ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
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Study 1: Investigating Country-Specific Perceptions of Predatory Journals and Their Impact on Scholarly Integrity: A Systematic Review
No full textIntroduction
This systematic review aims to identify the most active countries in combatting predatory journals and their definitions of such practices. It also seeks to assess awareness within academic communities, examine the impact of predatory journals on research quality and integrity, and compile existing policies to mitigate their negative effects and strengthen global scholarly integrity.
Methods
A systematic search was performed in the PubMed, Scopus, and Embase databases on February 7th, 2024, in line with PRISMA guidelines. The focus was solely on identifying studies that examined the unique experiences and interventions associated with predatory journals in distinct national contexts. The analysis included a presentation of quantitative results and a thematic examination of qualitative data.
Results
A total of 40 articles covering 19 countries were included. Twenty-four countries (60%) were in Asia, 11 (27.5%) in Africa, 2 (5%) in Europe, and 1 (2.5%) each in Australia, North America, and South America. Although not all articles cited Beall's list to identify predatory journals, thematic analysis showed consistent topics across various definitions and Beall's themes. Our analysis identified factors affecting academic publishing perceptions globally, highlighting publication pressure, predatory practices, and policy impacts on ethics and standards.
Conclusion
This systematic review examined the literature on predatory publishing and identified the leading countries in the fight against these predatory publications. This analysis underscores a complex interplay of factors affecting academic publishing globally, from the push towards predatory journals as a response to publishing pressures, to the critical role of government and institutional frameworks.<BR
Kadaster Knowledge Graph (KKG)
No full textThe Kadaster Knowledge Graph (KKG) is an integrated publication of multiple large-scale spatial datasets based on the IMX-Geo model. The Kadaster Knowledge Graph allows researchers to explore and analyze cadastral data through a structured, semantically rich model. Among others, the KKG contains data from the Key Register of Addresses and Buildings (BAG), the Key Register of Large-scale Topography (BGT), the Top10NL from the Key Register of Topography (BRT), the Administrative Areas from the Key Register of Cadastres (BRK) and data from the Public Law Restrictions (PB). There is currently no Service Level Agreement offered on the Kadaster Knowledge Graph. You can read more about the KKG at this page (in Dutch). The data can be queried via https://data.kkg.kadaster.nl/sparql/
Evaluating and understanding undergraduate students’ basic psychological needs satisfaction and motivation across different learning environments: A mixed-methods study
No full textSummary
Guided by Self-Determination Theory, this study explored how different characteristics of student-centered learning environments relate to first-year students’ basic psychological needs satisfaction, motivation, and well-being across three Health Professions Bachelor’s programmes (A, B, and C). While all programmes used a problem-based learning approach, Programme C stood out by allowing students to select their own courses and conduct research on a topic of interest. Survey results (N=202) showed that Programme A students reported lower autonomy satisfaction compared to Programme C, and lower autonomous motivation compared to Programme B. Qualitative findings from focus groups supported the quantitative results, revealing that autonomy-supportive elements such as having choice, learning materials with relevance, and peer interaction fostered motivation, whereas lack of guidance and inappropriate assessments limited it. The study highlights the importance of offering meaningful choice, constructive support, and real-world relevance to promote autonomous motivation in health professions education.
About the Dataset
The dataset includes both quantitative and qualitative data. The quantitative survey dataset comprises responses from 202 first-year students across three Bachelor’s programmes, capturing measures of autonomy, competence, relatedness satisfaction, autonomous motivation, controlled motivation, and well-being. The first sheet “survey responses” in the excel dataset contains participants’ responses to the survey, and the second sheet “survey items” shows survey items and their corresponding questions and variables measured.
The qualitative data comes from focus group discussions held in each programme (4, 4, and 3 participants respectively), which are transcribed texts including the initial codes from the authors. <BR
Study 2: Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural Perspective
No full textFor feedback to be productive, it relies on the interactions of participants, design elements, and resources. Yet, complexities in clinical education pose challenges for feedback practices in students and teachers, and efforts to improve feedback often ignore the influence of culture and context. A recent sociocultural approach to feedback practices recognized three layers to understand the complexity of productive feedback: the encounter layer, the design layer, and the knowledge layer. This study explores the sociocultural factors that influence productive feedback practices in clinical settings from the dyad clinical teacher-student perspective.
A cross-sectional qualitative study in a physiotherapy clerkship involved semi-structured interviews with ten students and eight clinical educators. Convenience sampling was used, and participation was voluntary. Employing a sociocultural perspective through thematic analysis, the study examined feedback practices across the three layers of feedback.
The analysis yielded different elements along the three layers that enable productive feedback practices in the clinical workplace: (1) Feedback encounter layer: dyad relationships, mutual trust, continuity of supervision, and dialogue.; (2) Feedback design layer: enabled learning opportunities and feedback scaffolding; (3) Knowledge domain layer in the clinical culture: Growing clinical experience and accountability.
In the context of undergraduate clinical education, productive feedback practices are shaped by social-cultural factors. Designing feedback practices should consciously integrate these components, such as cultivating relationships, fostering guidance, enhancing feedback agency, and enabling supervised autonomy to promote productive feedback.
The attached files are the code list used for the thematic analysis and the full qualitative results report.<BR
Neurophysiological tracking of speech-structure learning in typical and dyslexic readers
No full textThis dataset includes raw electroencephalography (EEG) recordings and corresponding behavioral responses collected from 38 adults (including 18 typical readers and 20 participants with dyslexia) during an auditory statistical learning experiment. The task was designed to investigate the neurophysiological tracking of syllable (at 3.3 Hz) and word (at 1.1 Hz) structures with or without statistical regularities. A recognition test was included to examine the participants’ memory of statistical structures. Data were recorded with 64 Ag/AgCl active electrodes at a sampling rate of 2500 Hz, using the actiCAP according to the 10/20 system, and a 24-bit battery-supplied Brainvision actiCHamp amplifier (Brain Products GmbH, Germany). A ground electrode was located on the forehead, and the reference electrode was FCz. The behavioral data are organized in txt format and linked to corresponding EEG trials via event codes and timestamps. All data are anonymized
Datum van overlijden van personen die ingeschreven staan in de Gemeentelijke Basisadministratie (GBA)
No full textBevat de datum van overlijden van alle personen die sinds 1 oktober 1994 zijn overleden en in de Basisregistratie Personen (BRP) ingeschreven stonden op de datum van overlijden.
Bevat de datum van overlijden van personen die geen ingezetene zijn maar wel ooit-ingezetene waren van Nederland sinds 1 oktober 1994 en waarvan de informatie over het overlijden is ontvangen in het Register Niet-Ingezetenen (RNI).
Bevat incidenteel informatie over personen die geen ingezetenen zijn maar ooit-ingezetene waren voor 1 oktober 1994 en waarvan de informatie over het overlijden is ontvangen in het Register Niet-Ingezetenen (RNI).
De Basisregistratie Personen (BRP) bevat informatie over zowel ingezetenen als niet-ingezetenen van Nederland
Study 2: Instructional Design of Virtual Patients in Dental Education Through a 4C/ID Lens: A Narrative Review
No full textSummary
This study evaluated the extent to which instructional design (ID) principles are integrated into virtual patient (VP) simulations used for clinical skills training in undergraduate dental education. Using the four-component instructional design (4C/ID) model as a guiding framework, the authors conducted a systematic review of 21 peer-reviewed studies. The studies, identified through a comprehensive literature search following the PRISMA framework, were analysed to determine how well they aligned with key ID features such as task variability, learning modes, and cognitive feedback. The findings suggest that while some instructional elements are consistently applied—like variation in clinical tasks—others remain inconsistently addressed. The study concludes that a more rigorous, structured use of ID frameworks like 4C/ID can enhance the effectiveness of VP simulations in dental education.
Dataset
The dataset contains information extracted from 21 published studies that used screen-based virtual patient (VP) simulations in undergraduate dental education. The data file includes study identifiers and the presence or absence of specific instructional design features categorized under the 4C/ID components: learning tasks, supportive information, procedural information, and part-task practice. Also, ‘study characteristics’, population, study design, and simulation VP features. This dataset supports analysis of how ID principles are applied across studies and helps identify gaps and opportunities for improved VP simulation design in dental education.<BR
Study 9: From battlefield to classroom: Leveraging military design thinking for enhanced officer training of multi-domain operations
No full textTitle
From battlefield to classroom: Leveraging military design thinking for enhanced officer training of multi-domain operations
Authors
Hornstra, S. P. A., Van Mook, W. N. K. A., Durning, S. J., Nelwan, S. P., Saylam, R., Wijnker, J. J., & Hoogenboezem, J. A.
Summary
This study sheds light on the application of the innovative military design thinking method within a military academic conference context to shape a training program to prepare NATO officers for multi-domain operations.
In military operations, there is increasing emphasis on multi-domain operations across land, sea, air, space and cyberspace, with technology and cognitive domain operations playing key roles. However, it remains unclear how NATO can optimally prepare officers for multi-domain operations. We applied a military design thinking method in a military academic conference context, involving participants from diverse professional backgrounds (government, academia, industry and military), who are all experts in Command and Control, to design a blueprint for a training program for NATO officers to address multi-domain operations, concentrating on the operational rather than the tactical or strategical level. This blueprint outlines the tasks, knowledge, skills and attitudes required for multi-domain operations, and describes the conditions for such a training program. Our findings provide valuable insights for developing multi-domain operations training programs for NATO officers.
Software
MS Excel (v365-2025).
Methods
Military design thinking.
Data description
Demographic characteristics of implementers.
Demographic characteristics of observers.
Quantitative survey data.
Peer interview data - Perceived learning needs of implementers.
Quantitative data Components and conditions of a NATO training program for multi-domain operations officers.<BR
Boegbeeld Bruggenbouwers
No full textDit kwalitatieve onderzoek richt zich op de vraag hoe ervaren bruggenbouwers bijdragen aan leren, ontwikkeling en transformatieve samenwerking in interorganisationele contexten. De dataset bestaat uit logboeken die zijn geschreven door startende bruggenbouwers, die tijdens een leertraject ervaren professionals hebben geobserveerd in uiteenlopende sectoren zoals onderwijs, zorg, overheid en zakelijke dienstverlening. Deze logboeken bevatten gedetailleerde en contextrijke observaties van interacties, gedragingen en reflecties over bruggen bouwen in de dagelijkse praktijk. Het doel van de dataset is om inzicht te verkrijgen in concrete handelingen, relationele dynamieken en strategieën waarmee bruggenbouwers balanceren tussen het sturen van samenwerking en het creëren van ruimte voor anderen. De data zijn verzameld als onderdeel van een leerinterventie en dienen zowel onderzoeks- als ontwikkelingsdoeleinden. De reikwijdte van de dataset omvat observatieve beschrijvingen, reflectieve aantekeningen en contextuele informatie over interorganisationele samenwerking
Keeping cool in the heat: Emotion regulation in response to climate change
No full textClimate change is a global crisis that evokes strong emotions. However, it is unclear which strategies people adopt to regulate these emotions, and how these strategies predict affective well-being and pro-environmental engagement. The aim of the present study was to get a better understanding of usage and effectiveness of a broad set of emotion regulation strategies in the context of climate change. At wave 1 (N = 325 participants), we assessed emotion regulation, affective well-being, past pro-environmental behavior and future pro-environmental behavioral intentions. Four weeks later, at wave 2 (N = 137 participants), pro-environmental behavior was again assessed. Other-blame was the most often used regulation strategy in the context of climate change. Rumination and self-blame were found to involve a key tradeoff as usage of these strategies was associated with higher pro-environmental engagement but lower affective well-being. In contrast, seeking social support was positively related to both pro-environmental engagement and affective well-being. These results demonstrate the importance of simultaneously examining well-being outcomes and behavioral outcomes in emotion regulation research in the context of climate change