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An overview of the ORCID Survey 2015

An overview of the ORCID Survey 2015

Most of you may be familiar with ORCID. ORCID (Open Research and Contributor Identifier) is a non-profit, community-based initiative aimed at creating unique identifiers for researchers across organizations, disciplines, and geographies. Researchers are encouraged to register for ORCID as its unique 16-digit numeric identifier is linked to their research work and achievements, ensuring that they get credit for their work.

To understand researchers’ awareness and perceptions of ORCID, a survey was conducted by ORCID which ran from August 2015 to September 2015. The results of the survey were published in a report called ORCID Survey 2015. The survey was taken by 6000 individuals, of which 62% were researchers. Most of the respondents were based in Western Europe, North America, and Asia; and were mainly associated with a university, government, or non-profit research organization.

Some of the key findings of the survey are as goes after:  

Awareness about ORCID: Only 9% of the respondents were unaware of ORCID iDs. There was high awareness that ORCID is free for researchers (75%) and that it is a not-for-profit (63%). However, there was low awareness (34%) of the annual public data file and the fresh peer review service. About 70% of respondents confirmed that they have an ORCID iD.

Reasons for ORCID registration: 60% of ORCID iD holders believed that “persistent identifiers are a way of helping the internet work better for research,” which was the top reason for registering personally. The other major reasons respondents gave for registering for ORCID were: ORCID iDs are free to researchers (80%); lightly connect their research output (80%); make it lighter for people to find and share their work (80%); and are a unique identifier for a researcher’s entire career (78%).

Channels of information about ORCID: According to the survey, respondents are most likely to have heard about ORCID through colleague recommendation (31%) or their publisher (29%); 43% recall being prompted to provide their iD when they submitted their most latest manuscript.  

Usage of ORCID by holders: They are most likely to use their ORCID iD when submitting manuscripts for publication (55.7%), at their university (25.8%), and when applying for grants (13%). 26% do not presently use their ORCID iD at all

Connecting ORCID with publications: Respondents in all disciplines expect to be able to connect their publications to their ORCID record – especially journal articles (92%), books (73%), and book chapters (66%). There are differences by discipline in terms of connecting other research contributions; for example, researchers belonging to life sciences want to connect data sets while those belonging to humanities want to connect presentations.  

Attributes researchers associate with ORCID: Top attributes associated with ORCID are “open,” “new,” “approachable,” “efficient,” and “easy to work with.” ORCID is least likely to be seen as unnecessary, hard to work with, a no-brainer, awkward, and complicated. Non-record holders were significantly more likely to view ORCID as unnecessary or unknown.

Views about ORCID mandates: There is significant support for ORCID mandates: 72% of all respondents agreed or strongly agreed that these would benefit the global research community, 21% were neutral, and only 7% disagreed or strongly disagreed. Similarly, inbetween two thirds and three quarters would find it useful if their publisher (75%), institution (67%), funder (67%), or professional society (64%) mandated ORCID iDs.

The report provides significant insights into the level of awareness in academia about ORCID. The Director of Communications for ORCID, Alice Meadows, hopes to contact some of the survey respondents for future ORCID market research to deepen their understanding of ORCID’s presence in academia. 

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Designing Essay Assignments

Designing Essay Assignments

Students often do their best and hardest thinking, and feel the greatest sense of mastery and growth, in their writing. Courses and assignments should be planned with this in mind. Three principles are paramount:

1. Name what you want and imagine students doing it

However free students are to range and explore in a paper, the general kind of paper you’re inviting has common components, operations, and criteria of success, and you should make these explicit. Having sated yourself, as you should, that what you’re asking is doable, with dignity, by writers just learning the material, attempt to anticipate in your prompt or discussions of the assignment the following queries:

  • What is the purpose of this? How am I going beyond what we have done, or applying it in a fresh area, or practising a key academic skill or kind of work?
  • To what audience should I imagine myself writing?
  • What is the main task or tasks, in a nutshell? What does that key word (e.g. analyze, significance of, critique, explore, interesting, support) truly mean in this context or this field?
  • What will be most challenging in this and what qualities will most distinguish a good paper? Where should I put my energy? (Lists of possible questions for students to response in a paper are often not reasonably prioritized to be helpful.)
  • What misconceptions might I have about what I’m to do? (How is this like or unlike other papers I may have written?) Are there too-easy approaches I might take or likely pitfalls? An ambitious objective or standard that I might think I’m expected to meet but am not?
  • What form will evidence take in my paper (e.g. block quotations? paraphrase? graphs or charts?) How should I cite it? Should I use/cite material from lecture or section?
  • Are there some broad options for structure, emphasis, or treatment that I’ll likely be choosing among?
  • How should I get embarked on this? What would be a helpful (or unhelpful) way to take notes, gather data, detect a question or idea? Should I do research?

Two. Take time in class to prepare students to succeed at the paper

Fight back the impulse to think of class meetings as time for “content” and of writing as work done outside class. Your students won’t have mastered the art of paper writing (if such a mastery is possible) and won’t know the particular disciplinary expectations or moves relevant to the material at mitt. Take time in class to display them:

  • discuss the assignment in class when you give it, so students can see that you take it gravely, so they can ask questions about it, so they can have it in mind during subsequent class discussions;
  • introduce the analytic vocabulary of your assignment into class discussions, and take opportunities to note relevant moves made in discussion or good paper topics that arise;
  • have students practice key tasks in class discussions, or in informal writing they do in before or after discussions;
  • demonstrate examples of writing that illustrates components and criteria of the assignment and that inspires (class readings can sometimes serve as illustrations of a writing principle; so can brief excerpts of writing—e.g. a sampling of introductions; and so can bad writing—e.g. a list of problematic thesis statements);
  • the topics of originality and plagiarism (what the temptations might be, how to avoid risks) should at some point be addressed directly.
  • Three. Build in process

    Ideas develop over time, in a process of posing and revising and getting feedback and revising some more. Assignments should permit for this process in the following ways:

  • smaller assignments should prepare for larger ones later;
  • students should do some thinking and writing before they write a draft and get a response to it (even if only a response to a proposal or thesis statement sent by email, or described in class);
  • for larger papers, students should write and get response (using the abilities vocabulary of the assignment) to a draft—at least an “oral draft” (condensed for delivery to the class);
  • if possible, meet with students individually about their writing: nothing inspires them more than feeling that you care about their work and development;
  • let students reflect on their own writing, in brief cover letters linked to drafts and revisions (these may also ask students to perform certain checks on what they have written, before submitting);
  • have clear and rock hard policies about late work that nonetheless permit for exception if students talk to you in advance.
  • Brief Guide to Designing Essay Assignments

    A PDF version of the text above. Provides guidance on creating cautiously crafted and explicit paper assignments that encourage students to write better papers

    Designing Essay Assignments

    Students often do their best and hardest thinking, and feel the greatest sense of mastery and growth, in their writing. Courses and assignments should be planned with this in mind. Three principles are paramount:

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