Brazilian network of PhDs working with probability and statistics

Abstract

Statistical and probabilistic reasoning enlightens our judgments about uncertainty and the chance or beliefs on the occurrence of random events in everyday life. Therefore, there are scientists working with Probability and Statistics in various fields of knowledge, what favors the formation of scientific network collaborations of researchers with different backgrounds. Here, we propose to describe the Brazilian PhDs who work with probability and statistics. In particular, we analyze national and states collaboration networks of such researchers by calculating different metrics. We show that there is a greater concentration of nodes in and around the cites which host Probability and Statistics graduate programs. Moreover, the states that host P&S Doctoral programs are the most central. We also observe a disparity in the size of the states networks. The clustering coefficient of the national network suggests that this network and regional differences especially with respect to states from South-east and North is not cohesive and, probably, it is in a maturing stage.

Quality issues in co-authorship data of a national scientific community

“…Two main broad types of co-authorship networks can be distinguished (Savić et al, 2019): (1) field co-authorship networks, representing collaboration among scholars working in a scientific field or discipline, such as Physics (Newman, 2004), Economics (Goyal et al, 2006), Sociology (Moody, 2004); and (2) specific scientific community (or target population) co-authorship networks, representing collaboration among scholars affiliated with institutions from one country, also referred as national or domestic co-authorship networks (Kronegger et al, 2012;Bellotti et al, 2016), or among scholars tied to a given field within institutions in one country (Digiampietri et al, 2017;Sciabolazza et al, 2017).…”

Das trajetórias e estratégias acadêmicas aos indicadores da produção científica docente em seis Programas de Pós-graduação em Educação no Brasil (2007-2016)

“…Ressalta-se que a compreensão e adoção da terceira vertente cienciométrica, a cienciometria sistêmica do mundo pelas teorias sociológicas, como aponta Vélez Cuartas Dentre as recentes pesquisas em cienciometria voltada à área de Educação, elencamos as conduzidas por Mugnaini (2006;, Mugnaini e Spera (2016) Nota-se, por exemplo, uma contínua sobrevalorização dos artigos científicos em relação a outras tipologias, por intermédio de crescente produção de análises cienciométricas gerais no país e no exterior, como os estudos de Souza et al (2017), Digiampietri et al (2017) e Souza, Filippo e Casado (2018) Reconhece-se a relevância deste estudo, pela abordagem original e metodologia O uso da cienciometria em teses ou dissertações defendidas no campo da Educação se inicia em 1996 26 pela pioneira pesquisa de Alvarenga (1996), sendo que, nos anos seguintes, esta literatura em números absolutos cresceu lentamente, se comparada às pesquisas cienciométricas nas Ciências Exatas. Entre estas, vale destacar a defendida por Coelho (2013), que enfoca a medição bibliométrica para analisar a literatura sobre os fundamentos teóricos e básicos da Educação e a pesquisa de Vilaça (2013), que discute a abordagem críticonormativa da cienciometria na área.…”