传播学研究的学术生产力：五年回顾（2017-2021）

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2023-01-02 DOI:10.1080/03634523.2022.2160473

Darrin J. Griffin, Zachary W. Arth, San Bolkan, James N. Gilbreath, Mackenzie P. Pike, Samuel D. Hakim

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引用次数: 0

摘要

本研究分析了传播学领域24种期刊2017-2021年的数据，以确定规范和例外的出版率。这些数据是用传统的全计数方法来确定研究参与的，方法是在研究出版物上均等地给每个作者分配荣誉。此外，我们通过使用加权分数计数(WFC)来根据作者顺序和出版物中列出的作者数量分配信用，从而检查数据以确定个人研究贡献。结果表明，在我们的期刊样本中，大多数学者发表的频率较低。五年来，我们样本中的平均发表率为每位活跃作者发表1.62篇文章，平均WFC为0.72。结果还包括我们领域核心期刊的指标，活跃学者平均发表1.47篇文章，WFC为0.49。结果将根据机构期望进行讨论。

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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Scholarly productivity in communication studies: a five-year review (2017–2021)

ABSTRACT This study examined data from the years 2017–2021 in a sample of 24 journals in communication studies to determine normative and exceptional rates of publication. These data were examined using the traditional full counting method to determine research participation by assigning credit to each author, equally, when listed on a research publication. In addition, we examined the data to determine individual research contribution by using a weighted fractional count (WFC) to assign credit based on author order and the number of authors listed on a publication. Results indicated that most scholars in our sample of journals publish infrequently. Across five years, average rates of publication in our sample stand at 1.62 publications per active author with an average WFC of .72. Results also include metrics for central journals in our field where active scholars average 1.47 publications with a WFC of .49. Results are discussed in terms of institutional expectations.

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues