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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.

The purpose of this paper is to characterize library and information science (LIS) as fragmenting discipline both historically and by applying Whitley’s (1984) theory about the organization of sciences and Fuchs’ (1993) theory about scientific change.

The study combines historical source analysis with conceptual and theoretical analysis for characterizing LIS. An attempt is made to empirically validate the distinction between LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.

The origin of fragmentation in LIS due the contributions of other disciplines can be traced in the 1960s and 1970s for solving the problems produced by the growth of scientific literature. Computer science and business established academic programs and started research relevant to LIS community focusing on information retrieval and bibliometrics. This has led to differing research interests between LIS and other disciplines concerning research topics and methods. LIS has been characterized as fragmented adhocracy as a whole, but we make a distinction between research topics LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.

The paper provides an elaborated historical perspective on the fragmentation of LIS in the pressure of other disciplines. It also characterizes LIS as discipline in a fresh way by applying Whitley’s (1984) theory.

The proliferation of bibliometric review articles is a true reflection of how bibliometrics is gaining popularity and has been widely adopted in various disciplines. The growing interest of scholars has encouraged us to dwell upon the what, why, when, how, and where of bibliometric literature reviews. The study explained the bibliometric review with the standpoint that it can be considered a strong review method for analyzing a large volume of data and scholars can supplement their traditional reviews with bibliometric reviews to strengthen their knowledge. This will help researchers to justify the (a) need for a study on the particular topic; (b) type or method of review chosen; (c) number of articles selected; (d) inclusion and exclusion criterion; (e) method of analysis; and (f) presentation of the findings.

The study aims to profile the scientific retractions in the top five global universities and provide descriptive statistics on specific subjects.

The data for reasons behind retractions is manually extracted from the Retraction Watch Database. The top five global universities according to the Times Higher Education global ranking of 2024 are selected for this study.

The study found that Stanford University emerged with the highest number of retractions in the assessment across institutions in the field of basic life sciences and health sciences. Notably, the predominant reasons for these retractions were identified, with “unreliable results” being the most prevalent, accounting for 53 retractions. Following closely was the category of “errors in results and/or conclusions”, contributing to 51 retractions. MIT has the longest time between publication and retraction of any subject group, with an average of 1,701 days.

This study has some limitations, as it only analysed the retractions of the top five global universities.

The study provides a comprehensive analysis of retractions in academic publishing, focusing on reasons, time gaps, article types and accessibility categories across prestigious universities. The paper underscores the critical role of retractions in maintaining the integrity of scientific literature, emphasizing the importance of transparent correction and responsible peer review to ensure the reliability and trustworthiness of published research. Results show that common reasons for retractions include duplication, fake peer review and plagiarism, underlining the need for ethical research standards.

Notwithstanding that evidence-based human resource management (EBHRM) is gaining more ground in governmental institutions, it is still lacking a clear and research-driven conceptualisation (Marler and Fisher, 2013). Therefore, this study seeks to establish a fundamental clarifying concept of EBHRM by using a systematic literature review.

This method builds on an intensive scanning of 2,584 (interdisciplinary) articles, collected from Web of Science and Scopus. Eventually, 50 articles met the predetermined inclusion criteria and were analysed. The most recent conceptualisation of evidence-based management in the literature has served as a guideline to compare the review results and further scrutinise the differences and similarities (Barends et al., 2014; Barends and Rousseau, 2018; Rynes and Bartunek, 2017).

This has enabled us to elaborate a comprehensive conceptualisation. The articles were divided into two groups, one group (n = 31) has Rousseau et al. as a reference, the other (n = 19) did not, and used various definitions. Three themes were identified: evidence-based research methods (n = 30), specific skills (n = 36) necessary to apply an evidence-based strategy and a link with the academic-practice gap (n = 25).

Based on the results, we recommend adding two dimensions to strengthen the current conceptualisation: a first dimension referring to how evidence-based management can be established (i.e. which methods and skills are necessary) and a second dimension referring to the why of evidence-based management in an organisation (reducing the academic-practice gap).

This paper starts from a systematic review approach unlike previous research in the field to contribute to the further conceptualisation of EBHRM (Rynes and Bartunek, 2017).

This study conducts a systematic literature review to examine the interrelationships between e-learning critical success factors, instructors' perceptions of these factors, and the corresponding institutional actions taken by higher education institutions to achieve success in e-learning implementation, by fostering instructors’ acceptance of e-learning as a viable mode of delivery in higher education.

The research design employed in this study involves a systematic literature review of 43 peer-reviewed articles from EBSCO host and Scopus databases. The selected methodology employed thematic analysis of the gathered data by utilizing a multistep qualitative coding method of analysis.

The systematic literature review delivers three key findings. First, there is a notable divergence between instructors' perceptions of critical success factors for e-learning in higher education and the perspectives of other stakeholders, such as students, e-learning experts, and institutional management. Second, it emphasizes the importance for higher education institutions to understand and address instructors' perceptions to facilitate effective e-learning implementation. Third, the literature suggests potential causal relationships between institutional actions addressing the success factors deemed important by instructors and instructors' sustained acceptance of e-learning as a viable delivery mode.

The present study enriches knowledge of instructor perceptions of critical success factors for effectiveness in higher education by extending research in institutional management actions to enable their achievement. This study has implications for research strands on how instructors’ motivation and propensity for e-learning acceptance can be influenced by institutional management and how to reduce the level of resistance to adopting e-learning courses by addressing e-learning’s critical success factors as perceived by instructors.

Based on the theoretical insights derived from the systematic literature review, a conceptual framework is constructed, integrating the three concepts under investigation: success factors, institutional actions, and instructors' acceptance of e-learning in higher education. This framework provides a basis for future research seeking to validate the potential causal relationships among these concepts. Moreover, the study contributes to existing literature by addressing and consolidating research strands related to critical success factors and instructors' perceptions of e-learning effectiveness in higher education.

This study aims to map the conceptual structure and evolution of the recent scientific literature published in marketing journals to identify the areas of interest and potential future research directions.

The 100 most influential marketing academic papers published between 2018 and 2022 were identified and scrutinized through a bibliometric analysis.

The findings further upheld the critical role of emerging technologies such as Blockchain in marketing and identified artificial intelligence and live streaming as emerging trends, reinforcing the importance of data-driven marketing in the discipline.

The data collection included only the 100 most cited documents between 2018 and 2022, and data were limited only to Scopus database and restrained to the Scopus-indexed marketing journals. Moreover, documents were selected based on the number of citations. Nevertheless, the data set may still provide significant insight into the marketing field.

Influential authors, papers and journals identified in this study will facilitate future literature searches and scientific dissemination in the field. This study makes an essential contribution to the marketing literature by identifying hot topics and suggesting future research themes. Also, the important role of emerging technologies and the shift of marketing toward a more data-driven approach will have significant practical implications for marketers.

To the best of the authors’ knowledge, this is the first comprehensive study offering a general overview of the leading trends and researchers in marketing state-of-the-art research.

In this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.

To address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.

The authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.

The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

Mucormycosis has evolved as a post-COVID-19 complication globally, especially in India. The research on fungus has been very primitive, and many scientific publications have been discovered. The current COVID-19 pandemic needs further investigation into this unusual fungal infection. This review study aims to provide a pen-picture to researchers, science policymakers and scientists about different bibliometric indicators related to the research literature on mucormycosis.

The quantitative research was conducted using the established procedure of bibliometric investigation on data collected from Scopus from 2011 to 2020 using a validated search query. The search query consisted of keywords “Mucormycosis” or “Mucormycoses” or “Mucormycose” or “Mucorales Infection” or “Mucorales Infections” or “Black Fungus Infection” or “Black Fungus Infections” or “Zygomycosis” in the “Title-Keyword-Abstract” search option for data extraction. The analysis of data is performed using MS-Excel. Mapping was done with state-of-the-art visualization tools Biblioshiny and VOSviewer, using bibliometric indicators as units of analysis.

The analysis reveals that the first publication on this topic was reported from 1923 onwards. In total, 9,423 authors contributed 1,896 papers with 11,437 collaborated authors, documents per author are 0.201, authors per document are 4.97 and co-authors per document are 6.03. Total records were published in 779 journals in the English language from 75 countries globally. Mucormycosis literature is mostly open access, with 1,210 publications available via different open access routes. The highest number of articles (204) published in the journal “Mycoses” with 1,333 authors received 4,875 cited references, and the h-index has 24. The growth of publications is exponential, as depicted by the Price Law. The USA has recorded a maximum number of publications at both country and institutional levels compared to the other nations. There has been extensive research on mucormycosis before the outbreak as a post-COVID complication, as indicated by the highest number of publications in 2019.

The research hot spots have altered from “Mucormycosis,” “fungi,” “Zygomycosis” and “Drug efficacy”, “Drug Safety” to “Microbiology,” “Pathology,” “nucleotide sequence,” “surgical debridement” which indicates that potential area of research in the near future will be concerned with more extensive research in mucormycosis to develop standard treatment procedures to fight this infection. The quantity of scientific publications has also increased over time. The research and health community are called upon to join forces to activate existing knowledge, generate new insights and develop decision-supporting tools for health authorities in different nations to leverage vaccination in its transformational role toward successfully attaining nil cases of COVID-19.

The analysis of collaboration, findings, the research networks and visualization makes this study novel and separates from traditional metrics analysis. To the best of the authors’ knowledge, this work is original, and no similar studies have been found with the objectives included here.

This study aims to investigate and provide comprehensive insights into the state of research on Quality 4.0 across various sectors. The investigation focusses on studies conducted in different countries and is motivated by the perceived benefits of adopting Quality 4.0 and the existing research gap in this domain. The literature review examines two main aspects of Quality 4.0: implementation ingredients and its applications.

This study employed a comprehensive systematic literature review (SLR) and bibliometric analysis of Quality 4.0 publications to identify the benefits, challenges and trends of adopting Quality 4.0.

The applications of Quality 4.0 are centred on six key areas, including agile product development, predictive quality algorithms, cloud databases, automation, reduced cost of quality, streamlined quality processes, accurate demand forecasting and monitoring suppliers and quality metrics using digital dashboards. Geographical disparities in research were identified, with India and the United States of America emerging as the top publishing countries. The dominance of the subjects of business, management and accounting underscored the importance of quality management across diverse sectors.

The limitations of this study include the novelty of the Quality 4.0 topic, which posed a challenge in finding academic material, and the analysis period of six years, which could potentially limit the coverage of recent developments.

The insights and observations from this research offer valuable guidance to academics, practitioners and professionals seeking to implement Quality 4.0 in diverse sectors.

This study contributes a novel perspective to the field by examining the application, utilisation and evaluation of Quality 4.0, providing valuable insights for effectively managing its implementation.