工作综合学习和未来研究的趋势领域:系统文献综述和文献计量分析

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Buddhini Amarathunga
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引用次数: 0

摘要

目的 本研究旨在通过系统的文献综述和文献计量分析,从概念和技术上研究有关工 作一体化学习(WIL)的文献。本研究涉及八个不同的研究问题:(1) 所提取的有关工作综合学习的文献的描述性特征,(2) 工作综合学习领域的出版物趋势和主题演变,(3) 有关工作综合学习的最相关和影响最大的来源,(4) 有关工作综合学习的全球引用最多的文章、(5) 与 WIL 相关度最高、影响最大的作者,(6) 与 WIL 相关度最高的国家,(7) 布拉德福德散射定律和洛特卡科学生产力定律的成果,(8) WIL 领域未来研究的趋势性研究途径。本研究采用系统文献综述(SLR)和文献计量分析绘图技术,分析了从 Scopus 数据库中提取的 1,295 篇文章。研究结果研究结果表明,西欧语言学是一门稳步发展的学科,从 2002 年到 2023 年(7 月),其科研成果年增长率为 23.28%。澳大利亚、南非和加拿大的累计科研成果表明,它们是 WIL 领域最有成果的国家。关键词分析的主题图为未来 WIL 领域的研究人员提出了几个新兴的研究方向,包括教育、反思性实践、课程、就业技能、留学生、学习和自我效能。本研究的结论对毕业生、大学、雇主、高等教育产业、政策制定者、监管者和更广泛的社会都具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Work integrated learning and trending areas for future studies: a systematic literature review and bibliometric analysis

Purpose

This study intends to conceptually and technically examine the literature on work integrated learning (WIL) through a systematic literature review and bibliometric analysis. The present study addresses eight distinct research questions: (1) descriptive features of the extracted literature on WIL, (2) publications trends and thematic evolution in the field of WIL, (3) the most relevant and high-impact sources on WIL, (4) the most global cited articles on WIL, (5) the most relevant and high-impact authors on WIL, (6) the most relevant countries on WIL, (7) outcomes of Bradford’s Law of Scattering and Lotka’s Law of Scientific Productivity and (8) trending research avenues for future studies in the field of WIL.

Design/methodology/approach

The present study employed systematic literature review (SLR) and bibliometric analysis mapping techniques to analyze 1,295 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.

Findings

The findings reveal that WIL constitutes a steadily expanding subject discipline, showcasing a notable 23.28% annual growth in scientific production spanning from 2002 to 2023 (July). Australia, South Africa and Canada emerged as the most productive countries within the field of WIL, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning avenues for future researchers in the WIL domain, including education, reflective practices, curriculum, employability skills, international students, learning and self-efficacy.

Originality/value

This study contributes to the WIL discourse by providing a comprehensive literature review. The present study’s findings hold significance for graduates, universities, employers, the higher education industry, policymakers, regulators and the broader community.

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来源期刊
Asian Education and Development Studies
Asian Education and Development Studies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
7
期刊介绍: Asian Education and Development Studies (AEDS) is a new journal showcasing the latest research on education, development and governance issues in Asian contexts. AEDS fosters cross-boundary research with the aim of enhancing our socio-scientific understanding of Asia. AEDS invites original empirical research, review papers and comparative analyses as well as reports and research notes around education, political science, sociology and development studies. Articles with strong comparative perspectives and regional insights will be especially welcome. In-depth examinations of the role of education in the promotion of social, economic, cultural and political development in Asia are also encouraged. AEDS is the official journal of the Hong Kong Educational Research Association. Key topics for submissions: Educational development in Asia, Globalization and regional responses from Asia, Social development and social policy in Asia, Urbanization and social change in Asia, Politics and changing governance in Asia, Critical development issues and policy implications in Asia, Demographic change and changing social structure in Asia. Key subject areas for research submissions: Education, Political Science, Sociology , Development Studies .
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