Angela Y. Ford

Scholarly communication has long been a central topic in the field of information science. However, philosophical, and even perhaps some legal reflections, including the moral and ethical considerations of the health of information ecosystems, are fairly recent developments. In fact, recent topics are propelled by various contextual factors including economic, disciplinary, societal norms, and cultures. This article explores literature discussing the plight of scholars in low‐ and middle‐income countries that struggle to engage in scholarly communications in their fields. This topic has been explored for years, however, has often been addressed in disciplines outside of information science and knowledge management. This study posits that critical investigations lift this issue to one of justice and suggest a new critical lens that would rely on several existing lenses, including those developed to expand epistemic injustice, as well as exploring areas and perspectives that have not yet found their way into the mainstream literature. The analysis provides alternative approaches and discourse around the democratization of scholarly communications, all toward achieving a just and healthier global information ecosystem.

When educators have difficulty accessing peer-reviewed research, it is inequitable to expect them to compete with educators who have access to a plethora of resources. Inequities have been a historically-identified educational problem; however, the forced online learning that occurred during COVID-19 restrictions amplified discrepancies experienced by tertiary educators. Scholars who were forced to work without strong information communication technologies infrastructure and who experienced limited access to online resources struggled more than those that had 24-hour uninhibited access. Education came to a near standstill for those that could not easily move their activities online. Prior to the pandemic, individuals working with curricula were already feeling handicapped by the lack of access. When physical libraries were closed, it became nearly impossible for many to move forward. This chapter explores the changing publishing paradigms, particularly the role of OA and how increasing open dissemination of scholarly outputs can reduce inequities in curricula and research activities.

Background: Although numerous programs have evolved to develop leadership skills in women, few have conducted rigorous longitudinal evaluation of program outcomes. The purpose of this evaluation study is to measure the continuing impact of the Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM^®) program in its third decade of operation and to compare outcomes for graduates across the two programs (ELAM and Executive Leadership in Academic Technology, Engineering and Science [ELATES at Drexel^®]), using a revised Leadership Learning and Career Development (LLCD) Survey. Methods: The LLCD survey was administered to program graduates between 2013 and 2016 upon entry, immediately after graduation, and 2 years after program completion. Two-way mixed effects analysis of variances were used to analyze differences between programs and changes over time. Descriptive statistics and narrative responses were analyzed for trends and themes. Results: Of 287 graduates, 69% responded to all three survey administrations. Respondents rated competencies in strategic finance, organizational dynamics, communities of leadership practice, and personal and professional leadership development as highly important at all points of measurement. Ratings of ability to conduct the selected competencies (i.e., self-efficacy), increased during the program and were maintained over the 2 years that followed. Applications and offers for leadership positions increased over the course of the program and the subsequent 2 years. Respondents showed a strong preference for serving the institution that both sponsored their participation in the leadership program development and supported their continuing contributions to the institution. Personal development goals became more elaborated, institutionally focused, and strategic. Conclusions: The findings support the effectiveness of two national leadership programs in supporting growth and maintenance of graduates' self-efficacy as they advanced in institutional leadership roles. The findings also provide practical direction for leadership professional development curricula and institutional support that can help to decrease the gender gap in academic leadership.

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Responding to the forces of internationalization and globalization, universities are partnering across national borders to expand their outreach, increase capacity, expand research possibilities, and for a list of other reasons. This study looks at one international university partnership between an institution in the United States and one in the Middle East. This article examines the impetus for partnership, the steps and decisions of formation, the benefits, and challenges experienced, the lessons learned, as well as the implications and the possible paths forward. This study will provide the conceptualization and practical framework for those interested in forming international partnerships.