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The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education.

Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study.

Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging.

The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes.

This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes.

Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society.

The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).

As a response to the claims that much of management academic research is irrelevant from the practitioner perspective, this study aims to empirically investigate whether books serve as effective knowledge distribution agents and whether peer‐reviewed publications are used in the development of book content.

A citation analysis of 40 authored and nine edited books was done, followed by a survey of 35 book authors.

This study refutes the previous claims that management academic research has made little impact on the state of practice. Peer‐reviewed sources, such as refereed journals, book chapters, and conference proceedings, are used to develop the content of knowledge management and intellectual capital (KM/IC) books. Even though most business professionals do not directly read academic articles, the knowledge existing in these articles is delivered to them by means of books and textbooks.

Scholarly research has played a significant role in developing the KM/IC field. This study confirms the existence of the indirect knowledge dissemination channels where books serve as knowledge transmission agents. Therefore, academics should not change their research behavior. Instead, infrastructure should be developed to facilitate the transition of scholarly knowledge to practitioners. The question is not whether academic research is relevant, instead it is whether it reaches practitioners in the most efficient way.

This is the most comprehensive empirical investigation of the role of books in academic knowledge transition ever conducted.

The semantic web gives meaning to information so that humans and computers can work together better. Ontology is used to represent knowledge on the semantic web. Web services have been introduced to make the knowledge conveyed by the ontology on the semantic web accessible across different applications. This paper seeks to present the use of these latest advances in the context of a scholarly semantic web (or SSWeb) system, which can support advanced search functions such as expert finding and trend detection in addition to basic functions such as document and author search as well as document and author clustering search.

A distributed architecture of the proposed SSWeb is described, as well as semantic web services that support scholarly information retrieval on the SSWeb.

Initial experimental results indicate that the proposed method is effective.

The work reported is experimental in nature. More work is needed, but early results are encouraging and the authors wish to make their work known to the research community by publishing this paper so that further progress can be made in this area of research.

The work is presented in the context of scholarly document retrieval, but it could also be adapted to other types of documents, such as medical records, machine‐fault records and legal documents. This is because the basic principles are the same.

As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda.

Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper.

The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future.

This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate.

This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.

Knowledge creation relies on melding powerful technological tools with efficient human organizations. Digital libraries (DLs) provide the technological mechanisms to cross national and disciplinary boundaries, and promote an organizational structure that encourages communication between scholars who are both creating and consuming information. The DL is especially good at coordinating and integrating findings about a specific topic that is being studied by different disciplines and different nations, which is an essential component to further our knowledge. This paper will briefly outline the knowledge creation process, and will introduce the author’s SEEK model (structure for encompassing extensible knowledge) that provides a framework for exploring the relationship between technology and human organizations in international interdisciplinary knowledge creation. The paper will also introduce two models of electronically‐based scholarly organizations that promote international collaboration and facilitate knowledge creation, and will offer eight steps towards building the effective organization for utilizing DLs for international collaboration.

“Scholarly Communication” is a frequent topic of both the professional and research literature of Library and Information Science (LIS). Despite efforts by individuals (e.g. Borgman, 1989) and organizations such as the Association of College and Research Libraries (ACRL) to define the term, multiple understandings of it remain. Discussions of scholarly communication infrequently offer a definition or explanation of its parameters, making it difficult for readers to form a comprehensive understanding of scholarly communication and associated phenomena.

This project uses the evolutionary concept analysis (ECA) method developed by nursing scholar, Beth L. Rodgers, to explore “Scholarly Communication” as employed in the literature of LIS. As the purpose of ECA is not to arrive at “the” definition of a term but rather exploring its utilization within a specific context, it is an ideal approach to expand our understanding of SC as used in LIS research.

“Scholarly Communication” as employed in the LIS literature does not refer to a single phenomenon or idea, but rather is a concept with several dimensions and sub-dimensions with distinct, but overlapping, significance.

The concept analysis (CA) method calls for review of a named concept, i.e. verbatim. Therefore, the items included in the data set must include the phrase “scholarly communication”. Items using alternate terminology were excluded from analysis.

The model of scholarly communication presented in this paper provides language to operationalize the concept.

LIS lacks a nuanced understanding of “scholarly communication” as used in the LIS literature. This paper offers a model to further the field's collective understanding of the term and support operationalization for future research projects.

This paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.

A review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.

The findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.

This paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.

This paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

New information and communications technologies are transforming scholarly communication. Presents a humanities and social sciences researcher’s perspective on these changes. Argues that researchers and research intermediaries need to find new ways of working together in order to understand and take full advantage of the emerging forms and media for scholarly communication.

The purpose of this study is to conduct a structured literature review of scientometric research of the knowledge management (KM) discipline for the 2012–2019 time period.

A total of 175 scientometric studies of the KM discipline were identified and analyzed.

Scientometric KM research has entered the maturity stage: its volume has been growing, reaching six publications per month in 2019. Scientometric KM research has become highly specialized, which explains many inconsistent findings, and the interests of scientometric KM researchers and their preferred inquiry methods have changed over time. There is a dangerous trend toward a monopoly of the scholarly publishing market which affects researchers’ behavior. To create a list of keywords for database searches, scientometric KM scholars should rely on the formal KM keyword classification schemes, and KM-centric peer-reviewed journals should continue welcoming manuscripts on scientometric topics.

Stakeholders should realize that the KM discipline may successfully exist as a cluster of divergent schools of thought under an overarching KM umbrella and that the notion of intradisciplinary cohesion and consistency should be abandoned. Journal of Knowledge Management is unanimously recognized as a leading KM journal, but KM researchers should not limit their focus to the body of knowledge documented in the KM-centric publication forums. The top six most productive countries are the USA, the UK, Taiwan, Canada, Australia and China. There is a need for knowledge brokers that may deliver the KM academic body of knowledge to practitioners.

This is the most comprehensive, up-to-date analysis of the KM discipline.

This paper is the third part of a series of works investigating the top 100 knowledge management (KM) citation classic articles. The purpose of this paper is to understand why KM citation classics are well-cited.

The results of a survey of 58 KM citation classic authors were reported as descriptive statistics and subjected to content analysis.

An archetype of a KM citation classic author was constructed including demographics, personal characteristics, motivation and work preferences. There is a need for developing novel ideas in KM research. Timeliness of a publication is directly linked to its future impact. Editors should involve citation classics authors as reviewers, and KM researchers should improve their citation practices. Serendipity played a very important role in early KM research, especially from the perspective of discovering new and interesting phenomena.

Whereas the importance of serendipity is not questioned, future KM researchers should rely more on a formal, meticulous and well-planned research approach rather than on the hope of making a discovery by accident or luck. KM citation classics authors relied on serendipity to form the foundation of the discipline, but extending their work requires formal and structured inquiries.

Many authors conducted research to solve a problem to serve the needs of both practice and academia, rather than being overly theoretical.

Because KM researchers can no longer rely on past bibliometric theories, this paper helps understand why specific articles are highly cited and recommends how to conduct and develop future KM research that has impact.