A bibliometric view on the internationalization of European educational research

Aman, Valeria; Botte, Alexander

doi:10.1177/1474904117729903

Cited by 17 publications

(21 citation statements)

References 27 publications

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“…The Internet and Higher Education had the highest percentage of IRC articles (26.2%, n = 38), with the Review of Educational Research the lowest (14.4%, n = 19). The rate of IRC is very similar to previous studies that have been conducted in the field of education research (e.g., Aman & Botte, 2017), and therefore the choice of journals was deemed appropriate.…”

Section: Panel Descriptionsupporting

confidence: 75%

“…However, the increases in IRC have been smaller than the general increase in co-authorship (Bond & Buntins, 2018;Kwiek, 2018), despite the number of co-authored articles increasing from 30% to almost 70% between 1980-2013 (Henriksen, 2016). There were also early signs of growth in the field of Education, with a study of 92,820 articles revealing that IRC had grown from 14.1% in 2002 to 21.7% in 2013 (Aman & Botte, 2017). However, the share of IRC varied greatly from country to country, with Switzerland having the highest proportion of internationally co-authored publications in Europe (48.7%), compared to Turkey (11.1%).…”

Section: Growth Of Co-authorship and Ircmentioning

confidence: 99%

“…In a systematic review of 46 transnational collaborations, published between 199446 transnational collaborations, published between -201646 transnational collaborations, published between , Caniglia et al (2017 identified two major challenges; institutional policy challenges, at both the national and international levels, and intercultural challenges, such as cultural habits and language barriers (Wöhlert, 2020), as well as learning habits. Scientists who are more established in their career, tend to decrease their domestic publications, in favour of international collaboration (Abramo et al, 2019), which are also more likely to attract increased citations (Adams, 2013;Aman & Botte, 2017) and collaborations (Gorska et al, 2020), therefore career stage is an important consideration.…”

Section: Factors Affecting Ircmentioning

confidence: 99%

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International Collaboration in the Field of Educational Research: A Delphi Study

Bond

Marín

Bedenlier³

2021

J. New Approaches Educ. Res.

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(International) research collaboration (IRC) is considered one of the most important aspects of academic careers and, although it is often linked to co-authorship, investigations of academic perceptions and practices are rare. Reflections on factors affecting IRC, as well as effective technology for use in IRC are also now particularly vital, due to the outbreak of COVID-19. The aim of this three-round Delphi study, conducted prior to the pandemic, was to explore why and how academics conduct IRC in the field of Education. The results indicate that the benefits of IRC are more relevant than the barriers, and that networking with and learning from others are two of the most important reasons for conducting IRC. Four stages of IRC were identified, alongside a range of influencing factors, which could inform future project management training. Suggestions for institutional IRC policy are provided, as well as considerations for early career researchers.

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Section: Panel Descriptionsupporting

confidence: 75%

Section: Growth Of Co-authorship and Ircmentioning

confidence: 99%

Section: Factors Affecting Ircmentioning

confidence: 99%

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International Collaboration in the Field of Educational Research: A Delphi Study

Bond

Marín

Bedenlier³

2021

J. New Approaches Educ. Res.

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“…Journals offer scientists a forum for communicating scientific achievements, ideas, discussions, exchange of information, and accumulation of knowledge gained within a particular field (Nolen, 2009;Eğmir et al, 2017). Journal articles are a suitable source of empirical analysis of research output, as they reflect results, emergence and impact of research (Aman and Botte, 2017). The methods, goals, content, and other components of papers published in journals indicate the significance of certain research topics, the dominance of certain scientific and theoretical paradigms, as well as other aspects of scientific activity.…”

Section: Introductionmentioning

confidence: 99%

Characteristics of educational sciences research activity in European post-socialist countries in the period 1996 to 2013: Content analysis approach

Bouillet

Jokić

2019

European Educational Research Journal

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In European post-socialistic countries or more commonly known as Central and Eastern Europe (CEE) countries, regardless of their differences and specifics, the common communist and post-communist legacies in the field of educational sciences are still recognizable. The aim of this paper is to explore research activity in the educational sciences in 15 CEE countries: 11 EU member states and 4 former Yugoslav Republic in the period from 1996 to 2013. The purpose of this research is to recognize the specificity and dynamics of subject and content issues, and development of methodological approaches in the educational science research. The sample consists of abstracts 2,395 papers by CEE authors published in 265 journals indexed in Scopus between 1996 and 2013. Content analysis was applied, where the abstracts were grouped into specifically created categories describing the content and methods of the paper and analysed on the basis of two criterion variables -CEE and non-CEE or international journals. The χ 2 test showed that the field of educational sciences in 15 European post-socialist countries changed over time in terms of quantity, content, and methods, becoming more expansive and diverse, which is recognisable both in papers published in international and in CEE journals.

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“…Secondly, educational research, and social and natural sciences more generally, have become much more collaborative (Aman and Botte 2017;Günes et al 2017). This is reflected in the tremendous rise, across fields, of co-authored scientific contributions (Wagner 2005;Leahey 2016).…”

mentioning

confidence: 99%

Comparative education in an age of competition and collaboration

Powell

2020

Comparative Education

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Comparative education relies on experiences, expertise, data, and criticism derived from multiple contexts and diverse levels to generate insights, facilitate understanding, and explain change. Marked by connectivity, our contemporary era vastly increases the (potential) diffusion of ideas essential for scientific advance. Three interlocking trends emphasise the growing relevance of comparative educational research. Firstly, competition has become more potentamong scholars, their organisations, and within as across countries. Secondly, educational studies, as science more generally, are increasingly conducted in collaboration -across disciplinary, cultural, linguistic, and organisational boundariesenhancing the potential for discovery while producing influential scholarship. Thirdly, while educational research and policymaking are increasingly comparative, comparative knowledge stores are often only selectively used. To counter such reductionism, indepth comparative institutional analysis across divides of academy, politics, and practice remain crucial. The multidisciplinary field must claim its relevance more persuasively, even as scholarly exchange, mobilities, and cultural knowledge endure as vital foundations. Introduction: comparative education between experience, exchange and evaluationComparative education relies on experiences, expertise, data, and criticism derived from multiple contexts and diverse levels to generate insights, facilitate understanding, and explain change. We live in an age marked by extraordinary mobility, an encompassing Internet, and English as the increasingly-dominant scientific lingua franca. These phenomena extend our connectivity and vastly increase the (potential) diffusion of ideasthe essence of scientific advanceand policy learning, as challenging as it remains to adapt solutions found within complex institutional settings to others. Worldwide, institutions and organisations of education and science have dramatically expanded, becoming key sites of exchange and debate that are crucial for innovation. From international conference participation and academic exchange to sabbaticals and even careers abroad, individual spatial mobility has become a sine qua non of the (successful) scientific career (see Kim 2017). For comparative and international education, even more for

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A bibliometric view on the internationalization of European educational research

Cited by 17 publications

References 27 publications

International Collaboration in the Field of Educational Research: A Delphi Study

International Collaboration in the Field of Educational Research: A Delphi Study

Characteristics of educational sciences research activity in European post-socialist countries in the period 1996 to 2013: Content analysis approach

Comparative education in an age of competition and collaboration

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