Towards a culture of open scholarship: the role of pedagogical communities

BMC Research Notes

Samuel J. Westwood¹  Meng Liu²  Flávio Azevedo³  Leticia Micheli⁴  Charlotte R. Pennington⁵  Mahmoud Medhat Elsherif⁶  Thomas Rhys Evans⁷  Madeleine Pownall⁸  Sam Parsons⁹ 

[1] Department of Psychology, School of Social Science, University of Westminster, London, UK;Faculty of Education, University of Cambridge, Cambridge, UK;Institute of Communication Science, Friedrich Schiller University, Jena, Germany;Institute of Psychology, Julius-Maximilians-University of Würzburg, Würzburg, Germany;School of Psychology, Aston University, Birmingham, UK;School of Psychology, University of Birmingham, Birmingham, UK;University of Greenwich, London, UK;University of Leeds, Woodhouse, UK;University of Oxford, Oxford, UK;

关键词: Open scholarship;    Open educational resources;    Open science;    Open research;    Pedagogy;    Reproducibility;    Research integrity;   

DOI  :  10.1186/s13104-022-05944-1

来源: Springer

【 摘 要 】

The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are proposals for improving research integrity and quality, as well as guidance and support for researchers. In response to this, we argue that there is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. We justify the need to integrate open scholarship principles into research training within higher education and argue that pedagogical communities play a key role in fostering an inclusive culture of open scholarship. We illustrate these benefits by presenting the Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. Representing a diverse group of early-career researchers and students across specialisms, we advocate for greater recognition of and support for pedagogical communities, and encourage all research stakeholders to engage with these communities to enable long-term, sustainable change.

【 授权许可】

CC BY