Managing by measuring

Nylander, Erik; Aman, Robert; Hallqvist, Anders; Malmquist, Anna; Sandberg, Fredrik

doi:10.3384/confero.2001-4562.13v1i15

Cited by 12 publications

(3 citation statements)

References 10 publications

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“…Arguably, peer-reviewed journals have gained increased importance in evaluating research in recent years, a tendency that has accelerated through a series of political reforms (Karpik, 2011;Nylander, Aman, Hallqvist, Malmquist & Sandberg, 2013;Fejes & Nylander, 2014). Although we acknowledge that entire research fields and several advanced scientific journals have emerged specializing in bibliometrics and scientometrics 1 , our paper engages with other adult education researchers who have conducted similar studies (cf.…”

Section: Categories and Principle Of Classificationmentioning

confidence: 99%

How pluralistic is the research field on adult education? : Dominating bibliometrical trends, 2005-2012

Fejes

Nylander

2015

RELA

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Section: Categories and Principle Of Classificationmentioning

confidence: 99%

How pluralistic is the research field on adult education? : Dominating bibliometrical trends, 2005-2012

Fejes

Nylander

2015

RELA

Self Cite

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“…The impact of such moves may be experienced differently in terms of gender, class, ethnicity, career stage and generation (Burrows, 2012). Critics argue that an emerging 'economy of publications and citations' (Larsson 2009, p.34) has contributed to the promotion of self-regulating, entrepreneurial and competitive research identities, and a hierarchy of languages and theories that favours the global North (Nylander et al, 2013;Mignolo, 2013). Prospects for publication increasingly shape the processes of knowledge production.…”

Section: Introductionmentioning

confidence: 99%

Measuring up? Metrics and research assessment in UK teacher education

Hulme

Wood

Shi

2020

Journal of Education for Teaching

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This paper offers a multi-dimensional analysis of publication outputs from teacher education research published in the UK between 2000 and 2013. The analysis draws on a sample of 727 articles published in 39 journals. Using metrics data extracted from Elsevier's Scopus database, the analysis outlines the distribution of outputs and explores characteristics associated with productivity and influence. Conceptual and methodological issues with the enumeration of research quality and impact are identified, including quality criteria, citation practices and coverage in leading bibliometric databases. Several contextual factors are taken into consideration. These include author affiliation at the time of publication, university research ranking, Education subject ranking and the size of intake for programmes of initial teacher education. The analysis confirms an association between publication productivity and institutional type, with an inverse relation between large-scale engagement in the practices of teacher education (represented by student numbers) and the production of research on teacher education that is judged to be of high quality. This has implications for how the activities of university Schools of Education are valued and the prospects for research-informed teacher education in the UK.

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“…Taking advantage of the 'gold open-access' model, in which authors pay author processing charges (APCs) in order to have their articles published, some companies seem to be ready to take scholarly publishing to its limits in order to exclusively generate revenue profits for their company. This kind of model builds on the commodification of science [19], in which quantifiable metrics are increasingly important in evaluating academics' scholarly performance. The system, thus, generates inherent pressures for scholars in need of quantifiable metrics and of publishing more and more in a larger variety of outlets.…”

Section: Introductionmentioning

confidence: 99%

Unexpected Emails to Submit Your Work: Spam or Legitimate Offers? The Implications for Novice English L2 Writers

Soler

Cooper

2019

Publications

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This article analyzes the discourse of what have been termed ‘predatory publishers’, with a corpus of emails sent to scholars by hitherto unknown publishers. Equipped with sociolinguistic and discourse analytic tools, we argue that the interpretation of these texts as spam or as legitimate messages may not be as straightforward an operation as one may initially believe. We suggest that English L2 scholars might potentially be more affected by publishers who engage in these email practices in several ways, which we identify and discuss. However, we argue that examining academic inequalities in scholarly publishing based exclusively on the native/non-native English speaker divide might not be sufficient, nor may it be enough to simply raise awareness about such publishers. Instead, we argue in favor of a more sociologically informed analysis of academic publishing, something that we see as a necessary first step if we wish to enhance more democratic means of access to key resources in publishing.

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Managing by measuring

Abstract: No abstract available.

Cited by 12 publications

References 10 publications

How pluralistic is the research field on adult education? : Dominating bibliometrical trends, 2005-2012

How pluralistic is the research field on adult education? : Dominating bibliometrical trends, 2005-2012

Measuring up? Metrics and research assessment in UK teacher education

Unexpected Emails to Submit Your Work: Spam or Legitimate Offers? The Implications for Novice English L2 Writers

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