Purpose
The need for universities to connect with local communities and to make research relevant to the public has been highlighted over recent years through the debate about public engagement. At the same time, the internet and its applications have made it possible for universities and academics to engage with the public in an easier and more effective way. The purpose of this paper is to examine the factors that motivate academics to engage with the public online.
Design/methodology/approach
The decomposed theory of planned behaviour and uses and gratifications theory were used as a basis for the study’s research model. An online survey was conducted and 250 valid responses were used for the data analysis (structural equation modelling).
Findings
The results indicate that although academics seem to use online technologies for public engagement, this use takes the form of a one-way communication as the most influential factors of attitude when it comes to engaging with the public are image and information seeking rather than networking.
Originality/value
While there are some studies about the use of online technologies for teaching or for networking purposes within academia, little is known about academics’ intentions to engage with the public online. The study attempts to fill this gap and help universities understand their staff’s motivation and needs, which could be useful when it comes to launching successful public engagement campaigns.
With Open Data becoming more popular and more public bodies publishing their datasets, the need for educating prospective graduates on how they can use them has become prominent. This study examines the use of the Problem Based Learning (PBL) method and educational technologies to support the development of Open Data skills in university students. The study follows a Design Based Research approach and consists of three phases: a) examination of stakeholders’ needs, b) design of an Open Data module, and c) re-design of the module based on the outcomes of its first run. The data collected throughout the three phases come from various sources, namely interviews with practitioners, focus groups with students, and tutors’ reflection. The findings suggest that while the PBL method is suitable for Open Data education, special care should be taken to ensure that the potential of educational technologies is fully realised. The study concludes with design principles that aim to guide instructors on how they can incorporate the PBL method and digital tools into Open Data education effectively.
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