![]() ![]() ![]() Increased ( Gazni et al., 2012 Henriksen, 2018), including in the field of Education and Educational Research ( Bond, Zawacki-Richter, & Nichols, 2019 Henriksen, 2016), the number of publications arising from international collaborations within this field has not increased at quite the same ![]() Whilst co-authored Social Science publications have ![]() In the field of educational research, prior to the COVID-19 pandemic. This article seeks to add to the body of knowledge on IRC, by focusing on researcher perceptions based on self-reported practice In co-authored publications ( Chen et al., 2019 Kumar & Ratnavelu, 2016) rather, further data needs to be considered alongside co-authorship ( Hall et al., 2018 Kahn, 2018), and in particular, studies are required that explore researcher perceptions and practices ( DeHart, 2017 Henriksen, 2018 Wöhlert, 2020 Yemini, 2019). Whilst co-authorship is a popular and accepted measure of research collaboration, not all research collaborations result Despite this, the very nature and definition of (international) research collaboration, alongside its measurement, hasīeen contested (e.g., Bardakcı et al., 2018 Bu et al., 2018 Macfarlane, 2017). It has become even more important in light of the 2020 Coronavirus pandemic, with the extent to which countries have beenĪffected by COVID-19, found to increase the likelihood of international collaboration ( Lee & Haupt, 2020), as well as a greater increase of internationally co-authored science and engineering research on COVID-19, than those arisingįrom IRC in the past ( Lee & Haupt, 2020). In international co-authorship found across a range of contexts (e.g., Abramo et al., 2019 Gazni et al., 2012). 149), with a growing number of studies in the field of bibliometrics and scientometrics in particular, and increases International research collaboration (IRC) has become “one of the hottest topics in recent years” (Chen et al., 2019, p. Se ofrecen sugerencias para políticas institucionales de IRC, junto con consideraciones para investigadores centrados en las fases iniciales de la carrera profesional. Se han identificado cuatro fases de la IRC, junto con una serie de factores relevantes que podrían informar la preparación futura en gestión de proyectos. Los resultados indican que los beneficios que reporta la IRC son más relevantes que las barreras, y que el trabajo en red, así como aprender de los demás, afloran como dos de los motivos más importantes para llevar a cabo la IRC. El objetivo de este estudio Delphi en tres rondas, llevado a cabo antes de la pandemia, consistía en explorar por qué y cómo ponen en práctica la IRC los académicos en el campo de la educación. Las reflexiones sobre los factores que afectan a la IRC, al igual que una tecnología eficaz que se pueda usar en el marco de la IRC, han adquirido ahora una importancia vital debido a la aparición de la COVID-19. La colaboración (internacional) en investigación (IRC) está considerada como uno de los aspectos más importantes de las carreras académicas y, si bien se vincula a menudo a la coautoría, las investigaciones acerca de las percepciones y prácticas académicas son escasas. Suggestions for institutional IRC policy are provided, as well as considerations for early career researchers. Four stages of IRC were identified, alongside a range of influencing factors, which could inform future project management training. The results indicate that the benefits of IRC are more relevant than the barriers, and that networking with and learning from others are two of the most important reasons for conducting IRC. The aim of this three-round Delphi study, conducted prior to the pandemic, was to explore why and how academics conduct IRC in the field of Education. Reflections on factors affecting IRC, as well as effective technology for use in IRC are also now particularly vital, due to the outbreak of COVID-19. (International) research collaboration (IRC) is considered one of the most important aspects of academic careers and, although it is often linked to co-authorship, investigations of academic perceptions and practices are rare. ![]()
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