Beliefs, attitudes and perceptions about research and practice in a professional field

Klobas, Jane; Clyde, Laurel A.

doi:10.1016/j.lisr.2010.07.004

Cited by 33 publications

(22 citation statements)

References 27 publications

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“…The findings in this study are in line with those in Klobas & Clyde's [31], Lehto et al [16] and Tahir & Bakar's [12] studies. To solve the problem of lack of time for research and writing, one interviewee suggested that the university management should be specific in assigning teaching and research duties for each lecturer.…”

Section: Time For Research and Time For Writingsupporting

confidence: 93%

“…The situation in Vietnam seems to be similar to that in Malaysia; that is, salary increase is based on seniority rather on research productivity. Also, perhaps the "publish or perish" culture is not as intense in Vietnam as in some developed countries such as the United States, the United Kingdom, Australia or some Asian or European countries as indicated in existing literature (see for example, [31,[46][47][48]). Most universities in Vietnam still put more emphasis on teaching rather than on research.…”

Section: Discussionmentioning

confidence: 99%

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Obstacles to Scholarly Publishing in the Social Sciences and Humanities: A Case Study of Vietnamese Scholars

Pho¹,

Tran²

2016

Publications

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Abstract:Publishing scientific research is very important in contributing to the knowledge of a discipline and in sharing research findings among scientists. Based on the quantity and quality of publications, one can evaluate the research capacity of a researcher or the research performance of a university or a country. However, the number of quality publications in Vietnam is very low in comparison with those in the other countries in the region or in the world, especially in the fields of social sciences and humanities. Employing both quantitative and qualitative approaches, the current study investigates university lecturers' attitudes towards research and publication and the obstacles to local and international publication at one of the main universities in social sciences and humanities in Vietnam. The study found the main barriers to publication are funding and time for research and publication, among many other obstacles. From the analysis of the data, the study would also argue that lecturers' obstacles to publication may vary across faculties (or disciplines), ages, qualifications, education, research and publication experience. The findings in this study may be applied to other institutions in Vietnam or in other countries where English is used as a foreign language.

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Section: Time For Research and Time For Writingsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Obstacles to Scholarly Publishing in the Social Sciences and Humanities: A Case Study of Vietnamese Scholars

Pho¹,

Tran²

2016

Publications

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“…The degree of collaboration revealed by co-authored papers and the coexistence of works from both communities in certain publications are good general indicators of the healthy relationship between academia and the professional world. Study of the motivation that drives authors to publish and their choice of medium in which to do so has been examined far more among academics than among practitioners, although several works exist based on surveys of the two groups (Berg et al, 2012;Clapton, 2010;Dalton, 2013;Klobas and Clyde, 2010;Sugimoto et al, 2014). These enable various factors to be assessed, including the recognition and prestige enjoyed by a university-level professional working on a PhD, publishing in journals and contributing to congresses from the position of a practitioner (Dongardive, 2013).…”

Section: Journal Of Informationmentioning

confidence: 99%

The academic–practitioner gap in Spanish library and information science: An analysis of authorship and collaboration in two leading national publications

Ardanuy

Urbano

2017

Journal of Librarianship and Information Science

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It is not unusual to hear that a significant separation or divergence exists between the interests of LIS professionals who work in library and information services and those who are university teachers. This division results in limited cooperation between the two communities and further debilitates already weak international collaboration in the discipline. This article first conducts a qualitative review of the various types of literary evidence that address the divergence and lack of cooperation, and subsequently presents quantitative evidence for the Spanish geographical context.

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“…However, the citation analysis also showed "only a low level of information exchange between practitioners and academics" (p. 660) with relatively little cross-over between the two sets of publications. Klobas and Clyde (2010) report finding that fifty of 121 (41.3 percent) article authors on topics relating to school librarianship who participated in their survey of author views of research and publication in LIS and their journal preferences were practitioners. They note that, with the exception of respondents' differing levels of confidence in conducting and writing up research, "the views and motivations of full professors, other researchers and practitioner-authors were surprisingly similar" (p. 237).…”

Section: Issues In Disseminationmentioning

confidence: 99%

“…Although a number of studies have explored both researcher and practitioner perspectives on specific aspects of this gap, such as interlibrary loan trends or the use of, or preference for, specific types of journals (Klobas & Clyde, 2010;Montanelli & Mak, 1988;Schlögl & Stock, 2008), other studies have focused in much more depth on practitioner perspectives alone (Ali, 1985;Clapton, 2010;Luo, 2011;Powell, Baker, & Mika, 2002;Turner, 2002). There appear to be relatively few studies exploring LIS researcher perceptions of the research-practice divide.…”

Section: Introductionmentioning

confidence: 99%

Putting Research into Practice: An Exploration of Sheffield iSchool Approaches to Connecting Research with Practice

Roberts¹,

Madden²,

Corrall³

2013

lib

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The relationship between research and practice in the work of members of the University of Sheffield's Information School (iSchool) was examined through a mixed-methods study carried out in two stages. Two focus groups with doctoral students and faculty members explored motivations for undertaking research, views about the impact of research, and the role of social media in its dissemination. Personal enjoyment and pursuit of knowledge for its own sake emerged as strong motivators but were also linked with expressing professional identity and contributing something useful to practice in the field. Differing stakeholder definitions of research impact were perceived as problematic, and multiple channels of communication were advocated, including judicious use of professional and social networks. A content analysis of journal articles written by iSchool faculty collected qualitative and quantitative data on the subject matter, methodology, references, and other dimensions of published output, including statements relating the research to practice. Published outputs highlighted diversity in the methods used, demonstrated collaboration with practitioners in conducting and communicating research, and identified five distinct ways of connecting research with practice. The study concludes with ten recommendations for strengthening the research-practice relationship in library and information studies.

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Beliefs, attitudes and perceptions about research and practice in a professional field

Cited by 33 publications

References 27 publications

Obstacles to Scholarly Publishing in the Social Sciences and Humanities: A Case Study of Vietnamese Scholars

Obstacles to Scholarly Publishing in the Social Sciences and Humanities: A Case Study of Vietnamese Scholars

The academic–practitioner gap in Spanish library and information science: An analysis of authorship and collaboration in two leading national publications

Putting Research into Practice: An Exploration of Sheffield iSchool Approaches to Connecting Research with Practice

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