Higher education research as tribe, territory and/or community: a co-citation analysis

Abstract

This article builds upon existing research which has been mapping and analysing the field of higher education research, and, in particular, on the analysis of the articles (n = 406) in 17 specialist higher education journals published in the English language outside of North America during the year 2000. It extends that analysis by examining the citations (n = 10,065) given in the articles, in particular the patterns of co-citation. This enables a clearer identification of the tribes or communities of practice that occupy the territory of higher education research. An attempt is be made to identify the key members of these tribes or communities, and to chart the key relationships within and between them.

The Use of Bibliometrics to Measure Research Performance in Education Sciences

“…Few studies are available so far on the (bibliometric) measurement of research performance in education sciences (examples include Botte 2007, Budd 1988, 1990, Budd and Magnuson 2010, Davarpanah 2009, Dees 2008, Earp 2010, Fernández-Cano and Bueno 1999, Hornbostel and Keiner 2002, Keiner 1999, Klusmeyer, Reinisch, and Söll 2011, Kroc 1984, Shin 2004, Silverman 1985, Smart 1983, Smart and Elton 1981, Smart and McLaughlin 1982, Tight 2008, Togia and Tsigilis 2006, van Aalst 2010, and the results of existing studies may not apply "as is" to other countries and periods. Furthermore, it is worth bearing in mind that publishing practice in education sciences has traditionally been of a nature that hardly encourages the use of bibliometric methods to measure research performance.…”

Potencjał i wyzwania instytucjonalnych badań szkolnictwa wyższego. Przykład Uniwersytetu Warszawskiego

“…Wynika to m.in. z podziałów teoretycznych, tematycznych czy metodologicznych, które różnicują badaczy tego nurtu (Tight, 2008;. Analizie metodologii w połączeniu z innymi czynnikami (w tym z płcią badaczy) zostały poświęcone prace zespołów Ryana Wellsa (Wells, Kolek, Williams i Saunders, 2015) i Elizabeth Williams (Williams, Kolek, Saunders, Remaly i Wells, 2018).…”

Discourse on Leadership and Gender Awareness in Higher Education Publications: A View through the Lens of Feminist Phase Theory

“…Articles and book reviews of nebulous content, those for which it was unclear whether or not they related to leadership, leaders, or administrators, were included rather than excluded. We then compared assessments and negotiated agreement on the list of articles and book reviews to analyze (Chuppa-Cornell, 2005;Silverman, 1987;Tight, 2007Tight, , 2008.…”