CJSoTL at 10: A Quantitative Analysis of Authorship, Genre, and Impact

Abstract

On the occasion of the completion of the tenth volume of The Canadian Journal for the Scholarship of Teaching and Learning, we have the opportunity to reflect on the kind of scholarly community that The Canadian Journal for the Scholarship of Teaching and Learning has created through its publication of particular articles. One way to attempt this task is through a quantification of different elements of the journal’s history. While the numbers cannot tell us about the internal life of the journal, analysis of the journal’s output can help identify areas of strength and weakness in the journal’s past and areas of focus for the future.

The disciplinary scholarship of teaching and learning in political science and international relations: methods, topics, and impact

“…The comprehensive coverage of GS provides a faster integration, greater geographical and multilingual representation, and evidence of scholarly impact beyond journals’ impact rankings, including scientific reports, reports and briefs from university research centers, and so on (Delgado López-Cózar et al 2019 ). The benefits in the case of SoTL impact analysis are particularly evident, as impact on university-based pedagogical guides, Open Educational Resources, and scholarly association resources is clearly within the remit of SoTL work (Murphy 2020 ). To ensure consistency in citational data, Andrew completed the citation data collection in a single 24-h GS-refresh cycle.…”

Assessing Three Elements of “Canadian” International Relations

“…5This phenomenon is an unfortunately common pattern, observed in other institutions with the explicit mission of bilingualism (Murphy, forthcoming). …”