#33777
XML-Centric Workflow Offers Benefits to Scholarly Publishers 
During the transitional paper–electronic period, a nonprofit STM publisher faces the challenge of publishing a scientific journal in both digital and analog formats while controlling costs and ensuring consistency between electronic and printed representations of an article. This must be achieved, as its sophisticated constituency expects a constantly expanding range of information products and services. In a few short years the American Geophysical Union (AGU) leapfrogged from the paste-up era, when authors prepared their own “camera-ready copy” to be pasted on boards for a printer, to the age of XML, when an article marked up in accordance with a custom-designed DTD serves both as a version of record and a source for generating PDF and HTML article representations. Bibliographic and reference metadata are then extracted from the XML article instance into a relational database, which serves as a basis for generating online and print access mechanisms/products, including various tables of contents and author and subject indices.
Schwarzman, Alexander B., Hyunmin Hur, Shu-Li Pai and Carter M. Glass. IDEAlliance (2004). Articles>Publishing>Research>XML
#34177
University Publishing In A Digital Age
This paper argues that a renewed commitment to publishing in its broadest sense can enable universities to more fully realize the potential global impact of their academic programs, enhance the reputations of their institutions, maintain a strong voice in determining what constitutes important scholarship, and in some cases reduce costs.
Ithaka (2009). Articles>Research>Publishing>Online
#34608
Electronic Publication and the Narrowing of Science and Scholarship 
Online journals promise to serve more information to more dispersed audiences and are more efficiently searched and recalled. But because they are used differently than print—scientists and scholars tend to search electronically and follow hyperlinks rather than browse or peruse—electronically available journals may portend an ironic change for science. Using a database of 34 million articles, their citations (1945 to 2005), and online availability (1998 to 2005), I show that as more journal issues came online, the articles referenced tended to be more recent, fewer journals and articles were cited, and more of those citations were to fewer journals and articles. The forced browsing of print archives may have stretched scientists and scholars to anchor findings deeply into past and present scholarship. Searching online is more efficient and following hyperlinks quickly puts researchers in touch with prevailing opinion, but this may accelerate consensus and narrow the range of findings and ideas built upon.
Evans, James A. Science (2008). Articles>Research>Publishing>Online
#34854
Symbolic Capital and Academic Fields: An Alternative Discourse on Journal Rankings
During my 30 years in the academy, I have seen universities subject to increased demands for accountability. These demands from both internal and external publics translate into added attention to quality assessment. To evaluate teaching, universities measure student learning outcomes and rely on standardized scores as indicators of teaching effectiveness. To assess research productivity, departments document publications that appear in top-ranked journals and presses and track dollar amounts raised through external funding. This focus on evaluation, in turn, lends new credence to independent ranking systems that provide unbiased indices of quality. An unintended consequence of these academic norms, however, is the pattern of treating standards as objective indices rather than practical guidelines.
Putnam, Linda L. Management Communication Quarterly (2009). Articles>Research>Publishing>Assessment
#34857
Journal Rankings and Academic Research: Two Discourses About the Quality of Faculty Work
Peer evaluation is the hallmark of the academic profession. Hiring, advancement, and reputation in the university setting have traditionally depended on a scholar's work as judged by his or her colleagues. The emerging trend toward journal ranking as an indicator of research accomplishment poses an important challenge to professional academic standards and to higher education generally because ranking schemes diminish the professoriate and degrade knowledge work. We argue that when scholarly journals are ranked in terms of their desirability as publication outlets they take on the characteristics of commodities.
Hogler, Raymond and Michael A. Gross. Management Communication Quarterly (2009). Articles>Publishing>Research>Assessment
#34920
Compliments and Criticisms in Book Reviews About Business Communication
Research suggests that book reviews in academic journals tend to be positive but that readers prefer book reviews that include negative and positive evaluation. In this study, the author examines 48 books reviews from three business communication journals to determine whether these reviews are mainly positive. She counts compliments and criticisms, analyzing their location and topics. She also analyzes the force of the criticisms and strategies that reviewers use to mitigate criticism.
Mackiewicz, Jo M. Journal of Business and Technical Communication (2007). Articles>Writing>Publishing>Research
#34941
Meta-Usability: When the Method is Not the Message
There is a necessary connection between theory and practice. But there is also a difference between the two. And that difference, as van de Snepscheut said, is larger in practice than it is in theory.
Straub, Kathleen. UI Design Newsletter (2007). Articles>Usability>Research>Publishing
#34942
Connecting Usability Education and Research with Industry Needs and Practices
Ideally, academic research should inform workplace practices and workplace practices should inform academic research and education. However, as many researchers have noted, a gap often exists between academia and industry. This article begins to bridge that gap by reporting the results of a small-scale study at Microsoft in which 12 individuals were interviewed about their views on usability education and research. This study addressed two questions: (1) What knowledge, skills, and abilities should technical communication teachers stress in teaching usability and (2) how can academic research in usability benefit practitioners? The results indicate that usability education needs to be expanded to include additional usability evaluation methods and that students need strong critical assessment and communication skills when they enter the workplace. The results also reveal that usability research in the areas of return-on-investment, online help, and cognition would be of great use to practitioners.
Cooke, L. and S. Mings. IEEE Transactions on Professional Communication (2005). Articles>Usability>Research>Publishing
