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Multilingual publishing in the social sciences and humanities: A seven-country European study.

ABSTRACT: We investigate the state of multilingualism across the social sciences and humanities (SSH) using a comprehensive data set of research outputs from seven European countries (Czech Republic, Denmark, Finland, Flanders [Belgium], Norway, Poland, and Slovenia). Although English tends to be the dominant language of science, SSH researchers often produce culturally and societally relevant work in their local languages. We collected and analyzed a set of 164,218 peer-reviewed journal articles (produced by 51,063 researchers from 2013 to 2015) and found that multilingualism is prevalent despite geographical location and field. Among the researchers who published at least three journal articles during this time period, over one-third from the various countries had written their work in at least two languages. The highest share of researchers who published in only one language were from Flanders (80.9%), whereas the lowest shares were from Slovenia (57.2%) and Poland (59.3%). Our findings show that multilingual publishing is an ongoing practice in many SSH research fields regardless of geographical location, political situation, and/or historical heritage. Here we argue that research is international, but multilingual publishing keeps locally relevant research alive with the added potential for creating impact.

SUBMITTER: Kulczycki E

PROVIDER: S-EPMC7687152 | biostudies-literature | 2020 Nov

REPOSITORIES: biostudies-literature

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Multilingual publishing in the social sciences and humanities: A seven-country European study.

Kulczycki Emanuel E Guns Raf R Pölönen Janne J Engels Tim C E TCE Rozkosz Ewa A EA Zuccala Alesia A AA Bruun Kasper K Eskola Olli O Starčič Andreja Istenič AI Petr Michal M Sivertsen Gunnar G

Journal of the Association for Information Science and Technology 20200122 11

We investigate the state of multilingualism across the social sciences and humanities (SSH) using a comprehensive data set of research outputs from seven European countries (Czech Republic, Denmark, Finland, Flanders [Belgium], Norway, Poland, and Slovenia). Although English tends to be the dominant language of science, SSH researchers often produce culturally and societally relevant work in their local languages. We collected and analyzed a set of 164,218 peer-reviewed journal articles (produce ...[more]

PMID: 33288998

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Project description:BackgroundPrevious research has not provided enough direction regarding effective content design of courses integrating the humanities and social sciences in medical and dental education. This study aims at exploring how an Integrated Medical/Dental Humanities-Social Medicine/Dentistry course may be designed; how effective it may be in terms of student growth in knowledge, attitudes, skills, and aspirations; and associated factors.MethodsThe course was designed by distilling commonalities in the international standards for medical/dental education proposed by seven major health organizations. This analysis resulted in a curriculum covering nine major topics: history, professionalism, communication, ethics, management, policy, insurance, law, and research methodology. During the 2017 calendar year, data was collected and statistically analyzed from 68 third-year pre-doctoral students enrolled in the resulting MDHS 13-week course.ResultsParticipants showed growth in skills, aspirations, knowledge, and attitudes, with the greatest change occurring in skills, then aspirations, knowledge, and attitudes. Knowledge growth was the only variable significantly related to student achievement of course objectives (β = 0.635, t (63) = 3.394, p = 0.001). The topics that students perceived as most critical were insurance, policy, management, and law. The perceived importance of research was most common among participants and was significantly related to all learning outcomes (For knowledge, β = 0.213, t (63) = 2.203, p = 0.031; for attitudes, β = 0.784, t (63) = 10.257, p = 0.000; for skills, β = 0.769, t (63) = 9.772, p = 0.000; and aspirations β = 0.639, t (63) = 7.595, p = 0.000).ConclusionsThis study proposed a framework for humanities-social sciences education in health sciences education and analyzed its implementation. The empirical evaluation of its effectiveness and factors related to successful outcomes found that students perceived gains in their knowledge, attitudes, skills, and aspirations for humanistic and social aspects of dentistry/medicine. In addition, their recognition of the importance of research was associated with the greatest growth in all four learning outcomes. This study may contribute to the improved design of integrated humanities-social sciences courses.

Dataset Information

Multilingual publishing in the social sciences and humanities: A seven-country European study.

Publications

Multilingual publishing in the social sciences and humanities: A seven-country European study.

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