Disciplinary Networks and Bounding: Scientific Communication Between Science and Technology Studies and the History of Science

Vandermoere, Frédéric; Vanderstraeten, Raf

doi:10.1007/s11024-012-9210-x

Cited by 8 publications

(9 citation statements)

References 29 publications

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“…Similarly, returnees with foreign doctorates and foreign post-doctoral experience are less productive than their colleagues with domestic doctorates in the hard disciplines in Malaysia. As Vandermoere and Vanderstraeten (2012) point out, scientific communication and network patterns greatly differ across academic disciplines. In addition, this is partially related to national context factors, such as tenure, promotion, and research evaluation system.…”

Section: Discussionmentioning

confidence: 99%

Research Productivity of Returnees from Study Abroad in Korea, Hong Kong, and Malaysia

Shin

Jung

Postiglione

et al. 2014

Minerva

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This study analyzes whether academics with advanced degrees from foreign universities are more research productive than their domestic counterparts in the three selected East Asian higher education systems -Korea, Hong Kong, and Malaysia. The three systems have relatively large proportions of foreign degree holders among their professoriates. The data for this study is drawn from the Changing Academic Profession survey. In our negative binominal regression analysis, we found that foreign degree holders are not more research productive than their colleagues with domestic degrees, and even slightly less productive than domestic degree holders in soft disciplines (arts, humanities, and social sciences) in Korea unless they have further foreign post-doc experience after their PhD. Furthermore, foreign degree holders are less productive in hard disciplines (natural sciences, engineering, and bio-medical sciences) in Malaysia. Finally, we discuss the findings and attribute them to contextual differences between the three localities.

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Section: Discussionmentioning

confidence: 99%

Research Productivity of Returnees from Study Abroad in Korea, Hong Kong, and Malaysia

Shin

Jung

Postiglione

et al. 2014

Minerva

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“…The issue of insufficient collaboration was perceived quite differently amongst respondents, with slightly more than half of the returnees identifying that a lack of international collaboration (56.6%) and national collaboration (51.3%) were further hindrances. The mixed responses could be attributed to the different patterns of communication and networking in different disciplines (Vandermoere and Vanderstraeten, 2012). It seems that opportunities for collaboration vary in different disciplines, with greater access to collaborative projects or opportunities with foreign partnering organizations in medicine, economics, natural sciences, agriculture forestry and environmental studies at national and global levels.…”

Section: Constraints In Re-engaging In Researchmentioning

confidence: 99%

Coping strategies of Vietnamese overseas-trained returnees to do research in home university contexts

Nguyen

Moore

Nguyễn

2021

IJCED

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PurposeThis study focuses on Vietnamese international students who returned from their overseas doctoral education to home universities in Vietnam (henceforth Vietnamese overseas-trained returnees). The purpose is to explore the experience of these returnees “doing research” (i.e. being research active) when resuming a lecturing role at a Vietnamese regional university. In the context of research now receiving heightened attention in both the wider global higher education (HE) discourse and the Vietnamese HE sector, this study is timely and provides valuable insights.Design/methodology/approachIn total, 76 Vietnamese overseas-trained returnees from varied disciplinary backgrounds completed a questionnaire on their research motivation and their perceived constraints doing research. Eighteen subsequently took part in semi-structured interviews. The study draws on the notion of human agency from the sociocultural perspective to understand the coping strategies of the Vietnamese overseas-educated returnees in response to the challenges they encountered.FindingsThe results show that the returnees' motivations to conduct research varied, fuelled by passion, but constrained by multiple factors. Time constraints, heavy teaching loads, familial roles and lack of specialized equipment are key inhibiting factors in re-engaging in research for these returnees. Addressing them necessitated a great deal of readaptation, renegotiation and agentive resilience on the part of the returnees in employing different coping strategies to pursue research.Practical implicationsThe paper argues for a subtle understanding of the returnees' experience of re-engaging in research that is both complex and contextual. Implications are drawn for research development in the regional Vietnamese HE context and perhaps in other similar settings.Originality/valueThere is little empirical knowledge about how Vietnamese returned graduates – university lecturers – continue doing research after their return. Also underexplored in global discourse is research on foreign-educated returnees doing research, while they are an important source of human resources. The present study, therefore, fills these research gaps.

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“…In addition, to take random fluctuations into account, we calculated the average relatedness scores for the entire period for which the JCR data are currently available, that is, the period 2003 to 2013. Based on previous experience, we feel safe in arguing that this method allows for a detailed sketch of the relevant citation networks of RER and AERJ (Vandermoere & Vanderstraeten, 2012; Vanderstraeten & Vandermoere, 2015). 15 In Figures 4 and 5, for purposes of clarity in a limited space, we use the Web of Science abbreviations of journal titles.…”

Section: Citation Networkmentioning

confidence: 99%

Scholarly Communication in AERA Journals, 1931 to 2014

Vanderstraeten

Vandermoere

Hermans

2016

Review of Research in Education

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Scientific disciplines build on social structures, such as scholarly associations and scholarly journals, that facilitate the formation of communities of specialists. Analyses of such social structures can thus also be used to shed light on the morphogenesis of scientific specializations. The authors analyze how two journals of the American Educational Research Association, the Review of Educational Research and the American Educational Research Journal, organized communication around education in the period between 1931 and 2014. The authors focus on three interrelated aspects: (a) the changing structures of authority and authorship, (b) the national-versus-global orientation of these journals and of the association, and (c) the features of the citation networks of both journals and the ties between education research and other fields of research, especially psychology and sociology. The authors' analyses of these interrelated aspects of the communication process enable them to provide an outline of the morphology of the community of education researchers and to raise reflectivity about the social conditions that control education research.T he 19th-and 20th-century rise of disciplinary specializations within the field of science depended on two kinds of social structures. The level of structural support for scientific research increased markedly after the expansion and reformation of the university system, which was first realized in Germany (in the so-called 678836R REXXX10.3102/0091732X16678836Review of Research in EducationVanderstraeten et al.: Scholarly Communication in AERA Journals research-article2016 Vanderstraeten et al.: Scholarly Communication in AERA Journals 39Bildungsuniversität) but quickly spread to other countries. New occupational roles in universities increased the time available for scientific research, and scholars became able to make careers in research. But the rise of scientific specializations also depended on the formation of specialized scientific communities-networks of individual specialists. Such communities built (and still build) on social structures that enable the intensification of interaction, the development of shared expertise, the articulation of conventionalized problems and approaches, and so on (see Abbott

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Disciplinary Networks and Bounding: Scientific Communication Between Science and Technology Studies and the History of Science

Cited by 8 publications

References 29 publications

Research Productivity of Returnees from Study Abroad in Korea, Hong Kong, and Malaysia

Research Productivity of Returnees from Study Abroad in Korea, Hong Kong, and Malaysia

Coping strategies of Vietnamese overseas-trained returnees to do research in home university contexts

Scholarly Communication in AERA Journals, 1931 to 2014

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