The demise of the lone author

Greene, Mott T.

doi:10.1038/d41586-019-01804-4

Cited by 8 publications

(8 citation statements)

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“…Yet, other areas, such as the humanities, do not carry the stereotype that you have to give up your ''life'' to be successful. In terms of being people related, one could argue that modern physics is a highly collaborative enterprise, as evidenced by the fact that single-author articles are becoming less common (Greene, 2007). In addition, physics discoveries and innovations have contributed in countless ways to bettering people's lives.…”

Section: Research Question 2: Predictors Of Physics Identity-career Omentioning

confidence: 99%

Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

et al. 2010

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This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010

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Section: Research Question 2: Predictors Of Physics Identity-career Omentioning

confidence: 99%

Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

et al. 2010

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“…As Castells (2000) put it, albeit a tad exaggeratedly: "Scientific research in our time is either global or ceases to be scientific" (p. 125). In many fields, coauthorship is now the norm, with the "lone author" (Greene, 2007) a virtual anachronism in an age of "hyperauthorship" (Cronin, 2002) and "team science" (Wuchty, Jones, & Uzzi, 2007). In some fields (e.g., high energy physics, biomedical research) the number of coauthors on a paper can reach into the hundreds, which stresses conventional notions of authorship.…”

Section: Collaboration and Authorshipmentioning

confidence: 99%

Biobibliometric profiling: An examination of multifaceted approaches to scholarship

Sugimoto

Cronin

2011

J. Am. Soc. Inf. Sci.

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We conducted a fine-grained prosopography of six distinguished information scientists to explore commonalities and differences in their approaches to scholarly production at different stages of their careers. Specifically, we gathered data on authors' genre preferences, rates and modes of scholarly production, and coauthorship patterns. We also explored the role played by gender and place in determining mentoring and collaboration practices across time. Our biobibliometric profiles of the sextet reveal the different shapes a scholar's career can take. We consider the implications of our findings for new entrants into the academic marketplace.

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“…The evaluation of authors contribution in scientific articles has drawn attention in recent years, mainly because of its implication in the author credit system [18] for quantifying authors roles in a scenario of increasing number of multi-authored papers [19]. The growing interest in the quantification of authors role in every step of the research led several journals to adopt policies encouraging authors to include information regarding individual contributions.…”

Section: Introductionmentioning

confidence: 99%

Patterns of authors contribution in scientific manuscripts

Corrêa

Silva

Costa

et al. 2017

Journal of Informetrics

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Science is becoming increasingly more interdisciplinary, giving rise to more diversity in the areas of expertise within research labs and groups. This also have brought changes to the role researchers in scientific works. As a consequence, multi-authored scientific papers have now became a norm for high quality research. Unfortunately, such a phenomenon induces bias to existing metrics employed to evaluate the productivity and success of researchers. While some metrics were adapted to account for the rank of authors in a paper, many journals are now requiring a description of the specific roles of each author in a publication. Surprisingly, the investigation of the relationship between the rank of authors and their contributions has been limited to a few studies. By analyzing such kind of data, here we show, quantitatively, that the regularity in the authorship contributions decreases with the number of authors in a paper. Furthermore, we found that the rank of authors and their roles in papers follows three general patterns according to the nature of their contributions, such as writing, data analysis, and the conduction of experiments. This was accomplished by collecting and analyzing the data retrieved from PLoS ONE and by devising an entropy-based measurement to quantify the effective number of authors in a paper according to their contributions. The analysis of such patterns confirms that some aspects of the author ranking are in accordance with the expected convention, such as the fact that the first and last authors are more likely to contribute more in a scientific work. Conversely, such analysis also revealed that authors in the intermediary positions of the rank contribute more in certain specific roles, such as the task of collecting data. This indicates that the an unbiased evaluation of researchers must take into account the distinct types of scientific contributions

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The demise of the lone author

Cited by 8 publications

References 0 publications

Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

Biobibliometric profiling: An examination of multifaceted approaches to scholarship

Patterns of authors contribution in scientific manuscripts

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