When McDonald’s came under sustained criticism from campaigners in the 1980s, the company responded by constructing a carefully crafted image of corporate […]
The Ebola outbreak in West Africa reminds us of a key lesson in public health, notes Robert Dingwall: Biomedical solutions will always come late, while social science-based interventions can break the cycle much sooner.
The rich and diverse ways in which students and scholars of diverse national and cultural origins collaborate at British universities, argues Daniel Nehring, belie the economic reductionism currently fashionable in public debates about higher education.
Game theory neatly — and sadly — predicted the futility of using torture to extract meaning information from terror suspects, neatly predicting the results of the recent U.S. Senate report years before its release.
In a cross-posting with Social Science Space partner Viva Voce podcasts, Helen Underhill at the University of Manchester describes how Egyptians living outside their native land respond to the political turmoil there, and how there is not single ‘Egyptian voice’ that speaks for them all.
Consciously we might be talking about the impending sustainability crisis, but unconsciously we find ways to actually maintain the status quo.
There is a genuine cost from ignoring lessons from social science in the fight against Ebola. What’s even sadder — these lessons were taught in blood three decades ago in the fights against AIDS. Are we ready for the next malady?
Behavioral scientists have seized on social media and their massive data sets as a way to quickly and cheaply figure out what people are thinking and doing. But some of those tweets and thumbs ups can be misleading.
Drawing on discussions with academics who have oriented their work around public engagement and social impact, Daniel Pearson suggests these academics present an opportunity to rethink the existing structures of reward and recognition in higher education. “We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […] Tom Burns, whose combination of play — and plays – with teaching in higher education added a light, collaborative and engaging model […] A 2024 report by the National Academies explores the latest advances in artificial intelligence (AI) technology and their potential effects on economic productivity, job stability, and income inequality. It also highlights key research opportunities and data needs to help workers and policymakers adapt to the evolving AI landscape. In this post, co-authors Frank T. Piller, Tucker J. Marion, and Mahdi Srour reflect on the inspiration behind their research article, “Generative […] During the final stages of editing the proofs for Artificial Intelligence and Work: Transforming Work, Organizations, and Society in an Age of Insecurity, […]
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Impact
Young Scholars Can’t Take the Field in Game of Academic Metrics
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Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Innovation
NAS Report Examines Nexus of AI and Workplace
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When Do You Need to Trust a GenAI’s Input to Your Innovation Process?
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The Authors of ‘Artificial Intelligence and Work’ on Future Risk
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