Scientific performance across research disciplines: Trends and differences in the case of Slovenia

Rojko, Katarina; Lužar, Borut

doi:10.1016/j.joi.2022.101261

Cited by 4 publications

(3 citation statements)

References 58 publications

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“…Disciplines will directly influence the perceived quality of professors' teaching effectiveness (Chiu et al, 2019), as well as student evaluations of teaching (Wolfgang, 2020). Moreover, scientific performance and collaboration also differ from different disciplines (Rojko and Lužar, 2022); such as the doctoral supervisors' supervisory activities and intentions vary much by discipline (Kreber and Wealer, 2021). Xie and Ma (2013) found that humanities students are better than science and medical students in classroom learning habits, learning initiative, enthusiasm, and learning efficiency, while medical students are more proactive in acquiring new knowledge.…”

Section: Practical Differences Among Disciplinesmentioning

confidence: 99%

“…Disciplines will directly influence the perceived quality of professors’ teaching effectiveness ( Chiu et al, 2019 ), as well as student evaluations of teaching ( Wolfgang, 2020 ). Moreover, scientific performance and collaboration also differ from different disciplines ( Rojko and Lužar, 2022 ); such as the doctoral supervisors’ supervisory activities and intentions vary much by discipline ( Kreber and Wealer, 2021 ).…”

Section: Literature Review and Research Questionsmentioning

confidence: 99%

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Disciplinary differences in the experience of online education among teachers and students in Chinese universities during COVID-19

Liu²,

Yang³

et al. 2022

Front. Psychol.

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Online education has advantages during COVID-19, but it also has problems related to hardware support and user experience. Focusing on teaching quality by discipline is an effective way to improve teaching quality in universities. To investigate the online education experience from the perspective of different academic disciplines, we evaluated 251,929 student questionnaires and 13,695 teacher questionnaires from 334 universities in China. The main finding was a difference in teaching preparation, experience, feedback, and improvement processes by disciplines. Teachers and students had obvious disciplinary differences in preparation, school support, and teaching constraints. However, disciplinary differences were minor for pedagogical issues such as participation, assignments, and grading, as well as for evaluation of platform technical support and views on the continuation of online learning. The research results analyzed the teaching psychology of teachers and students in different disciplines during the pandemic. Therefore, it explained the impact and role of discipline differences on students’ learning psychology during COVID-19. This research will benefit educators, researchers, and policy makers to help them with the improvement of online education.

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Section: Practical Differences Among Disciplinesmentioning

confidence: 99%

Section: Literature Review and Research Questionsmentioning

confidence: 99%

Disciplinary differences in the experience of online education among teachers and students in Chinese universities during COVID-19

Liu²,

Yang³

et al. 2022

Front. Psychol.

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“…These positive consequences likely root in a diversity of factors emerging from collaborations, such as access to different expertise, funding, or exchange of ideas [2,6,7]. As a result, collaboration networks have increased globally in research communities [8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Scientific impact of Chilean-based animal behavioralists is positively associated with co-authorships from developed countries, high impact factor journals, but not with gender

Ebensperger,

Aspillaga-Cid,

Labra

2023

Rev. Chil. de Hist. Nat.

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Background Previous bibliometric studies in scientific researchers from developed countries generally support that sharing efforts during research enhances productivity and impact and suggest these effects may be important for researchers from less developed countries exhibiting more exiguous science budgets. We examined whether researchers in the field of animal behavior in an economically less developed country compensate for this burden by collaborating with researchers from developed countries, and whether this effect is gender specific. Methods We quantified collaborations of 30 Chilean-based focal animal behavioralists with peers from developed countries based on co-authorships within 664 animal behavior papers. We examined whether the mean number, or mean proportion of such co-authorships was positively associated with productivity (number of research papers) and impact (h-index, citations per research paper) when gender, author role (i.e., first or corresponding author), and other covariates were considered. We complemented these analyses with a survey to focal researchers to estimate the perceived relevance of collaborations with peers from developed countries. Results The h-index, but not the number of animal behavior papers published by focal researchers, increased with the mean number (but not with the mean proportion) of international co-authors from developed countries, an effect not gender-specific, but that supported the perceived importance of collaborations with peers from developed countries. The number of papers and the individual impact of focal researchers increased with academic age. The number of citations of individual papers increased with journal impact factor, year since publication, but not with the role (first or corresponding author) played by collaborators from developed countries. Conclusions Our bibliometric and survey-based approach supported that establishing collaborations with researchers from developed countries and publishing in high impact factor journals are correlated with the career-long impact of Chilean-based animal behavioralists, and that this association is not contingent on gender, or influenced by the role (first or corresponding author) played by collaborators.

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Productive scientists are associated with lower disruption in scientific publishing

Li,

Tessone,

Zeng

2024

Proc. Natl. Acad. Sci. U.S.A.

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While scientific researchers often aim for high productivity, prioritizing the quantity of publications may come at the cost of time and effort dedicated to individual research. It is thus important to examine the relationship between productivity and disruption for individual researchers. Here, we show that with the increase in the number of published papers, the average citation per paper will be higher yet the mean disruption of papers will be lower. In addition, we find that the disruption of scientists’ papers may decrease when they are highly productive in a given year. The disruption of papers in each year is not determined by the total number of papers published in the author’s career, but rather by the productivity of that particular year. Besides, more productive authors also tend to give references to recent and high-impact research. Our findings highlight the potential risks of pursuing productivity and aim to encourage more thoughtful career planning among scientists.

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Scientific performance across research disciplines: Trends and differences in the case of Slovenia

Cited by 4 publications

References 58 publications

Disciplinary differences in the experience of online education among teachers and students in Chinese universities during COVID-19

Disciplinary differences in the experience of online education among teachers and students in Chinese universities during COVID-19

Scientific impact of Chilean-based animal behavioralists is positively associated with co-authorships from developed countries, high impact factor journals, but not with gender

Productive scientists are associated with lower disruption in scientific publishing

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