While ResearchGate has become the most popular academic social networking site in terms of regular users, not all institutions have joined and the scores it assigns to academics and institutions are controversial. This paper assesses the presence in ResearchGate of higher education institutions in Europe and the US in 2017, and the extent to which institutional ResearchGate Scores reflect institutional academic impact. Most of the 2,258 European and 4,355 US higher educational institutions included in the sample had an institutional ResearchGate profile, with near universal coverage for PhD-awarding institutions found in the Web of Science (WoS). For non-PhD awarding institutions that did not publish, size (number of staff members) was most associated with presence in ResearchGate. For PhD-awarding institutions in WoS, presence in RG was strongly related to the number of WoS publications. In conclusion, a) institutional RG scores reflect research volume more than visibility and b) this indicator is highly correlated to the number of WoS publications. Hence, the value of RG Scores for institutional comparisons is limited.

One of the most highly cited papers in management is Eisenhardt's (Acad Manag Rev 14(4): [532][533][534][535][536][537][538][539][540][541][542][543][544][545][546][547][548][549][550] 1989) piece on the importance of case study research, in particular multiple cases (versus single cases), for theory building. We focus on this distinction between multiple versus single cases in the context of rigor and impact of management case studies (N = 173) published during the period 1996-2006 in Academy of Management Journal, Administrative Science Quarterly, Organization Science, and Strategic Management Journal. We find that this distinction of multiple versus single only crudely captures the reality of case study designs in published article. For this we propose an alternative empirical classification of case study design that is replication and non-replication, in which case studies using a replication logic either in single cases (e.g. comparing teams within an organization, where the case is the organization) or, indeed, multiple cases (e.g. comparing teams across multiple organizations) are more rigorous and also more impactful than cases who do not use replication logic. However, unlike in quantitative research, rigor is not a driver of article citations in qualitative studies. In this regard, our finding makes important contributions to scientrometric research by discussing criteria under which different case study designs can be rigorous and impactful.

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This study used an Action Research Method to investigate ways to improve the thinking and reasoning skills of grade eight science students in an under-resourced school in Karachi. The students’ rote learning patterns were challenged using the schema provided by Blooms’ taxonomy of learning domains. A cooperative learning environment was generated with a renewed investment plan, a restructured lesson plan and an intensive workshop with the group leaders. These interventions were done with the help of the preliminary data that was collected through questionnaires. The outcomes of the action research method showed a positive correlation between cooperative learning approach and academic achievement of the students.

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