Publicaciones de los investigadores educativos mexicanos en índices con liderazgo mundial. El caso de la UNAM

Abstract

En los últimos 20 años los programas de estímulos a la productividad académicaimpulsados en México han obligado a profesores e investigadoresa publicar. Esta exigencia se relaciona con dos lógicas: una académica yotra política. Desde la académica, una investigación sólo se constituyecomo tal cuando es publicada en un medio apropiado. Desde la política,los mecanismos de compensación a salarios están condicionados alrendimiento académico y valoran publicaciones en medios con prestigioreconocido. En este trabajo analizamos los artículos sobre educación einvestigación educativa publicados en revistas que participan en al menosuno de los dos índices internacionales más reconocidos (Journal CitationReports y Scopus), por parte de investigadores adscritos a la UniversidadNacional Autónoma de México. Los resultados podrían interpretarsecomo un indicador de que la productividad académica es baja, sin embargo,consideramos que es necesario profundizar en este problema desdeuna perspectiva reflexiva y crítica.

Authorial Identity of Non-Native Writers of Academic English in the ‘Soft Sciences’: An Analysis of Textographies and Interactional Resources

“…Nevertheless, in the Latin American region, the number of publications in English remains limited. For example, González-Videgaray and Hernández (2014) report that a search for journals in education and educational research in the Journal Citation Reports (JCR), displays 203 titles, of which only eight are in Spanish, indicating that 96% of these academic journals, collected by JCR, are published in English. Thus, while all efforts to participate in the production of knowledge need to be recognized, institutions should also be aware of these challenges to their continued growth.…”

“…In addition, some researchers have focused their examinations on the low incidence of scientific publications in developing countries (e.g., Flowerdew, 1999a;Flowerdew, 1999b;Vasconcelos, 2006). In the studies by González-Videgaray and Hernández (2014) and Hernández (2009), it was argued that some of the reasons researcher-professors do not publish include: lack of time to research and write, in addition to their 'teaching academic loads,' lack of economic support or incentives, and lack of clarity in the disciplinary areas they want to pursue. However, few studies have emerged that examine the academic literacy levels of researcher-professors necessary to successfully write scientific texts in English as a lingua franca in developing countries.…”

“…Another challenge to consider is the allotted time to do research. González-Videgaray and Hernández (2014) and Hernández (2009) claimed that the lack of time to research and write, in addition to teaching responsibilities, were factors affecting the scientific production of Mexican professors. At USAL, despite that teaching and administrative duties demand an important amount of time, researching is seen by the professors informing this research as a must.…”