Jason A. Colquitt, David M. Long, Richard J. Gentry
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Syllabus Share: A New Metric for Gauging Journal Status
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.
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.