Investigating Educational Research Articles (1980-2014) in terms of Bibliometric Indicators

Güneş, Erhan; Üstündağ, Mutlu Tahsin; Yalçın, Haydar; Safran, Mustafa

doi:10.15345/iojes.2017.01.008

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…Educational research, and social and natural sciences more generally, have become much more collaborative over time (see Aman & Botte, 2017;Güneş et al, 2017;Powell, 2020). The dominance of a few authoritative voices in HE studies has also decreased.…”

Section: Higher Education Research Becoming More Global and More Collaborativementioning

confidence: 99%

An evolving international research collaboration network: spatial and thematic developments in co-authored higher education research, 1998–2018

Marques

Tseng

et al. 2022

Scientometrics

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Co-authored research articles in the disciplinarily heterogeneous field of higher education have dramatically increased in this century. As in other fields, rising international co-authorships reflect evolving international collaboration networks. We examine higher education research over two decades, applying automated bibliometric topic identification and social network analysis of 9067 papers in 13 core higher education journals (1998–2018). Remarkable expansion in the volume of papers and co-authorships has, surprisingly, not resulted in a more diverse network. Rather, existing co-authorship patterns are strengthened, with the dominance of scholars from a few Anglophone countries largely maintained. Researchers globally seek to co-author with leading scholars in these countries, especially the US, UK, and Australia—at least when publishing in the leading general higher education journals based there. Further, the two-mode social network analysis of countries and topics suggests that while Anglophone countries have led the development of higher education research, China and Germany, as leading research-producing countries, are increasingly influential within this world-spanning network. Topically, the vast majority of co-authored papers in higher education research focuses on individual-level phenomena, with organizational and system or country-level analysis constituting (much) smaller proportions, despite policymakers’ emphasis on cross-national comparisons and the growing importance of university actorhood. We discuss implications thereof for the future of the multidisciplinary field of higher education.

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Section: Higher Education Research Becoming More Global and More Collaborativementioning

confidence: 99%

An evolving international research collaboration network: spatial and thematic developments in co-authored higher education research, 1998–2018

Marques

Tseng

et al. 2022

Scientometrics

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“…On the other hand, bibliometric studies summarize large volumes of bibliometric data (such as keywords and citations) to present the intellectual structure and emerging trends of a research topic or field (Donthu et al, 2021;Güneş et al, 2017;Pritchard, 1969;Zupic & Cater, 2015). Bibliometry involves statistical analysis of written publications, such as books, articles or conference papers (Pritchard, 1969).…”

Section: Theoretical Background: What Does Bibliometric Analysis Do?mentioning

confidence: 99%

Trends and Issues in Science Education in the New Millennium: A Bibliometric Analysis of the JRST

Doğan

2023

Sci Insights Educ Front

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As a real time socio-scientific issue, the COVID-19 pandemic has clearly shown us the need for the public to understand science. As experts have repeatedly stressed in recent years, science education plays an important role in developing scientifically literate societies. In this context, it is critical to consider which subjects science educators frequently concentrate on and the messages they give to researchers, policymakers, and other stakeholders. Therefore, the purpose of this study was to use bibliometric data to understand the topics that the articles in the Journal of Research in Science Teaching (JRST), one of the flagship journals about science education and teaching, focused on over the last 20 years. This study employed both descriptive and bibliometric analysis. Based on data from the Web of Science (WoS), descriptive analyses are presented as frequencies and percentages and we used VOSviewer software for bibliometric analysis. Findings showed that more than 80% of the authors of the JRST are from the United States, Australia, Canada, and the United Kingdom. Moreover, results of these analyses demonstrate that the researchers publishing in the JRST focused on two main ideas over the past 20 years: “Which science teaching methods and strategies are most effective?” and “What can be done to make science teaching more inclusive?” As a result, it can be clearly seen that JRST has special attention on inclusive approach in science education which should be designed to include traditionally underrepresented groups.

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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).…”

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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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Investigating Educational Research Articles (1980-2014) in terms of Bibliometric Indicators

Cited by 3 publications

References 21 publications

An evolving international research collaboration network: spatial and thematic developments in co-authored higher education research, 1998–2018

An evolving international research collaboration network: spatial and thematic developments in co-authored higher education research, 1998–2018

Trends and Issues in Science Education in the New Millennium: A Bibliometric Analysis of the JRST

Comparative education in an age of competition and collaboration

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