Syllabus Share: A New Metric for Gauging Journal Status

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Management Education Pub Date : 2023-10-31 DOI:10.1177/10525629231205484

Jason A. Colquitt, David M. Long, Richard J. Gentry

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引用次数: 0

Abstract

Discussions about the status of scholarly journals in management have tended to revolve around impact factor and standing on relevant lists—cues whose validity has been oft-debated. We introduce a new metric for gauging the status of scholarly journals. Syllabus share represents the proportion of doctoral seminar syllabi comprised of articles from a given journal. We introduce this metric by drawing on a content analysis of 179 management doctoral syllabi (90 micro seminars, 89 macro seminars) from 53 business schools in North America, Europe, and Asia. Our results showed that syllabus share was distinct from impact factor and standing on relevant ranking and advisory lists. Moreover, syllabus share was correlated with perceptions of journal status on the part of both junior and senior scholars. Syllabus share provides a more continuous view of journal status (in contrast to lists) while allowing results to be contextualized (in contrast to impact factor). Our discussion focuses on the value of syllabus share for a more pluralistic conceptualization of journal status and its contributions to the scholarship of management education.

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教学大纲分享:衡量期刊地位的新指标

关于学术期刊在管理学中的地位的讨论往往围绕着影响因子和在相关列表上的地位——这些线索的有效性一直存在争议。我们引入了一个衡量学术期刊地位的新指标。教学大纲份额表示由给定期刊文章组成的博士研讨会教学大纲的比例。我们通过对来自北美、欧洲和亚洲53所商学院的179个管理学博士课程大纲(90个微观研讨会，89个宏观研讨会)的内容分析，引入了这一指标。我们的研究结果表明，教学大纲份额与影响因子不同，并在相关排名和咨询列表中占有一席之地。此外，教学大纲份额与初级和高级学者对期刊地位的看法相关。教学大纲共享提供了一个更连续的期刊状态视图(与列表相反)，同时允许结果上下文化(与影响因子相反)。我们的讨论集中在教学大纲分享的价值，对于期刊地位的更多元化的概念及其对管理教育学术的贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

14.30%

发文量

期刊介绍： The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.