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A systematic investigation of postgraduate leadership programs for health and/or human services offered by Australian higher education institutions was undertaken.

Quantitative analysis identified the core characteristics of the programs. A thematic analysis of the course learning outcomes was conducted and six major themes of disciplinary leadership and management knowledge; research and analytical skills; professional practice; communication and collaboration; creativity and innovation; and system knowledge are shared in this study.

The authors conclude that Australian universities have taken an evidence-based approach to leadership education.

More work might need to be undertaken to ensure leadership theories are incorporated into learning outcomes.

Although universities have extensive research and initiatives in place that align with the United Nations’ Sustainable Development Goals (SDGs), there is still a significant gap in documenting and assessing these efforts. This paper aims to discuss how academic libraries can apply their information management skills and open-access platforms, to facilitate the discoverability and retrieval of evidence on SDGs.

Introduced by a brief literature review on the role of libraries in contributing to the SDGs in general, the authors draw on their personal experiences as metadata specialists, participating in a project aimed at linking their university’s research output to the SDGs. A case study, from the University of Pretoria’s Veterinary Science Library, is used as an example to demonstrate the benefits of resourceful metadata in organising, communicating and raising awareness about the SDGs in the field of veterinary science.

Through practical examples and recommended workflows, this paper illustrates that metadata specialists are perfectly positioned to apply their information management skills and library platforms to facilitate the discoverability and retrieval of evidence on SDGs.

Although there are increasing reports on the contributions of libraries to support the successful implementation of the SDGs, limited information exists on the role of metadata specialists, as well as those with a practical focus.

This study aims to highlight the impact of altruistic-self and hunger awareness on socially responsible food consumption through the lens of self-awareness and self-congruity theories due to the great challenge of Sustainable Development Goal 2: Zero Hunger.

A survey was conducted with a sample of 812 respondents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) confirm each variable's structure through the measurement model and test the hypothesis to support a structural model.

The results highlight that the combination of altruistic-self and hunger awareness (AS-HA congruence) drives consumers to execute socially responsible food consumption. Meanwhile, consumers' food-saving attitude mediation translates to the attitude towards responsible and ethical use increasing socially responsible food consumption, a contextual development in the theory of congruence. Conversely, hunger awareness is not confirmed as significantly influencing socially responsible food consumption.

This research provides valuable insights for academicians and practitioners in developing food waste management strategies that can be implemented to reduce food wastage.

Food waste is a global concern and is challenging for many manufacturing, distribution and individual wastage levels. However, food wastage by consumers is one of the most critical problems which can be minimised with awareness and attitudinal changes in behaviour as a form of socially responsible consumption.

The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field.

The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0.

The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field.

This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.

The competition in the academe has always been tough, but today, the academe seems to be more like an industry than an academic community as academics are evaluated through quantified and economic means.

This article leans on Heidegger’s thoughts on the essence of technology and his ontological view on being to show the dangers that lie in this quantification of researchers and research.

Despite the benefits that information systems (ISs) offer to people and research, it seems that technology has made it possible to objectify researchers and research. This has a negative impact on the academe and should thus be looked into especially by the IS field, which should note the problems that exist in its core. This phenomenon of quantified academics is clearly visible at academic quantification sites, where academics are evaluated using metrics that count their output. It seems that the essence of technology has disturbed the way research is valued by emphasising its quantifiable aspects. The study claims that it is important to look for other ways to evaluate researchers rather than trying to maximise research production, which has led to the flooding of articles that few have the time or interest to read.

This paper offers new insights into the current phenomenon of quantification of academics and underlines the need for critical changes if in order to achieve the academic culture that is desirable for future academics.

With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.

We adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.

This study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.

The finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.

This study aims to provide a systematic and complete knowledge map for use by researchers working in the field of research data. Additionally, the aim is to help them quickly understand the authors' collaboration characteristics, institutional collaboration characteristics, trending research topics, evolutionary trends and research frontiers of scholars from the perspective of library informatics.

The authors adopt the bibliometric method, and with the help of bibliometric analysis software CiteSpace and VOSviewer, quantitatively analyze the retrieved literature data. The analysis results are presented in the form of tables and visualization maps in this paper.

The research results from this study show that collaboration between scholars and institutions is weak. It also identified the current hotspots in the field of research data, these being: data literacy education, research data sharing, data integration management and joint library cataloguing and data research support services, among others. The important dimensions to consider for future research are the library's participation in a trans-organizational and trans-stage integration of research data, functional improvement of a research data sharing platform, practice of data literacy education methods and models, and improvement of research data service quality.

Previous literature reviews on research data are qualitative studies, while few are quantitative studies. Therefore, this paper uses quantitative research methods, such as bibliometrics, data mining and knowledge map, to reveal the research progress and trend systematically and intuitively on the research data topic based on published literature, and to provide a reference for the further study of this topic in the future.