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Despite the general recommendation of using a combination of multiple criteria for research assessment and faculty promotion decisions, the raise of quantitative indicators is generating an emerging trend in Business Schools to use single journal impact factors (IFs) as key (unique) drivers for those relevant school decisions. This paper aims to investigate the effects of using single Web of Science (WoS)-based journal impact metrics when assessing research from two related disciplines: Business and Economics, and its potential impact for the strategic sustainability of a Business School.

This study collected impact indicators data for Business and Economics journals from the Clarivate Web of Science database. We concentrated on the IF indicators, the Eigenfactor and the article influence score (AIS). This study examined the correlations between these indicators and then ranked disciplines and journals using these different impact metrics.

Consistent with previous findings, this study finds positive correlations among these metrics. Then this study ranks the disciplines and journals using each impact metric, finding relevant and substantial differences, depending on the metric used. It is found that using AIS instead of the IF raises the relative ranking of Economics, while Business remains basically with the same rank.

This study contributes to the research assessment literature by adding substantial evidence that given the sensitivity of journal rankings to particular indicators, the selection of a single impact metric for assessing research and hiring/promotion and tenure decisions is risky and too simplistic. This research shows that biases may be larger when assessment involves researchers from related disciplines – like Business and Economics – but with different research foundations and traditions.

Consistent with the literature, given the sensibility of journal rankings to particular indicators, the selection of a single impact metric for assessing research, assigning research funds and hiring/promotion and tenure decisions is risky and simplistic. However, this research shows that risks and biases may be larger when assessment involves researchers from related disciplines – like Business and Economics – but with different research foundations and trajectories. The use of multiple criteria is advised for such purposes.

This is an applied work using real data from WoS that addresses a practical case of comparing the use of different journal IFs to rank-related disciplines like Business and Economics, with important implications for faculty tenure and promotion committees and for research funds granting institutions and decision-makers.

The purpose of this paper is first, to develop a methodological framework for conducting a comprehensive literature review on an empirical phenomenon based on a vast amount of papers published. Second, to use this framework to gain an understanding of the current state of the enterprise resource planning (ERP) research field, and third, based on the literature review, to develop a conceptual framework identifying areas of concern with regard to ERP systems.

Abstracts from 885 peer‐reviewed journal publications from 2000 to 2009 have been analysed according to journal, authors and year of publication, and further categorised into research discipline, research topic and methods used, using the structured methodological framework.

The body of academic knowledge about ERP systems has reached a certain maturity and several different research disciplines have contributed to the field from different points of view using different methods, showing that the ERP research field is very much an interdisciplinary field. It demonstrates that the number of ERP publications has decreased, and it indicates that the academic interest in ERP is driven by an interest in an empirical phenomenon rather than that ERP is a new research discipline. Different research topics of interest are identified and used in developing a conceptual framework for “areas of concern” regarding ERP systems. Finally the usefulness of the framework is confirmed by analysing one specific aspect of ERP research; business process reengineering (BPR) to establish which theories different authors and journals have used in their efforts to explore BPR and ERP.

The findings of the literature study, the structured methodological framework for comprehensive literature review and the conceptual framework identifying different areas of concern are believed to be useful for other researchers in their effort to obtain an overview of the evolution of the ERP research field and in positioning their own ERP research.

The paper provides guidance for researchers with insight into what has been published, where to publish ERP‐related research and how to study it, and in positioning their own interest in ERP systems in the interdisciplinary research field. Access to the EndNote database containing bibliographical data of more than 880 papers can be used in future research and literature analysis. For managers, the conceptual framework can be useful in increasing their understanding of the complexity and areas of concern with regard to the ERP system.

The paper presents a structured methodological framework for analysing a vast amount of academic publications with an interest in an empirical phenomenon, demonstration of how academic interdisciplinary interest in ERP has evolved over time and reached a certain amount of maturity and a conceptual framework of areas of concern with regard to ERP systems.

Scientific collaboration is becoming a common pattern in the social organization of knowledge production. The paper tries to figure out the relationship between scientific collaboration team size and scientific output.

Based on ESI database from year 2009–2019, the paper describes changes of collaboration team size from one author to more than 10 authors in 22 disciplines. Kernel density estimation and multidimensional kernel density estimation method are used to calculate optimal collaboration team size and appropriate collaboration team size in 22 disciplines. As bandwidth is one of the major issues in construction of kernel density estimation, the paper uses five different algorithms to calculate bandwidth. The method with the lowest mean absolute percentage error is chosen. Robustness test is conducted based on different sets of data.

The results show that scientific collaboration becomes more widely and deeply. As time goes by, collaboration team size is becoming larger and larger. Natural science disciplines have larger collaboration team size and faster growth rate than social science disciplines. Considering both qualitative and quantitative measures, the paper proves the universality of optimal and appropriate scientific collaboration team size among 22 disciplines and calculates the specific number.

The paper tries to investigate the law of scientific collaboration team size variation and provide a full picture of evolution of collaboration team size among 22 disciplines in 10 years. The paper first applies distribution method to figure out the relationship between scientific collaboration team size and scientific output and provides optimal collaboration team size and appropriate collaboration team size.

The purpose of this paper is to study whether researchers from different disciplines have different requirements for workplaces.

A literature review aimed to understand the academic workplace requirements of different disciplines. The empirical data were gathered by a national survey conducted in Finland. Open-ended questions accumulated answers, which were analysed and clustered.

The analysis implies that the majority of researchers in all the disciplinary categories required places that support both concentration and interaction. When comparing those researchers who asked for a place that only supports either concentration or interaction, the majority of those working in soft-pure disciplines required spaces to support concentration and those in soft-applied disciplines required spaces to support interaction. Researchers from hard disciplines – both applied and pure – consider places supporting concentration or interaction to be equally important.

The weakness of this study is the generalisability, as this survey was conducted in Finland. The analysis emphasised diversity between disciplines without analysing diversity within disciplines.

Facilities and real estate managers can gain a deeper understanding of the academics’ workplace requirements, which in turn can help them to enhance workplace support of productivity at the same time as cutting real estate costs.

This study contributes to the body of research on academic office design.

With the growth in popularity of academic social networking sites, evaluating the quality of the academic information they contain has become increasingly important. Users' evaluations of this are based on predefined criteria, with external factors affecting how important these are seen to be. As few studies on these influences exist, this research explores the factors affecting the importance of criteria used for judging high-quality answers on academic social Q&A sites.

Scholars who had recommended answers on ResearchGate Q&A were asked to complete a questionnaire survey to rate the importance of various criteria for evaluating the quality of these answers. Statistical analysis methods were used to analyze the data from 215 questionnaires to establish the influence of scholars' demographic characteristics, the question types, the discipline and the combination of these factors on the importance of each evaluation criterion.

Particular disciplines and academic positions had a significant impact on the importance ratings of the criteria of relevance, completeness and credibility. Also, some combinations of factors had a significant impact: for example, older scholars tended to view verifiability as more important to the quality of answers to information-seeking questions than to discussion-seeking questions within the LIS and Art disciplines.

This research can help academic social Q&A platforms recommend high-quality answers based on different influencing factors, in order to meet the needs of scholars more effectively.

The purpose of this paper is to describe an experiment in a non-credit bearing series of social philosophy workshops offered to social science and humanities disciplines in an Australian university.

The paper outlines the design rationale and learning objectives for the workshop series. The data set includes qualitative student responses to 501 post-workshop questionnaires and 14 in-depth qualitative responses to a follow-up online questionnaire.

The data suggest that social philosophy methodology curriculum offered within a multi-discipline peer context can facilitate an appreciation among students of the centrality of theory and the value of diverse discipline approaches in research. The last part of the paper explores what underpins this – a kind of un-learning or uncertainty regarding the veracity of different philosophical approaches to research, tied to a de-centring of research subjectivity that allows for the co-existence of multiple voices. Language learning, the inclusion of post-modern perspectives and an unbiased presentation of a wide range of thinkers within a challenging intellectual context are central to this.

The emerging trend towards university-wide doctoral training offers opportunities for useful innovations in research education. University-wide social philosophy curriculum can play a role in facilitating constructive negotiation of theoretical complexity both within and across social science and humanities disciplines.

The contemporary social science and humanities research context is a challenging space, characterised by intra-discipline methodological plurality, and the risk of marginalisation by more dominant instrumentalist, end-user and science-driven perspectives. The trend towards bringing different methodological perspectives together within inter-disciplinary research and team supervision of doctoral students can lead to conceptual misunderstanding and research delays. The capacity to negotiate and translate conceptual perspectives, often within complex research relationships, has then become an increasingly important academic skill. Within this context, university-wide doctoral training has emerged, but there has been little discussion of doctoral curricula beyond that devised for professional doctorates within the discipline in the non-US higher education literature. This paper contributes to emerging scholarship on research education by describing the sorts of relational, textual and conceptual processes that might be created in the multi-discipline social science and humanities context to produce an appreciation for the different philosophical foundations of research knowledge.

The purpose of this study is to examine how different disciplines and sectors approach creativity, and how to improve cross-domain collaboration efficiency. Creativity is one of the most important factors that hugely contributes to the growth of economy, and the key to the modern organisation’s survival. There are considerable differences between disciplines regarding how they approach creativity since each discipline has a methodology which is designed to develop new ideas. Specialisation of disciplines can create difficulties when they start to interact in collaborations. Differences between sectors (Industry, Academia, Arts and Public) in definition of creativity, creativity measurement, management and collaboration motivators can hinder cross-sector collaboration efficiency.

A questionnaire was distributed over the Internet, and statistical tests were performed to find differences between groups how they view various dimensions of creativity.

By analysing various disciplines, the study revealed significant differences between the reward system, the creativity measurement, the required management support and the way how various disciplines solve complex problems. Sector analysis revealed significant differences in creativity quantification, personal traits, sensitivity to idea ownership, composition and size of the ideal team, communication and incentives to increase creativity.

In this study, only Internet users were sampled, and the majority of respondent were from Europe working in academic environment.

Misalignment of forces between disciplines causes inefficient cross- and multi-disciplinary collaborations, while inter-sector misalignment results in unproductive inter-disciplinary and trans-disciplinary teamwork. Special emphasis has to be placed on external factor, creativity measurement and collaboration motivator adjustment that were the most misaligned across the analysed groups.

The study indicates that to increase collaboration, efficiency factors that were scrutinised in this project have to be aligned across disciplines and sectors.

Although English for academic purposes (EAP) courses are vital components of engineering disciplines in the universities of Iran, studies investigating engineering students' English language needs are infrequent, and even more infrequent are studies comparing how the students of different engineering disciplines vary in their English language needs. Research demonstrates that students of different disciplines have different language needs, which requires competency in different language skills (Soruç et al., 2018). However, in the majority of Iranian universities, students of different engineering disciplines are taught similar subskills, through similar teaching methodologies and textbooks. With the twofold purpose of identification and comparison of the students' language needs and weaknesses, this study focuses on the perceptions of Iranian students of electrical, mechanical and chemical engineering at the undergraduate and postgraduate levels of their present language abilities and target-situation language needs.

Online surveys regarding language needs and self-assessments were completed by 194 undergraduate students and 189 postgraduate students studying at Sharif University.

While only educational level was found to have a significant effect on the perceptions of the respondents of their target needs, both educational level and discipline had a significant effect on the perceptions of the students of their present level of language proficiency. Furthermore, almost equal attention to the four language skills were considered necessary by the respondents, who also held that the number of credits devoted to the EAP courses was insufficient. A further finding was that the majority of the undergraduates required that the EAP courses be oriented toward English for specific purposes (ESP), whereas almost half of the postgraduates preferred that the EAP classes be geared toward general English.

Researchers have so far analyzed the language needs of students of a number of academic disciplines. This study adds to the existing literature of needs-analysis by comparing the engineering students' present abilities and target language needs. This study is different from the existing publications on language needs-analysis in two ways. First, through a comparative perspective, a profile of engineering students' language needs is obtained, which can serve as a new database for curriculum developers and material designers of engineering programs. Second, investigating whether the students' perceptions of their language needs are affected by their educational levels and disciplines is a topic for which there is little information at present.

Purpose — The chapter discusses the challenges of developing a three year bachelor's programme in information management. The argument focuses on creating a programme that (1) facilitates cooperation with the business community, (2) represents a coherent whole that fosters student identity and (3) provides an explanatory framework for information management.

Design/methodology/approach — A model for curriculum development is presented which takes its starting point in the business community's perception of the graduates’ future practice. Interdisciplinary theory, and its continuum of integration from multidisciplinarity to interdisciplinarity to transdisciplinary is applied as the backbone of the programme structure, and its role in creating progression is discussed, together with the importance of problem-oriented work, and the interplay between problem-based and discipline-based elements of the programme. The information management programme distinguishes between ‘information management’ as an umbrella term for the whole programme and ‘information management’ in a more narrow and discipline-specific perspective rooted in information science.

Findings — It is shown how the programme elements (projects, internship, semester themes and courses) are combined so that each single element contributes to gradually build up a holistic view of information processes and practices in organisations. The underlying structure of the programme contributes to a coherent, theoretically based explanatory framework for information management.

Practical implications — The chapter describes benefits and challenges of interdisciplinary curriculum development and may be provide inspiration for curriculum developers.

Originality/value — Interdisciplinary theory may be useful to respond to the challenges of engaging several disciplines in the information management field. It is suggested that multidisciplinarity may be supplemented or replaced by more interdisciplinary approaches in the future.

The main purpose of this study is to explore and validate the question “whether altmetric mentions can predict citations to scholarly articles”. The paper attempts to explore the nature and degree of correlation between altmetrics (from ResearchGate and three social media platforms) and citations.

A large size data sample of scholarly articles published from India for the year 2016 is obtained from the Web of Science database and the corresponding altmetric data are obtained from ResearchGate and three social media platforms (Twitter, Facebook and blog through Altmetric.com aggregator). Correlations are computed between early altmetric mentions and later citation counts, for data grouped in different disciplinary groups.

Results show that the correlation between altmetric mentions and citation counts are positive, but weak. Correlations are relatively higher in the case of data from ResearchGate as compared to the data from the three social media platforms. Further, significant disciplinary differences are observed in the degree of correlations between altmetrics and citations.

The results support the idea that altmetrics do not necessarily reflect the same kind of impact as citations. However, articles that get higher altmetric attention early may actually have a slight citation advantage. Further, altmetrics from academic social networks like ResearchGate are more correlated with citations, as compared to social media platforms.

The paper has novelty in two respects. First, it takes altmetric data for a window of about 1–1.5 years after the article publication and citation counts for a longer citation window of about 3–4 years after the publication of article. Second, it is one of the first studies to analyze data from the ResearchGate platform, a popular academic social network, to understand the type and degree of correlations.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-11-2019-0364