Open science has gained significant momentum over the past few years, with various movements and initiatives emerging to promote sharing of scientific knowledge, data, and resources with the wider community. Open science is a broad term encompassing a range of practices that strive to increase transparency, inclusivity, and accessibility in science.

Most researchers will only think of their Curriculum Vitae (CV) when an application deadline is nearing. Yet a recent wave of initiatives to introduce so-called narrative CV formats by research funding bodies and universities across Europe have created debate about the affordances of an otherwise taken-for-granted bureaucratic genre.

The trip to the 26th International Conference on Science, Technology and Innovation Indicators (STI 2022) in Granada, Spain, was my first international trip since I had finished my one-year research stay in Leiden and come back to Taiwan. When I learned that the STI 2022 conference would be held physically, I was very excited about returning to Europe and reconnecting with the colleagues over there.

The adoption of open science practices has become a prominent topic of study for the science studies community. However, the research practices of the community itself are still quite traditional.

Research assessment has a long history continuously introducing new methods, tools, and agendas, for example, peer review of publications dating back to 17 ^th century and catalogues from the 19 ^th century that facilitated publication counting. This blog post discusses Responsible Research Assessment (RRA), an agenda gaining attention today.

Since its very beginnings, Wikipedia has been the target of criticism. The first (and negative) comparisons of its contents with those of other encyclopaedias are long gone, although the perception from academia was more optimistic. However, in education, the terrain in which this platform is most valuable, the controversy is greater. Its established use among students collides completely with the sceptical perception of part of the teachers.

The year is almost over. 2022 was not just another year for the Leiden Madtrics blog, but came with quite a variety of blog posts. We (the blog team) had a lot of fun editing all of them and are proud of our authors. They did an amazing job.  At the same time, this year diversified our social media presence: Leiden Madtrics, along with CWTS, can now be found on Mastodon as well, while the institute also launched its own Mastodon instance.

Ever since Elon Musk took over Twitter, there has been a steady stream of Twitter users looking for alternatives, such as Mastodon. This alternative is part of a larger federation of social media services called the fediverse, which includes not only a Twitter-like platform such as Mastodon, but also Instagram-like photo sharing and TikTok-like video sharing platforms for example.

In June of this year, the Open Research Funders Group (ORFG) published an open letter to the wider academic community with a call towards improving research output tracking. Funding acknowledgments were a particular focal point. In the previous blog post in this series, we already addressed several issues at play in funding acknowledgment data sets.

Researchers collaborate across borders and continents. Students go on exchange and go study abroad. Nothing new so far. Yet formalised international strategic partnerships between universities are more recent. These agreements include both research and education and cover a range of departments. And they are expected to contribute to strategic goals and have great impact.