Cómo citar este artículo/Citation: Ortoll, E.; Canals, A.; Garcia, M. y Cobarsí, J. (2014). Principales parámetros para el estudio de la colaboración científica en big science. Revista Española de Documentación Científica, 37(4): e069. doi: http://dx.doi. org/10.3989/redc.2014.4.1142Resumen: En varias áreas de la ciencia se ha pasado de trabajar en experimentos reducidos a participar en grandes y complejas colaboraciones. Muchos de los grandes avances científicos recientes como la secuenciación del genoma humano o el descubrimiento del bosón de Higgs se enmarcan en el paradigma denominado big science. El estudio de la colaboración científica debe tener en cuenta los factores de todo tipo que influyen en dicha colaboración. Los experimentos de big science inciden especialmente en algunos de estos aspectos: volumen de instituciones implicadas, diferencias culturales, diversidad de espacios e infraestructuras o la propia conceptualización del problema de investigación. Atendiendo a estas particularidades, en este trabajo presentamos un conjunto de parámetros para el análisis de la colaboración científica en proyectos big science. Ilustramos la utilidad de esos parámetros mediante un estudio comparativo de dos grandes proyectos de big science: el experimento ATLAS y el Proyecto Genoma Humano.Palabras clave: colaboración científica; big science; cienciometria; redes científicas; organización científica; infraestructura científica; grandes experimentos. Main parameters for the study of scientific collaboration in big scienceAbstract: In several scientific disciplines research has shifted from experiments of a reduced scale to large and complex collaborations. Many recent scientific achievements like the human genome sequencing or the discovery of the Higgs boson have taken place within the "big science" paradigm. The study of scientific collaboration needs to take into account all the diverse factors that have an influence on it. In the case of big science experiments, some of those aspects are particularly important: number of institutions involved, cultural differences, diversity of spaces and infrastructures or the conceptualization of research problems. By considering these specific factors we present a set of parameters for the analysis of scientific collaboration in big science projects. The utility of these parameters is illustrated through a comparative study of two large big science projects: the ATLAS experiment and the Human Genome Project.
Purpose-First, this article seeks to establish a conceptual model for campus information systems for students, in order to make their comparison possible for strategic management purposes. Second, it seeks to test this conceptual model in a fieldwork on Spanish higher education institutions, in order to relate information system's characteristics with other organizational features. Design/methodology/approach-The conceptual model was based on socio-technical information systems and knowledge management literature. A holistic vision of higher education student's information needs was kept into account. Data about Spanish universities were gathered by means of structured visits to institutional websites and structured interviews with undergraduate students. Data were analyzed with multivariate statistical techniques. Findings-From multivariate analysis, a classification was obtained for Spanish universities into three clusters with homogeneous characteristics, in the sense of informational and organizational aspects. These clusters are discussed in temporal terms and with some individual examples. Research limitations/implications-Campus information systems need to be broadly characterized for strategic information management purposes. The proposed and tested model is a step to address their characterization. Originality/value-This user centered information systems conceptual framework is set up to obtain a global vision of new information and learning electronic environments in campus. Its application in a fieldwork on Spanish universities offers new insights about informational and organizational features in higher education.
La Organización Mundial de la Salud (OMS) ha puesto el nombre oficial de COVID-19 a la enfermedad causante de la actual pandemia de alcance mundial. El nombre se ha adoptado con rapidez, sustituyendo a otras denominaciones iniciales que se usaban coloquialmente, como «gripe de Wuhan». Precisamente, la OMS recalcó en su momento que uno de los motivos de adoptar el nombre de COVID-19 era la conveniencia de evitar el uso de nombres geográficos y, en general, de nombres que den pie a estigmatizar a países, personas o colectivos.
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