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The purpose of this paper is to discuss a novel life cycle approach to education for sustainable development (ESD) where the students become “design thinkers”.

A case study on the creation, development and utilisation of educational games by university students is presented. The paper discusses the case study in the context of Kolb’s experiential learning and dynamic matching model, Perry’s stages of intellectual development and Beech and Macintosh’s processual learning model. The data used were from questionnaire feedback from the pupils who played the games and students who designed the games. Further qualitative feedback was collected from local schools involved in playing the games created by the students.

Overall, the students responded positively to the assessment and would like to see more of this type of assessment. They enjoyed the creativity involved and the process of developing the games. For the majority of the skill sets measured, most students found that their skills improved slightly. Many students felt that they had learnt a lot about effectively communicating science. The school children involved in playing the student-created games found them accessible with variable degrees of effectiveness as engaging learning tools dependent on the game.

This paper contributes a new approach to ESD which incorporates learner-centred arrangements within a full life cycle of game creation, delivery, playing and back to creation. The games can be used as a tool for enhancing knowledge and influencing behaviours in school children whilst enhancing ESD capacity in schools. The assessment also helps forge important links between the academic and local communities to enhance sustainable development.

This study investigates differences and commonalities in data production, sharing and reuse across the widest range of disciplines yet and identifies types of improvements needed to promote data sharing and reuse.

The first authors of randomly selected publications from 2018 to 2019 in 20 Scopus disciplines were surveyed for their beliefs and experiences about data sharing and reuse.

From the 3,257 survey responses, data sharing and reuse are still increasing but not ubiquitous in any subject area and are more common among experienced researchers. Researchers with previous data reuse experience were more likely to share data than others. Types of data produced and systematic online data sharing varied substantially between subject areas. Although the use of institutional and journal-supported repositories for sharing data is increasing, personal websites are still frequently used. Combining multiple existing datasets to answer new research questions was the most common use. Proper documentation, openness and information on the usability of data continue to be important when searching for existing datasets. However, researchers in most disciplines struggled to find datasets to reuse. Researchers' feedback suggested 23 recommendations to promote data sharing and reuse, including improved data access and usability, formal data citations, new search features and cultural and policy-related disciplinary changes to increase awareness and acceptance.

This study is the first to explore data sharing and reuse practices across the full range of academic discipline types. It expands and updates previous data sharing surveys and suggests new areas of improvement in terms of policy, guidance and training programs.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-08-2021-0423.

The assumption that a set of observed variables is a function of an underlying common factor plus some error has dominated measurement in marketing and the social sciences in general for decades. This view of measurement comes with assumptions, which, however, are rarely discussed in research. In this article, we question the legitimacy of several of these assumptions, arguing that (1) the common factor model is rarely correct in the population, (2) the common factor does not correspond to the quantity the researcher intends to measure, and (3) the measurement error does not fully capture the uncertainty associated with measurement. Our discussions call for a fundamental rethinking of measurement in the social sciences. Adapting an uncertainty-centric approach to measurement, which has become the norm in in the physical sciences, offers a means to address the limitations of current measurement practice in marketing.

As a discipline, the history of science is comparatively young. Although Baden‐Powell's Historical view of the progress of the physical and mathematical sciences from the earliest ages to the present time and Whewell's History of the inductive sciences from the earliest to the present times, both pioneer works in the field, were published in 1834 and 1837 respectively, the history of science as a subject in its own right may be said to have only come into existence in this century. Interest in the history of individual sciences, particularly mathematics and medicine, began much earlier and quite a few periodicals devoted to them were inaugurated during the last century. On the other hand, most of the periodicals dealing with the history of science as a whole were begun during the last two decades and only a few go back to the beginning of this century. The first volume of Mitteilungen zur Geschichte der Medizin und der Naturwissenschaften was published in Leipzig in 1902; Archiv für die Geschichte der Naturwissenschaften und der Technik followed in 1909, and Rivista di Storia (critica) delle Scienze mediche e naturali in 1910. Isis, originally subtitled Revue consacrée à l'histoire de la science (now An international review devoted to the history of science and its cultural influences), was founded in 1912 by George Sarton, the first number appearing in March 1913. It began its life in Belgium, but after the invasion of that country moved with its first editor to the United States. Volume 2, begun in June 1914, was completed in September 1919. From the beginning an international review, it changed its ‘editorial language’, as it were, from French to English in 1920, but it continued to publish articles and papers in the main European languages. From the first issue, one of its principal features was a bibliography of the literature of the history of science.

Discusses, after an introduction, Hayek’s life from his early Viennese upbringing and his education at Vienna University, plus his further work at New York University and the London School of Economics, the University of Chicago and several notable others. Covers his lecture in 1974 about the pretence of knowledge and his ideals. Declares that the lecture contains good advice in all sciences.

Morgan State University (Morgan) is a leading undergraduate institution for black science and engineering doctoral degree recipients. Morgan also is a leader in the production of black engineering degree recipients in the United States. This chapter provides a historic overview of the major programs with a tie to the impact on the institutional metrics, a discussion of the process for developing researchers in science and engineering, and alumni perspectives. The undergraduate research development models used in engineering at Morgan are compared and contrasted with the life sciences and physical sciences. The programs focus on developing communities of engineering practice and communities of science, thereby enhancing students’ self-efficacy and resilience, shaping disciplinary identity, and creating learning communities. These approaches are critical for the success of minority students and are supported by the social science literature. Best practices have been adopted at varying levels by the School of Engineering, the School of Computer Mathematics and Natural Science and the Behavioral Science departments that have netted these Ph.D. outcomes including multiyear mentored research, research training courses, and participation in professional meetings. Multiple approaches to student development, when matched with the disciplinary culture, are shown to result in national impact.

This article reviews existing studies of the invisible college phenomenon and considers the implications for information transfer among researchers, particularly within the social sciences. The likely impact of developments in communications technology on interpersonal networks is discussed and a number of areas for further investigation proposed.

Mainstream economists now consider their discipline to be a technical one that is free from ethical concerns. I argue that this view only arose in the twentieth century. In this paper I set out a brief history of economics as a moral science. First, I sketch the evolution of economics before Adam Smith, showing that it was generally (with the exception of the mercantilists) conceived of as a part of moral philosophy. Second, I present elements of the new interpretation of Smith, which show him as a developer of economics as a moral science. Third, I show that even after Smith, up to the beginning of the twentieth century, a number of leading economic theorists envisioned economics as a moral science, either in theory or in practice. Fourth, I sketch the decline of economics as a moral science. The key factor was the emergence and influence of positivism. Overall, I show that the current view of the detachment of economics from morals is alien to much of the history of the discipline.

Semiotics studies systems of signs. It regards all sign systems as the product of a single human faculty for creating order. The distinction it provides, of signifier, sign and signified, can give a more sophisticated and incisive way of differentiating aspects of the sign than can be derived from any other known source. Information science would seem to have some unnoticed affinities with semiotics in its concerns with the retrieval and transmission of material products of the semiotic faculty and with meaning to concept relations. The alignment of information science with the physical sciences and technology has been criticised and its disciplinary identity questioned. Information science would seem to derive what identity it has from a widely shared concern with computer based retrieval of documentary information. However, a unifying principle for the document and the computer has not been enunciated. For semiotics, written language, and computer programs can be comprehended within the analytical category of the signifier. Automata theory regards the computer as a universal information machine and replaces ideas of energy and motion by logical operations. At the level of discourse of logical operations, there is no distinction between a written expression, or program, and the particular information machine specified by that written expression. Elements in linguistics, not registered in the literature of information science, have departed from the received position that written language is simply a representation of speech and have preferred to regard it as an autonomous system of signs. A specific unifying principle for the document and the computer is then the presence of writing. Revealing such a unifying principle indicates that semiotics can clarify significant issues within the established domains of information science.

The term STEM often remains an undifferentiated category, especially at the graduate level. Conceptualizing STEM as a monolithic category, rather than as a combination of distinct fields, prevents researchers from understanding and documenting the full range of persistent inequality within scientific disciplines at the graduate level and throughout the lifespan. The purpose of this paper is to address two oversights prior to degree completion within the context of the USA by asking two specific questions: To what extent is gender associated with choice of discipline within STEM graduate education? In the USA, do gender differences in STEM fields depend on citizenship status?

Using data from the 2015 International STEM Graduate Student in the US Survey, this study employs multinomial logistic regression analyses and presents predicted probabilities to assess differences of enrollment in STEM fields by gender and citizenship status.

Results show that domestic women were less likely to enroll in computer sciences and engineering when compared to domestic men. However, in contrast to domestic students, there were no gender differences among international students’ enrollment in engineering.

This paper shows the importance and complexity of how gender intersects with citizenship status in enrollment patterns in STEM graduate fields. The survey included the top 10 universities in the USA based on the total enrollment of international students, and it is unclear if there exists differences in these selected students and schools when compared to students at colleges and universities that enroll less international graduate students.

The author makes the case to disaggregate STEM to better assess how specific fields can be modified to attract graduate students worldwide. This paper accentuates the significance of gender and citizenship status for understanding differences in choice of discipline among graduate students in STEM.