018.Please note that the compliance percentage was calculated based on a sample of some 2K College outputs that acknowledge RCUK funding.
Harrison REJ, 2018, Reshaping academic librarianship in the context of 21st century scholarly communications and information fluency: a case study of the Scholarly Communications Management team at Imperial College London Library Services, New Review of Academic Librarianship, Vol: 24, Pages: 349-362, ISSN: 1361-4533
Academic librarianship remains under constant scrutiny, and for both research-intensive and teaching-intensive higher education institutions, this has been particularly so in the past decade. In response to an increasingly regulated and surveyed university sector in the UK, decreasing budgets and reductions in staff resourcing, accompanied by a rise in information literacy and scholarly communication as professional concepts and issues to be tackled, academic libraries are having to reassess how the traditional and current demands on their library services can be met. At Imperial College London, the professionalism of information literacy teaching was a key focus for a number of years; Since 2012, the recognition that scholarly communication – open access publishing especially – should be one of the library’s key strategic priorities has led to and enabled the expansion of the professional support to academic and research staff in this area.This case study will examine how Imperial College London Library Services has approached this challenge, the ongoing implications and those yet to be addressed. Primarily this has been achieved by the expansion of the Education and Research Support team to become the Scholarly Communications Management team, without restructure. We have not introduced services because everyone else is, but taken the time to consider the appropriate time to do so, and focussed on system support to ensure efficient workflows.
Harrison R, Hibbert R, Murtagh J, et al., 2018, Imperial College London, 2017/18 RCUK open access compliance report, Imperial College London, 2017/18 RCUK open access compliance report
This is the annual report to RCUK on College compliance with the RCUK open access policy. It includes and overview of block grant spend on article processing charges. Please note that the compliance percentage was calculated based on a sample of some 2K College outputs that acknowledge RCUK funding.
Harrison R, 2018, The Academic Library and the Research Office: Providing Scholarly Communications Support at Imperial College London-A Case Study, COLLABORATION AND THE ACADEMIC LIBRARY: INTERNAL AND EXTERNAL, LOCAL AND REGIONAL, NATIONAL AND INTERNATIONAL, Editors: Atkinson, Publisher: CHANDOS PUBL, Pages: 143-150, ISBN: 978-0-08-102084-5
- Author Web Link
- Cite
- Citations: 1
Harrison R, Mulvaney N, Murtagh J, et al., 2017, Imperial College London, 2016/17 RCUK open access compliance report, Imperial College London, 2015/16 RCUK open access compliance report
This is the annual report to RCUK on College compliance with the RCUK open access policy. It includes and overview of block grant spend on article processing charges. Please note that the compliance percentage was calculated based on a sample of some 2K College outputs that acknowledge RCUK funding.
Reimer TF, mcardle I, mulvaney, et al., 2016, Imperial College London, 2015/16 RCUK open access compliance report
This is the annual report to RCUK on College compliance with the RCUK open access policy. It includes and overview of block grant spend on article processing charges. Please note that the compliance percentage was calculated based on a sample of some 2K College outputs that acknowledge RCUK funding.
Reimer TF, Mclean A, McArdle I, et al., 2015, Imperial College London, 2014/15 RCUK Open Access Compliance Report
This report on the spend of the open access block grant was submitted to RCUK on 30th October 2015. It has been compiled based on the RCUK guidance: http://www.rcuk.ac.uk/RCUK-prod/assets/documents/documents/OA/RCUKOAreportingGuidance.pdf
Evans JM, Harrison REJ, Jones LDQ, et al., 2009, A Learning 2.0 Programme: raising library staff awareness of Web 2.0 at Imperial College London, Relay, Pages: 16-21, ISSN: 1357-0110
Barrett L, Evans JM, Heathcoate D, et al., 2009, Getting to know web 2.0 tools, CILIP update, Vol: 2009, Pages: 40-43, ISSN: 1476-7171
Harrison REJ, 2007, Librarians against plagiarism: how Imperial College London is using PRS and active learning to combat the cut and paste generation, ALISS Quarterly, Vol: 3, Pages: 34-35
This data is extracted from the Web of Science and reproduced under a licence from Thomson Reuters. You may not copy or re-distribute this data in whole or in part without the written consent of the Science business of Thomson Reuters.