Marcus Antonius Ynalvez
BSc Statistics (minor in sociology), University of the Philippines at Los Baños
MA Sociology (minor in statistics), University of the Philippines at Los Baños
PhD Sociology, Louisiana State University, Baton Rouge, USA
My research focuses on the impacts of macro- and micro-level context, and of new ICTs on innovation and knowledge production, which have implications on our understanding of socio-technical change, scientific institutions, and science policy. Specifically, I focus on the effects of socio-cultural setting and lab social environment, and ICTs on collaboration, mentoring, networking, creativity and productivity of scientists. I seek to advance understanding of how ’tacit skills’ are transmitted, and to inform pedagogical programs, and generate ’best practices’ in advanced scientific training.
My research was transformed into a federally-funded project when my research team (with John Kilburn, Ruby Ynalvez, Noriko Hara) was awarded two National Science Foundation grants: SBE 0830109 and SES 0938298. Briefly, our project has two components: (1) a science policy research component, and (2) a graduate students mentoring and training component. As regards to the first component, our Project is currently examining graduate science training practices critical to the transmission of tacit skills--skills acquired through close interaction--germane to doctoral science training programs. Tacit skills play a critical role in creativity, innovation, and productivity in experimental and mathematical sciences, laser-development, and military equipment and nuclear weapons development. We specifically focus on the doctoral science programs in three East Asian countries (Japan, Singapore, Taiwan) which have shown rapid growth in recent years. These countries serve as case studies that allow Project members to examine how scientific (mentoring) practices and activities are shaped by the larger socio-cultural context in economically strong and scientifically advance non-Western countries.
As regards to the second component, our Project directly responds to the feedback received at the 1st AAAS-NSF Workshop in Washington D.C. in March 2009. That feedback reiterated the promise and the criticality of understanding the role of tacit skills in the knowledge production and innovation process. In response, our Project is currently training and engaging Hispanic graduate students in actual hands-on research by having these students work closely with team members in surveying, interviewing, conducting lab observations, document analysis, and filming in our study sites. Team members are actively mentoring these students so that they will have the opportunity to consult and work with Project members on research topics derived from materials and data generated through our Project, present their research topics, experiences, and findings at national conferences; and co-author manuscripts for publication in scholarly journals. Our Project takes an active role in socializing these same students to leading scholars in the field of innovation studies, science and technology studies, and science policy. Project members contend that this experience set will help these students identify positive role-models, meet future doctoral mentors, build professional networks, and enhance prospects for research internships and collaborations.
[1.] Palackal, A., Mbatia, P. N., Dzorgbo, D. S., Duque, R. B., Ynalvez, M. A., & Shrum, W. (2011) Are mobile phones changing social networks: A longitudinal study of core networks in Kerala. New Media and Society, 13(3), 391-410.
*Published on-line on: 11 March 2011.
[2.] Shrum, W., Mbatia, P. N., Palackal, A., Dzorgbo, D.-B. S., Duque, R. B., & Ynalvez, M. A. (2011). Mobile phones and core network growth in Kenya: Strengthening weak ties. Social Science Research, 40, 614-625.
*Published on-line on: 01 October 2010 (DOI: 10.1016/j.ssresearch.2010.09.015)
*Published in paper form in: 2011
[3.] Ynalvez, M. A., & Shrum, W. M. (2011). Professional networks, scientific collaboration, and publication productivity in resource-constrained research institutions in a developing country. Research Policy, 40(2), 204-216.
*Published on-line on: 24 November 2010 (doi: 10.1016/j.respol.2010.10.004)
*Published in paper form on: 08 February 2011
[4.] Hara, N., Alsarhan, H., Kilburn, J., Ynalvez, M., Ynalvez, R., & Chen, K.-H. (2010). Learning tacit knowledge in life science graduate programs in Taiwan. Proceedings of the 73rd Annual Meeting of the American Society for Information Science and Technology, 1-5.
[5.] Shrum, W. M., Duque, R. B., & Ynalvez, M. A. (2010). Outer space of science: A video ethnography of reagency in Ghana. In P. Meusburger, D. N. Livingstone, H. Jons & K.T. Stiftung (Eds.), Geographies of science (Vol. 3, pp. 151-163). Dordrecht: Springer.
[6.] Miller, B.P., Duque, R.B., Anderson, M., Ynalvez, M.A., Sooryamoorthy, R., Palackal, A., Dzorgbo, D.B., Mbatia, P., Shrum, W. (2010). Internet Reagency: The Implications of a Global Science for Collaboration, Productivity, and Gender Inequity in Developing Areas. In J. Hunsinger, M. Allen, & L. Klastrup (Eds.) International Handbook of Internet Research (pp.379-394). The Netherlands: Springer.
[7.] Ynalvez, M. A., Duque, R. B., & Shrum, W. M. (2010). Shaping research in developing areas. In W. H. Dutton & P. W. Jeffreys (Eds.), Worldwide research: Reshaping the sciences and humanities (pp. 325-342). Cambridge, Mass: MIT Press.
[8.] Ynalvez, M. A., & Shrum, W. M. (2009). International graduate science training and scientific collaboration. International Sociology, 24(6), 870-901.
[9.] Duque, R. B., & Ynalvez, M. A. (2009). Internet practice and sociability in South Louisiana. New Media & Society, 11(4), 487-507.
[10.] Ynalvez, M., & Shrum, W. (2008). International graduate training, digital inequality and professional network structure: An ego-centric social network analysis of knowledge producers at the “Global South”. Scientometrics, 76(2), 343-368.
[11.] Sooryamoorthy, R., Duque, R. B., Ynalvez, M. A., & Shrum, W. (2007). Scientific collaboration and the Kerala model: Does the internet make a difference? Journal of International Development, 19(7), 982-996. doi: 10.1002/jid.1376
[12.] Shrum, W., Duque, R., & Ynalvez, M. (2007). Lessons of the lower ninth: Methodology and epistemology of video ethnography. Technology in Society, 29(2), 215-225.
[13.] Ynalvez, M. A. (2007). Does Mickey Mouse matter?: International training, professional networks, and productivity of Philippine scientists. In K. B. Edited by Wesley Shrum, Weibe Bijker and Klaus Brunnstein, Springer, (Ed.), Past, Present, and Future Research in the Information Society.
[14.] Ynalvez, M., & Shrum, W. (2006). International training and the digital divide: Computer and email use in the Philippines. Perspectives on Global Development & Technology, 5(4), 277-302. doi: 10.1163/156915006779206051
[15.] Duque, R. B., Ynalvez, M., Sooryamoorthy, R., Mbatia, P., Dzorgbo, D. B. S., & Shrum, W. M. (2005). Collaboration paradox: Scientific productivity, the internet, and problems of research in developing areas. Social Studies of Science (Sage), 35(5), 755-785. doi: 10.1177/0306312705053048
[16.] Ynalvez, M., Duque, R. B., Mbatia, P., Sooryamoorthy, R., Palackal, A., & Shrum, W. (2005). When do scientists “adopt” the internet? Dimensions of connectivity in developing areas. Scientometrics, 63(1), 39-67.
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Posted: Dec 28, 2015