BRICS countries and scientific excellence: A bibliometric analysis of most frequently cited papers.

Autor/inn/en	Bornmann, Lutz; Wagner, Caroline; Leydesdorff, Loet
Titel	BRICS countries and scientific excellence: A bibliometric analysis of most frequently cited papers.
Quelle	In: Journal of the Association for Information Science and Technology, 66 (2015) 7, S. 1507-1513 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2330-1635; 2330-1643
DOI	10.1002/asi.23333
Schlagwörter	Bildungsforschung; Forschung; Nord-Süd-Beziehung; Schwellenland; Wissenschaft; Erfolgsbilanz; Wissenschaftliche Publikation; Wissenschaftliche Zeitschrift; Zitatenanalyse; Bibliometrie; Brasilien; China; Indien; Russland; Südafrika (Staat)
Abstract	"The BRICS countries (Brazil, Russia, India, China, and South Africa) are notable for their increasing participation in science and technology. The governments of these countries have been boosting their investments in research and development to become part of the group of nations doing research at a world-class level. This study investigates the development of the BRICS countries in the domain of top-cited papers (top 10% and 1% most frequently cited papers) between 1990 and 2010. To assess the extent to which these countries have become important players at the top level, we compare the BRICS countries with the top-performing countries worldwide. As the analyses of the (annual) growth rates show, with the exception of Russia, the BRICS countries have increased their output in terms of most frequently cited papers at a higher rate than the top-cited countries worldwide. By way of additional analysis, we generate coauthorship networks among authors of highly cited papers for 4 time points to view changes in BRICS participation (1995, 2000, 2005, and 2010). Here, the results show that all BRICS countries succeeded in becoming part of this network, whereby the Chinese collaboration activities focus on the US." [Abstract: Site editor's information].
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/4