Reference : An Evolving International Research Collaboration Network: Spatial and Thematic Develo...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences; Computational Sciences
http://hdl.handle.net/10993/48465
An Evolving International Research Collaboration Network: Spatial and Thematic Developments in Co-Authored Higher Education Research, 1998–2018
English
Fu, Yuan Chih [National Taipei University of Technology]
Marques, Marcelo [Hertie School of Governance, Berlin]
Tseng, Yuen-Hsien [National Taiwan Normal University]
Powell, Justin J W mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Baker, David mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) > ; Pennsylvania State University]
2022
Scientometrics
Akademiai Kiado
127
Yes (verified by ORBilu)
International
0138-9130
1588-2861
Dordrecht
Hungary
[en] higher education research ; higher education ; international collaboration ; social network analysis ; bibliometrics ; content analysis ; networks ; topic modeling
[en] Co-authored research articles in the disciplinarily heterogeneous field of higher education have dramatically increased in this century, largely driven, as in other fields, by rising international co-authorships. We examine this evolving international collaboration network in higher education research over two decades. To do so, we apply automated bibliometric topic identification and social network analysis of 9,067 papers in 13 core higher education journals (1998–2018). Remarkable expansion in the volume of papers and co-authorships has, surprisingly, not resulted in a more diverse network. Rather, existing co-authorship patterns are strengthened, with the dominance of scholars from a few Anglophone countries largely maintained. Researchers globally seek to co-author with leading scholars in these countries, especially the US, UK, and Australia—at least when publishing in the leading general HE journals based there. Further, the two-mode social network analysis of countries and topics suggests that while Anglophone countries have led the development of higher education research, China and Germany, as leading research-producing countries, are increasingly influential within this world-spanning network. Topically, the vast majority of co-authored papers in higher education research focuses on individual-level phenomena, with organizational and system-level or country-level analysis constituting a (much) smaller proportion, despite policymakers’ emphasis on cross-national comparisons and the growing importance of university actorhood. We discuss implications thereof for the future of the multidisciplinary higher education field.
Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES)
BMBF
Q-KNOW
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/48465
10.1007/s11192-021-04200-w

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