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1 – 5 of 5Mathew Moyo and Siviwe Bangani
The aim of this study was to determine data literacy (DL) training needs of researchers at South African public universities. The outcome of this study would assist librarians and…
Abstract
Purpose
The aim of this study was to determine data literacy (DL) training needs of researchers at South African public universities. The outcome of this study would assist librarians and researchers in developing a DL training programme which addressed identified needs.
Design/methodology/approach
A survey research method was used to gather data from researchers at these universities by convenience. Online questionnaires were distributed to public universities through library directors for further distribution to researchers.
Findings
The results indicate low levels of DL training at the respondent South African public universities with most researchers indicating that they had not received any formal training on DL. A few researchers indicated that they would welcome DL training.
Research limitations/implications
This study was exploratory in nature and data was received from eight universities, which is not representative of all the 26 public universities in South Africa. Nonetheless, the low DL confirmed by the majority in the realised sample is indicative of the need to further investigate the subject.
Practical implications
Librarians and research support personnel should collaborate on the development of DL training courses, workshops and materials used by researchers at institutions of higher learning to enhance DLs on campus.
Originality/value
This study may be novel in South Africa in investigating the DL training needs of researchers at several universities and contributes to the growing body of literature on research data management
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This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing…
Abstract
Purpose
This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals.
Design/methodology/approach
This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis.
Findings
This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns.
Originality/value
This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.
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Donnette Noble and Jesse James New II
This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The…
Abstract
Purpose
This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The three-part assignment challenges students’ critical thinking skills and research capabilities while simultaneously necessitating the exploration of contrasting viewpoints on contentious issues.
Design/methodology/approach
Intentionally exposing students to diverse perspectives in a controlled environment.
Findings
We posit that the severity and frequency of these issues can be mitigated through focused efforts.
Originality/value
Students are better prepared to engage in civil debate on controversial topics, which continuously divide our communities, after completing a class using this pedagogical strategy.
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Kate L. Fennell, Pieter Jan Van Dam, Nicola Stephens, Adele Holloway and Roger Hughes
A systematic investigation of postgraduate leadership programs for health and/or human services offered by Australian higher education institutions was undertaken.
Abstract
Purpose
A systematic investigation of postgraduate leadership programs for health and/or human services offered by Australian higher education institutions was undertaken.
Design/methodology/approach
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.
Findings
The authors conclude that Australian universities have taken an evidence-based approach to leadership education.
Originality/value
More work might need to be undertaken to ensure leadership theories are incorporated into learning outcomes.
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Patricia McHugh, Cushla Dromgool-Regan, Christine T. Domegan and Noirin Burke
This paper aims to describe a case between practitioners and social marketing academics to grow and scale a programme that engages with primary schools, teachers, children and the…
Abstract
Purpose
This paper aims to describe a case between practitioners and social marketing academics to grow and scale a programme that engages with primary schools, teachers, children and the education network, inspiring students to become marine leaders and ocean champions.
Design/methodology/approach
Over a six-year period, the authors first applied collective intelligence to work with stakeholders across society to better understand the barriers and solutions to teaching children (6–12 year olds) about the ocean in schools. Following this, a Collective Impact Assessment of the Explorers Education Programme took place to grow the impact of the programme.
Findings
The Explorers Education Programme has grown its numbers higher than pre-pandemic levels. In 2022, the Explorers Education Programme had the largest number of participating children, reaching 15,237, with a growth of 21% compared to pre-pandemic levels in 2019 and 79% compared to 2021. In 2023, the programme won the “Best Education Outreach Award” category of the Education Awards in Ireland.
Research limitations/implications
This research stresses the importance of measuring impact. The long-term impact of the Explorers Education Programme at societal, environmental and economical levels takes a much longer time frame to measure than the six years of these research collaborations.
Practical implications
The collaborative approach between academics and practitioners meant that this research had practical implications, whereby necessary and effective changes and learnings could be directly applied to the Explorers Education Programme in real time, as the practitioners involved were directly responsible for the management and coordination of the programme.
Originality/value
The value of collaborations and engagement between academia and practice cannot be underestimated. The ability to collectively reflect and assess impact moves beyond “an” intervention, allowing for more meaningful behavioural, social and system changes for the collective good, inspiring the next generation of marine leaders and ocean champions.
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