The BERA/SAGE Handbook of Educational Research: Two Volume Set

Wyse, Dominic; Selwyn, Neil; Smith, E. Delafield; Suter, Larry E.

doi:10.4135/9781473983953

Cited by 15 publications

(12 citation statements)

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“…Some key drivers for adoption by scholars include awareness (Sheikh 2016), which is driven by the pressure coming from the world around scholars' institutions (Azambuja & Nikolaeva 2019), self-promotion, acquisition of ideas, belonging to a network of researchers, interacting with peers (Meishar-Tal & Pieterse 2017), increasing visibility (Jeng, He & Jiang 2015), ease of use and connecting with other scholars without the restrictions that come with offline conferences and workshops (Wyse et al 2016).…”

Section: Literature On Professional Social Networkmentioning

confidence: 99%

The adoption of professional social networks by researchers at South African public universities

Muhongya

Maharaj

2022

S. Afr. j. inf. manag.

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Background: Professional social networks (PSNs) have changed the research landscape by influencing how different communities of scholars engage within the community. Whilst there has been much research on this topic focusing on students and large public communities, perceptions around PSNs by scholars remain largely uncertain.Objectives: This study determines the degree to which academic staff engage with PSNs at different public universities in South Africa.Methods: The study adopted a quantitative approach using an online survey that was completed by 950 academic and research scholars at 17 public universities in South Africa. Additional support was provided with a qualitative approach using 10 semistructured interviews.Results: Scholars at South African public universities have adopted traditional, generic and PSNs to disseminate publications, enhance online visibility and collaborate with peers both nationally and globally. Scholars’ disinclination to use PSNs was associated with plagiarism, copyright, commercialisation of content, privacy, security challenges, issues related to the design, government and organisational challenges. Furthermore, there were no official policies, guidance from institutions, support from governments or professional social networking services.Conclusion: Scholars have adopted PSNs but do not use these online systems extensively. This is attributed to a lack of support from various stakeholders, missing policies and system misalignments, resulting in reduced research productivity. University leadership should be guided by this study and introduce active measures to encourage collaboration and dissemination of research outputs.

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Section: Literature On Professional Social Networkmentioning

confidence: 99%

The adoption of professional social networks by researchers at South African public universities

Muhongya

Maharaj

2022

S. Afr. j. inf. manag.

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“…Handbooks of educational research are a relatively recent phenomenon (see, for example, Paulsen and Perna, 2019;Wyse et al, 2016). The sudden abundance of these handbooks, with their characteristic style and structure, is quite noticeable.…”

Section: Handbooks Of Educational Researchmentioning

confidence: 99%

“…They are structured around the assumption that there is a linear process of research, an assumption partly reinforced by the desire to help research students quickly grasp the substance of the field and to embark on their own research following these patterns. The BERA/SAGE Handbook of Educational Research (Wyse et al, 2016), for example, comprises six parts, each with a few chapters as sub-categories. They all together identify tasks to be undertaken at each stage.…”

Section: Handbooks Of Educational Researchmentioning

confidence: 99%

Poetics of the Encyclopaedia: Knowledge, Pedagogy and Research Today

Lee¹

2020

Journal of Philosophy of Education

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This paper explores ways in which Roland Barthes' discussion of the encyclopaedia provides us with resources for thinking about education and research practice today. What Barthes addresses in his essay 'The Plates of the Encyclopedia' is a particular encyclopaedia, the Encyclopédie produced by Denis Diderot and Jean le Rond d'Alembert, which was published in France between 1751 and 1772. This is commonly referred as the first of a form that we recognise as the encyclopaedia today. I begin with Barthes' analysis and critique of the Encyclopédie. Barthes, writing in 1964, engages with the Encyclopédie as an iconic product of its time, seeing it as conditioned by and, in effect, reinforcing a particular way of experiencing the world. Next, I consider ways in which a parallel critique is pertinent today. I explore some current examples of encyclopaedic form in relation to education and educational research. The purpose of this is to examine the interplay between particular cultural products and their society, in which not only certain types of knowledge but also a certain conception of knowledge are produced and reinforced. So, it will not be the purpose of this paper to provide direct analysis or critique of the Enlightenment, or to provide a historical account of knowledge. Rather, what I am interested in is problematising a particular understanding of language and knowledge that arises through these cultural products, particularly with regard to educational inquiry. This lays the way for thoughts expressed by Gilles Deleuze and Félix Guattari in What is Philosophy? which, as I shall try to show, are of help in furthering the analysis of the dominant research culture's use of such products and in imagining the task of education and research differently.

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“…One expression of this is the increasing number of 'Educational Research' methods books aimed at students, researcher and practitioners (e.g. Wyse et al, 2017). Whilst in many ways this might be read as a success story, the rise of education as a discipline in its own right raises important questions about its relationship to other disciplines, most notably sociology, history, and philosophy, that have provided researchers with a rich set of methodological and theoretical resources to draw upon.…”

Section: Background To the Journalmentioning

confidence: 99%

Revistas de investigación educativa: una visión parcial desde el Reino Unido

Baker¹,

Connolly

2018

REP

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This paper is about educational research journals in general and the British Educational Research Journal in particular. In this paper, we discuss some of the aims of educational research journals and several the challenges facing them; we also identify various ways in which journals could consider doing things differently. Two issues are of particular significance. The first is about the accessibility of educational research in an era of rapid technological change and the rise of Open Access publication models. The second is to do with the mission of education journals in relation to long-standing and pervasive educational inequalities.1 A few points of clarification are in order before we go any further. We were invited to write this article as co-editors of the British Educational Research Journal (BERJ). BERJ is the flagship of the British Educational Research Association. We co-edited the journal along with colleagues at Cardiff University for five years. As of early 2018 we are now the ex-editors 1 . Our views in this paper are our own, and don't reflect either this views of BERA or BERJ.

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The BERA/SAGE Handbook of Educational Research: Two Volume Set

Cited by 15 publications

References 0 publications

The adoption of professional social networks by researchers at South African public universities

The adoption of professional social networks by researchers at South African public universities

Poetics of the Encyclopaedia: Knowledge, Pedagogy and Research Today

Revistas de investigación educativa: una visión parcial desde el Reino Unido

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