Coventry University: E-Journals
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A Generalized Technology Readiness Level Scale for Measuring Technology Maturity: Development and Pilot Validation Study
Full text linkWhat is new?
Trends in university technology transfer practices in the United States of America and proposed modifications to U.S. public policy underscore the need for validated instruments to assess the maturity of technologies. The NASA TRL scale appears to be the most widely adopted instrument for measuring technology maturity but anecdotal testimony from university technology transfer practitioners and evidence in the literature indicate that the NASA TRL scale poses challenges in its use, is likely subject to idiosyncratic variation, and has not been thoroughly validated.
What was the approach?
Content analysis was used to develop a generalized TRL (GTRL) scale to demonstrate that the NASA TRL scale can be modified and generalized in a way that increases its practicality and minimizes idiosyncratic variation both within and across contexts. A pilot study to assess its content validity, intra-rater reliability, and inter-rater reliability was performed to determine whether standard approaches for validating measurement instruments can be applied to validate the GTRL scale.
What is the academic impact?
The findings of the study suggest that the GTRL scale has promise as a potentially more useful measurement instrument for technology transfer practitioners than the traditional NASA TRL scale, demonstrate the viability of a methodology for evaluating its validity and reliability, highlight areas where the GTRL scale can be improved, and reveal potential methodological issues that researchers may encounter when conducting validity and reliability studies of the GTRL scale as well as strategies for coping with those challenges.
What is the wider impact?
The modifications and generalizations of the NASA TRL scale, as represented in the GTRL scale, have the potential to improve university technology transfer practices. With a valid and reliable measurement instrument, university technology transfer practitioners will be able to better determine how much a given technology needs to be matured and provide better guidance to university researchers. This will also enable practitioners to better allocate scarce resources
Developing guidance on assessing and managing conflicts of interest for a complex public health research consortium
No full textWhat is new?
Conflicts of interest in public health research are often addressed through disclosure alone, which is insufficient to protect research integrity. This paper reflects on the process of developing and implementing a conflict of interest policy for a complex, multi-institutional and multi-sector research consortium.
What was the approach?
The research uses a reflective case study approach, drawing on documents and reflexive notes to document the development and implementation of a COI policy in a research consortium on the commercial determinants of health.
What is the academic impact?
The paper identifies practical steps and considerations for managing conflicts of interest in complex collaborative research settings, reflecting on key questions and challenges encountered during this process. It details an empirically grounded framework for governing conflicts of interest in research and advances understanding of how such policies can be operationalised in practice.
What is the wider impact?
The paper offers actionable guidance on designing and embedding conflict of interest policies in complex collaborations, supporting more robust research governance and helping to safeguard the integrity of public health research
On the boundaries between tax regulation and the transactional behavior of market participants: The substantive tax principle
Full text linkCross-border establishment of credit institutions: A study into whether supervision and authorisation facilitate economic integration for Member States and third countries, in light of Brexit
Full text linkAccountability in international law for sexual crimes against women in situations of conflict and mass atrocity
Full text linkA Year of Generative AI: Observations from a Survey among University Students in Estonia
Full text linkThe article presents results from a survey about the academic writing practices among the students of the University of Tartu (Estonia). We analyse how the use of generative artificial intelligence has changed between spring 2023 and spring 2024. Our data shows that there has been a small increase in the percentage of students who have used the help of AI while writing: in 2023, 43.9% of the students reported using or having used AI, in 2024 it was 51.6%. AI is most popular among the students of Science and Technology and least popular among the students of Humanities. In 2023, using AI was more common among undergraduates than master’s students, but by 2024 this situation had reversed. Among the activities that students use AI for, gathering ideas is most popular in both years. The biggest change between the two years is that the number of students using AI for summaries and overviews has nearly tripled. The paper discusses the possible reasons for these tendencies, as well as some relevant implications for learning and teaching (academic) writing
Charting The Course: Navigating the Evolving Field of Research Management and Administration Research
Full text linkAs we navigate the increasingly complex landscape of global research and innovation, the role of Research Management and Administration (RMA) professionals has become more critical than ever for enabling research excellence and ensuring the effective delivery of impactful research outcomes. Thus, this role has become not just increasingly visible but also to some extent even acknowledged by leading stakeholders (e.g. policy makers such as the European Commission).
RMA professionals are the individuals and teams who, behind the scenes, enable and enhance the entire research lifecycle, from grant applications to impact realization and everything in between, including science diplomacy, science communication, and research strategy development (Agostinho et al., 2020).
It is therefore both timely and essential to reflect on the status of research on RMA (RoRMA) itself – the scientific field dedicated to understanding, analysing, and improving the practices and policies that underpin this vital profession, and figure out what this research may do for the recognition of the profession and for every single RMA professional. Do we really need RoRMA? Do we understand its added value in conducting research for the future of the profession? Are we prepared to conduct or commit to this research?
This editorial aims to provide an overview of RMA as a scientific domain, tracing its historical roots, examining current academic outlets, and exploring the dynamics of publication within this burgeoning field. Furthermore, we will delve into the dominant research topics, identify emerging trends, and, crucially, suggest avenues for future inquiry to ensure RoRMA generates knowledge that directly contributes to enhancing the effectiveness and impact of the global research enterprise and strengthens the professional practices that underpin it.
In this spirit, this editorial also serves as a call to action, encouraging researchers presenting at events such as the upcoming International Network of Research Management Societies (INORMS) congress in partnership with European Association of Research Managers and Administrators (EARMA) to consider developing their work for publication in JoRMA, thereby contributing to the growing body of rigorous RMA scholarship. We also emphasize the need for the field to embrace more rigorous and interdisciplinary research methodologies to further strengthen its impact and recognition. Finally, we invite researchers, practitioners, and policymakers to actively engage with the vibrant RoRMA initiative at EARMA to collectively advance this essential field
Knowledge Translation from Clinical Education Workshop to Workplace
Full text linkChallenging situations are frequently experienced by clinical educators (CEs) during allied health student placements. However, there is limited literature reporting outcomes of training of workplace-based CEs to manage such challenges. The aim of this proof-of-concept study was to explore knowledge translation processes adopted in an interprofessional continuing professional development (CPD) workshop and the feasibility of follow up outcome measures. This project recruited CEs who participated in a “Working with Students in Challenging Situations” workshop. Knowledge translation processes including goal setting and outcome measures focusing on workplace application of learning were incorporated in workshop design. Post-workshop knowledge translation and learning outcomes were explored by analysing the nature and achievement of participants’ learning goals. This approach to workshop evaluation highlights current and future learning needs of workshop participants. Participants’ learning goals included information-seeking to support students with complex learning needs, developing proactive educational approaches and critical reflection but rarely focused on their own personal attributes. Post workshop findings indicate variability in effective implementation of learning goals with practice transformation influenced by CE, student and workplace factors. Findings show goal setting could be an important design feature of clinical education CPD workshops. However, workshop participants may require time and support to reflect on their individual professional needs and construct realistic goals that encompass and consider the impacts of educator and workplace factors. Goal attainment measures may be a useful indicator within a suite of measures to track knowledge translation and enhance supervisory practice in response to challenging situations
Community-Based Clinical Traineeships: Exploring Physicians’ Perceptions on the Transferability of Learning to Practice
Full text linkLiterature identifies several ways in which a traineeship into a non-traditional community-based clinical setting might positively impacts medical trainees. However, little is known about physicians’ ability to transfer the learning gained from such experience into other clinical contexts. This qualitative study explores, from physicians' perspectives, the application of learning gained from a traineeship within La Maison Bleue, a community-based primary care organization in Montreal, Quebec, Canada, designed for women and families experiencing social vulnerability. The study is based on 12 semi-structured interviews with primary care physicians (n=10) and residents (n=2) who completed a medical traineeship into this setting. NVivo software was used to support thematic analysis. Results show that most participants aimed to apply the learnings gained from their experience, despite organizational and structural barriers often impeding their efforts. It is thus primarily the learnings relating to the relational and patient-centered approach, which the doctor can control on a personal or an interpersonal level, that are effectively actualized in practice. Facilitating factors were perceived more on the human level, but ultimately had only a marginal effect on physicians' actual ability to apply learning. The study provides decision-makers with concrete avenues for action to better support physicians in their willingness to practice medicine differently. By highlighting these findings, the study underscores the ethical and political responsibility of healthcare decision-makers in realizing the transformational potential of medical education
Why allowing law students to use GenAI for writing assignments is a bad idea.: Some reflections on the labour market orientation on HLE curriculum decisions
Full text linkCurriculum decisions in Higher Education (HE) regarding students’ use of Generative AI (GenAI) are often substantiated by arguments such as graduate employability. This labour market orientation dictates that, because GenAI will inevitably play a crucial role in their future jobs, we should prepare our students by allowing or even encouraging them to use GenAI tools for their writing assignments. A quick scan of Dutch policy documents shows that the labour market perspective dominates the agenda related to GenAI on the governmental level and in Universities of Applied Sciences. In all HE institutions, the use of GenAI is allowed (sometimes conditionally, sometimes reluctantly) or even encouraged. We observe that the regulation of GenAI in Higher Legal Education (HLE) is virtually absent and fragmented, perhaps because the labor market orientation does not always align with local HLE education objectives. In our view this regulatory gap could only be filled if room is made for other orientations on curriculum decisions related to Gen AI, such as: focus on the legal discipline itself, on students’ self-development and on societal reform. This will enable HLE to make curriculum decisions aimed at training law students’ writing skills and teaching them to ‘think as a lawyer’