The e-ROSA project seeks to build a shared vision of a future sustainable e-infrastructure for research and education in agriculture in order to promote Open Science in this field and as such contribute to addressing related societal challenges. In order to achieve this goal, e-ROSA’s first objective is to bring together the relevant scientific communities and stakeholders and engage them in the process of coelaboration of an ambitious, practical roadmap that provides the basis for the design and implementation of such an e-infrastructure in the years to come.
This website highlights the results of a bibliometric analysis conducted at a global scale in order to identify key scientists and associated research performing organisations (e.g. public research institutes, universities, Research & Development departments of private companies) that work in the field of agricultural data sources and services. If you have any comment or feedback on the bibliometric study, please use the online form.
You can access and play with the graphs:
- Evolution of the number of publications between 2005 and 2015
- Map of most publishing countries between 2005 and 2015
- Network of country collaborations
- Network of institutional collaborations (+10 publications)
- Network of keywords relating to data - Link
In recent years horticulture has been a rapidly expanding industry in Australia and New Zealand, with an increase in the value of both the production and lifestyle sectors. In contrast, the last 25 years has seen a significant decline in student numbers, graduates, course titles and descriptions of horticulture offered as applied science or horticultural science in Australia and New Zealand. A 2008-2009 study evaluated the opportunities for horticultural education, training and careers in Australia and New Zealand. A survey was conducted in association with 20 Universities that offered agricultural/horticultural/environmental science programs both in Australia and New Zealand. Results show that horticulture has become marginalized within Australian and New Zealand academia and universities. Of the 47 recognized universities in Australia and New Zealand only 10% offered horticulture as a standalone degree program. Less than 20% offered horticulture either as a major, as a core discipline area, or as an individual subject. This trend is less apparent in vocational education and training. Some initiatives are in place to address these challenges. These promote horticulture and/or science and improve program delivery (specializations, dual degrees, industry-based degrees). Other initiatives include the adoption of new methods of learning (e-learning, web-based systems) and approaches to promote horticulture as a career and profession. These and similar initiatives may help to improve the image of horticulture as a profession and ensure courses remain relevant in a changing world. To meet industry needs, future horticultural research, teaching and training may need to encompass technical, marketing and leadership skills.
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