Exploring invisible scientific communities. Studying networking relations within an educational research community. A Finnish case.

Autor/inn/en	Tuire, Palonen; Erno, Lehtinen
Titel	Exploring invisible scientific communities. Studying networking relations within an educational research community. A Finnish case. Gefälligkeitsübersetzung: Das Aufspüren verborgener Wissenschaftsgemeinschaften. Untersuchung von Netzwerkbeziehungen innerhalb einer Bildungsforschungsgemeinschaft.
Quelle	In: Higher education, 42 (2001) 4, S. 493-513Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 46; Abbildungen 3; Tabellen 4
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1023/A:1012242009758
Schlagwörter	Bildungsforschung; Kommunikation; Soziale Kompetenz; Wissenschaftskooperation; Hochschulkooperation; Wissenschaftliche Kommunikation; Hochschule; Defizit; Kooperation; Netzwerk; Wissenschaftliche Publikation; Wissenschaftspublizistik; Wissenschaftler; Ausland; Finnland
Abstract	The present study focused on making invisible colleges of educational science in Finland visible through analysing networking relations between scientific research communities. The study aims at developing methods to analyse the intensity and focus of social collaboration between educational research groups in order to understand internal relations of scientific discipline and support scientific evaluation with information about participation and informal communication beyond quantity of published products. Informal and formal networking connections of the professors of education in Finland were examined by using different methods of social network analysis. The results of the study revealed that the informal information flow between professors of education concentrated within universities whereas more formal collaborative relations (e.g. citations) cross boundaries between universities. The educational research was structured as three distinct invisible colleges (learning researchers, research on teaching, and the sociology of education). Furthermore, the professors differed considerably in terms of informal collaborative relations and citations. Only a few central actors dominated educational research in receiving the majority of the citations, whereas some professors appeared to be completely isolated from other educational research network. We conclude that social network analysis opens up a new promising perspective, which can be used in analysing and assessing different branches of science. (HRK/Abstract übernommen).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg; Hochschulrektorenkonferenz, Bonn
Update	2003_(CD)