International Collaboration in the Field of Educational Research: A Delphi Study

Abstract

(International) research collaboration (IRC) is considered one of the most important aspects of academic careers and, although it is often linked to co-authorship, investigations of academic perceptions and practices are rare. Reflections on factors affecting IRC, as well as effective technology for use in IRC are also now particularly vital, due to the outbreak of COVID-19. The aim of this three-round Delphi study, conducted prior to the pandemic, was to explore why and how academics conduct IRC in the field of Education. The results indicate that the benefits of IRC are more relevant than the barriers, and that networking with and learning from others are two of the most important reasons for conducting IRC. Four stages of IRC were identified, alongside a range of influencing factors, which could inform future project management training. Suggestions for institutional IRC policy are provided, as well as considerations for early career researchers.

International Collaboration in Educational Technology Research: A Personal Reflection on Research Process, Experience, and Outcomes

“…As Bond et al [20] identified in their Delphi study with 23 international researchers in education, my international research collaboration improved research quality and thus increased research impact. Across all three cases, more and better-quality papers, presentations, and books were produced as a result of international collaboration.…”

Las emociones percibidas por el profesorado en activo en el uso de metodologías activas en el aula

“…En este sentido, la literatura señala que el estudio de caso es una de las estrategias más características del enfoque cualitativo y se considera especialmente adecuado para investigar un contexto determinado con intensidad (Sampieri, Collado, y Lucio, 2014), siempre teniendo en cuenta los fundamentos científicos que deben regir cualquier investigación (Bond, Marín, y Bedenlier, 2021).…”

Borderless Curriculum in the Post-Human Era: Reflections on the United States of America and South African Initial Teacher Pedagogical Practices

“…Similarly, in South Africa, initial teacher education is governed by the Department of Higher Education within the auspices of Minimum requirement for teacher education (MRTEC) and universities are required to adhere to the standards set by the department. This is partly because most African countries are sensitive to the power play and the historical and continuing asymmetries in power in international research collaboration (Bond, Marín, & Bedenlier, 2021). The foregoing denotes how nations have been designed for self-preservation through education while at the same time, there is an overwhelming pressure for nations to open up and collaborate with other countries.…”