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Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Global science is more networked and connected than ever before. The rise of research collaborations occurs not only in the established Euro-American science systems that hold 'central' nodes in the globally networked science, but also in other parts of the world as science systems pluralise and multipolarise. Yet, research collaborations between traditionally non-central science systems are understudied. This paper examines factors leading to increased research collaborations between scientists in China and Turkey, two "traditionally" non-central science systems. A multiple regression analysis was conducted using an original dataset of 2256 collaborative papers and 605 China-based and Turkey-based scientists. The analysis reveals the statistically significant role of in-person mobility to the other system in increasing research collaborations. Additionally, being male instead of female and working in a university instead of a research institute are statistically significant predictors of increased research collaborations. The paper adds further nuances to the literature, suggesting that having obtained a PhD abroad or being in a large city may not lead to increased collaborations among traditionally non-central systems, although they may increase international collaborations at the conflated global level.

Higher education informatization (HEI) is an interdisciplinary field that examines the use and integration of information and communication technologies (ICTs) in higher education. This paper provides a bibliometric and visual analysis of the research trends, patterns, and topics in this field. Using the Web of Science database, the authors selected and analyzed 199 SCI and SSCI papers on HEI published from 2000 to 2023 by VOSviewer and CiteSpace software. The results indicate that the publication volume of HEI research has grown significantly in recent years. The author network shows the collaboration and contribution of different researchers and institutions, while the journal network reveals the multidisciplinary nature and scope of the field. The keyword network and the burst keyword analysis identify the main research themes and the emerging hot topics in HEI. The co-citation network of sources illustrates the theoretical and methodological foundations and influences of the field. The paper concludes with some implications and suggestions for future HEI research.

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

The International Virtual Exchange Project (IVEProject) has been connecting students across multiple countries through asynchronous forums on a large scale since 2015. However, considering the variety of virtual exchange methods and the advantages they bring to the field of foreign language learning, there is an increased need to explore the pedagogical possibilities of combining asynchronous and synchronous modalities, particularly across multiple institutions and countries. This short article reports on a pedagogical innovation which involved adding synchronous sessions conducted over Zoom to the asynchronous IVEProject forums. The authors arranged eight weekly Zoom meetings in which students from China, India, Japan, Jordan, Palestine, Türkiye and Syria participated in May-July, 2021. After the final session, a survey was administered to participating students and their teachers to explore their experiences. The results show that the majority of students appreciated and benefitted from the opportunity to communicate synchronously with peers from other countries. The paper also reflects on the benefits and challenges of combining synchronous sessions alongside the asynchronous IVEProject forums, aiming to derive lessons learned from this project in the hope that this will aid future EFL instructors in creating engaging virtual exchange projects which involve participants from multiple cultures and countries.

There is no special university entrance exam for gifted students in Turkey. Their only option is to complete the standard university entrance exam at the end of their final year in high school. This system of entrance exams does not benefit gifted students. Other universities around the world support such students in the following two ways: through honor programs and early college entrance systems. This paper examines these two types of programs that support gifted students, and it employs a cross-cultural comparison between Turkey and the United States, China, and Finland. Furthermore, the paper proposes a multi-step model for educating gifted students and for improving the university entrance exam process. The new type of entrance exam that we propose could be employed in Turkey to support gifted students entering university. By implementing the proposed university entrance system, gifted students will become more effective in life for themselves as well as society.

In this paper, the author analyzes 89 studies published from 1990 through 2020 that focused on literacy preservice teachers' involvement in action research as part of learning to teach. In doing so, the author provides an example of why critical reflexivity is necessary in qualitative literature review methods. The author relies on a social practice view of race and uses activity theory to answer the questions: How have researchers considered race as a factor in research on literacy preservice teacher education? How can preservice teachers' experience with research be (re)designed to help develop their racial literacy? Findings demonstrate that in the reviewed studies, 51% of researchers addressed preservice teachers' race, and 34% addressed K-12 students' race. Far fewer studies, however, acknowledged their own race or that of field supervisors and mentor teachers, which ultimately minimized their roles. Findings also emphasize four design principles for literacy teacher education programs that aim to include research: collaboration between K-12 partners and universities; selective teacher educator scaffolding; engagement with diverse communities; and extensive time spent as part of the pathway toward racial literacy. The implications and uses of an existing literature base that reflects shifting reporting standards related to race are also examined.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

This paper reports a phenomenographic study exploring diverse understandings and experiences of teacher leadership among 12 members of the International Study of Teacher Leadership research team comprised of 20 academics located in 10 countries. Mind mapping and semi-structured, online interviews were used to explore the ways that the participants related with the phenomenon of interest: 'teacher leadership'. Phenomenographic analysis of interview artefacts revealed nine qualitatively different conceptions of teacher leadership in the study's outcome space across three broad domains: A: The school, school community and formal education system; B: The teacher leader's professional self; C: The broader historical, socio-political and global contexts of teacher leadership. In addition to providing a 'touchstone' for the team's ongoing research, these findings serve as an experiential framework for thinking about teacher leadership, potentially encouraging more inclusive, more complete and richer understandings of the phenomenon.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.

Although the importance of developing students' academic literacies has been well-established, academic oracy has been forgotten. There is a paucity of attention to oracy in higher education, despite the key role played by students' oral communication in academic achievement and graduate employability. This study offers a scoping review of the international scholarly literature that does exist, to explore how oracy has been framed and discussed in higher education, and whether connections have been made with the equity agenda to widen participation to traditionally under-represented groups. Following Arksey and O'Malley's framework for scoping studies, the 31 papers reviewed suggest that oracy is framed in disparate ways, reflecting disconnected understandings of the range, breadth and possibilities for oracy teaching. An oracy as product perspective prevails in the studies, with oracy predominantly explored through monologic, monoglossic activities, assessments, and graduate attributes. The review has highlighted the need to recognise an "oracy for learning" perspective; to establish shared understandings of the features of oracy; and to embed the teaching of oracy practices that support all students, regardless of linguistic and educational background, within their disciplinary learning.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

This paper reports on the first stage of an international comparative study for the project "'Digital educational architectures: Open learning resources in distributed learning infrastructures--EduArc,'" funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face.

Few studies have been conducted at the tertiary level on Content and Language Integrated Learning (CLIL). The current study aims to gather and share preliminary data concerning CLIL in higher education at several universities in different countries. A questionnaire and brief description of the project and its objectives were emailed to all teachers at a Spanish university listed as having taught content courses in English in the last academic year, and to all the Language Center directors within the network with instructions to pass the questionnaire along to the CLIL teachers at their respective universities. The questionnaire was answered by 168 teachers, with 79% of responses (n = 133) coming from four universities in Spain, Malaysia, People's Republic (P.R.) of China, and Turkey. The questionnaire results were exported to Excel and analyzed using statistical software. This preliminary phase of the research project, in which quantitative data has been analyzed, shows that CLIL teachers are intrinsically-motivated, language proficient, and aware of the need to adapt material to the bilingual classroom. In the next, qualitative phase of the project, issues regarding English language assessment, use of L1 in the classroom and scaffolding will need to be analyzed in depth in order to propose guidelines for future good practices and bilingual teacher training. [This paper was presented at the "Jornadas Internacionales de Innovación Universitaria" ("JIIU") (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).]

This paper explores faculty's perspectives and use of open educational resources (OER) and their repositories across different countries by conducting a multiple case study to find similarities and differences between academics' awareness, perceptions and use of OER, as well as examining related aspects of institutional policy and quality that may influence individual views. Data were collected through nine expert reports on each country studied (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain and Turkey) and were analyzed through qualitative content analysis using thematic coding. Findings show the impact on individual OER adoption with regard to the individual control of diverse factors by faculty members; of institutional policies and quality measures on the externally determined factors (by the institution); and of institutional professional development and provision of incentives in more internally determined factors (by the faculty members themselves). These findings carry implications for higher education institutions around the world in their attempt to boost OER adoption by faculty members.

Purpose: The purpose of this paper is to provide a systematic review of studies on antecedents of the corporate reputation of higher education institutions (HEIs) from the perspectives of employees. Design/methodology/approach: The approach is an examination of previous literature on antecedents of corporate reputation in HEIs, published between 2010 and 2020. Findings: The findings show that general and specific factors of corporate reputation in HEIs are being employed as strategic tools to survive the competitive nature of the higher education landscape. Originality/value: Factors of corporate reputation in HEIs from the perspectives of employees are an understudied area with little academic literature available.

Drawing on data gathered from British Council seminars in Hong Kong, Tokyo and Dubai on "Absent Talent: Women in Research and Academic Leadership" (2012-2013), this paper discusses academic women's experiences and explanations for women's under-representation as knowledge leaders and producers in the global academy. Participants from South and East Asia, the Middle East, North Africa, Australasia and Europe shared experiences and identified desires for future action in the form of a "Manifesto for Change." The paper combines empirical data on enablers, impediments and attractions with consideration of debates on women's exclusions and disqualifications from academic leadership and knowledge production. A key question is whether women are desiring, dismissing or being disqualified from senior leadership positions in the global academy.

Using a transnational framework, this paper focuses on four graduates of Gipsy Hill Training College (GHTC) for nursery school teachers in London, United Kingdom, in the early to mid-twentieth century. Firstly, I explore GHTC's progressive ideals and highlight ways in which its principal, Lillian de Lissa, encouraged students to "think internationally". She was especially proud that a handful of students from countries such as China, Turkey and Canada studied at Gipsy Hill. These included Nevin Nouri and Bek Keng Chui, whose experiences are explored in the second section of the paper. Likewise, British graduates "who carried Gipsy Hill to the ends of the earth" featured prominently in the college magazine, the "Gipsy Trail". Finally, I examine reports from Marjorie Sanders and Barbara Boal for the ways in which they represented their lives and work overseas to readers of the "Gipsy Trail". Together, de Lissa and GHTC graduates constructed the college as a progressive educational institution whose influence transcended national boundaries. However, they exposed a range of social divisions in their portrayals of people and places "in the uttermost parts of the earth" in the process of articulating their ideals. (Contains 63 footnotes.)

Background: Over the past few decades, higher education institutions worldwide have experienced substantial changes, including: massification, internationalisation and increasing demands for exceptional instructional quality and research quantity in environments that have also seen heightened competition for students, faculty and resources. Accordingly, these changes have contributed to a highly demanding academic employment climate that pose challenges for personal and professional development in post-secondary faculty (i.e. university or college research and teaching academics), as well as potential negative impacts on student learning and, ultimately, institutional productivity. Purpose: Given the emergent nature of scattered existing research on faculty burnout, the present paper attempts to synthesise and critically examine published empirical findings concerning the various correlates, antecedents and outcomes of faculty burnout as informed by the Job Demands-Resources model (Demerouti et al. 2001). Design and method: Existing empirical research on faculty burnout was identified through a rigorous search of English language, peer-reviewed articles across relevant databases (e.g. ERIC, Psycinfo, Scopus) resulting in 36 quantitative, cross-sectional studies, satisfying detailed a priori inclusion criteria. Results: The review revealed multiple themes across studies with respect to mixed effects of demographic background factors on burnout levels, as well as clear detrimental effects of adverse job demands (e.g. workload, task characteristics, value conflict) and lack of resources (e.g. social support, rewards, control) on faculty burnout. Additionally, both personal characteristics (e.g. motivation, optimism) and stressors outside the workplace (e.g. family stressors and lack of support) were found to contribute significantly to faculty burnout, with greater burnout, in turn, having consistent adverse consequences for performance and commitment (e.g. reduced work activities, turnover intentions) as well as psychological and physical health (e.g. ill health, depression) in faculty. Conclusions: The findings presented underscore the importance of faculty burnout and the challenges it presents in terms of faculty well-being as well as student development and institutional performance. Findings also provide further insight into the ways in which intervention efforts and resources targeting faculty burnout may prove effective.

Purpose: This study aims to find evidence of the HEdPERF scale use for measuring the perceived service quality from the perspective of students in higher education institutions (HEIs) worldwide. Design/methodology/approach: A systematic review of the literature was conducted to find evidence of the scale use in articles published between January 2005 and May 2017, according to databases Emerald, SciELO, Scopus, Web of Science, and Wiley Online Library. The articles were searched on the databases on Jun 17, 2017 and at the end of the selection of articles, were kept 12 distinct documents. Findings: The articles found pointed towards classic SERVQUAL and SERVPERF scales as being well substantiated for measuring perceived service quality. The HEdPERF scale was applied in articles about perceived service quality in HEI in studies in Brazil, China, Croatia, India, Malaysia, Portugal, Sri Lanka and Turkey. Originality/value: The paper attempts to gather some articles on the measurement of service quality in higher education institutions, by the HEdPERF scale use. This study indicates that SERVPERF scale can also be an appropriate model to measure service quality in HEI context, that is, it is not yet possible to defend a single instrument as a standard for this purpose.

Purpose: In what may be the first study of its kind in business and entrepreneurship, the purpose of this paper is to compare faculty and student perceptions and beliefs about entrepreneurship motives and barriers and student aspirations in order to explore implications for entrepreneurship education (EE). Design/Methodology/Approach: The authors survey 3,037 students and faculty in the USA, China, India, Turkey, Belgium, and Spain, focusing on perceptions of entrepreneurship motives and barriers. Factor analysis organizes data for comparisons and regressions. Findings: The authors find significant faculty-student differences in views of entrepreneurship motives and barriers, university environments, and student aspirations. An especially important finding is that, across six countries with widely varying cultures, economies, and entrepreneurial environments, students consistently see themselves as more entrepreneurial than the faculty perceive. Research Limitations/Implications: Limitations include sample size and self-reporting. The authors also have focused on the significance of differences in perceptions, not on whether faculty or student perceptions are correct. A major implication of the study is that EE curricula need to be assessed in terms of their impact on the self-confidence, risk aversion, and entrepreneurial disposition of students. Originality/Value: The authors shine light on an overlooked topic--faculty-student perceptual alignment--to stimulate research and strengthen EE, especially regarding students' self-confidence and views of failure and risk.

Purpose: This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development. Design/methodology/approach: Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the authors in other cultural contexts including Brazil, China, India, South Africa and Turkey. Findings: Six pedagogic practices were perceived as effective by students and generate learning outcomes desired by faculty: authentic problems, learning cycles, shared inquiry, transdisciplinarity, exploration and engagement. Practical implications: The pedagogy was effective, especially the engagement pedagogy in which students interviewed peers, professionals, residents and others in China. Originality/value: These learning outcomes and pedagogies have been studied before, but not in this particular combination or as applied to a mix of business, non-governmental organization and government mid-career professionals seeking professional development in leadership for sustainable development.

In the context of open-access (OA) academic publishing, the mounting pressure cross global academe to publish or perish has spawned an exponentially growing number of dodgy academic e-journals charging high fees to authors, often US$300-650, and even triple that amount, promising super-fast processing and publication open-access (OA) online. Jeffrey Beall (Scholarly Open Access, http://scholarlyoa.com) has characterized this phenomenon as "predatory OA publishing," since it is oriented largely to extorting a high fee from authors. This exponential growth in start-up cyber-journals galore of questionable quality and dubious upstart origin is driven largely by the globalization of Euro-Atlantic research cultures into the Global South and lower-income economies everywhere, part of the now rapid internationalization of scientific research (Jha 2011) and "researching under the audit" (Illner 2011: 70), and is potentially a form of "academic racketeering." It tends to attract and exploit lesser-privileged academics, often on "knowledge production peripheries." They are a segment of a hugely expanding global constellation of researchers, in some ways a "research proletariat" (Harvie 2000), many of whom can can least afford the "cyber-services" of these start-up, fee-gouging OA journals. Yet researchers anywhere, including doctoral students and others in an "academic precariat," may be lured to publish there, given a turnaround time of three weeks from submission to acceptance and publication often offered and implemented (Stratford 2012). A certain kind of "market cynicism" (Power 2010) may take hold, where young academics are forced to think of themselves largely in economic terms and the "price" of quick dubious publication. In essential ways, the phenomenon of predatory academic journals is also part of the largely ex-colonial and subalternized "academic periphery striking back" against that Eurodominance of research cultures, involving basic contestations about asymmetrical power and representation and the geopolitics of hegemonic and subaltern knowledge production and dissemination on a global scale, the "coloniality of power/knowledge" (Quijano 2000; Grosvoguel 2008; Jaramillo 2012) within the changing face of biopolitical production and the emergence of a new "common" (Hardt 2010; Hardt & Negri 2009) inside globalized immaterial capitalist production. Racist subtexts about "academic scams based in Africa and South Asia" need to be confronted and avoided. In resisting trends toward corporate, high-cost Western-dominated academic publication, cost-free OA knowledge publication paradigms need to be expanded in the (re)appropriation of a "knowledge commons" under late capitalism. These include arXiv.org, journals like JCEPS, the Forum Qualitative Sozialforschung/Qualitative Social Research (bit.ly/xjc0mD), and more than 7,000 others associated with the Directory of Open Access Journals (www.doaj.org) -- in the spirit of the Imaginary Journal of Poetic Economics (bit.ly/zPYYFJ) and the work of the Public Knowledge Project (http://pkp.sfu.ca), Open Journal Systems (tinyurl.com/2ydklr), SciELO (http://socialsciences.scielo.org/) in Latin America--and other initiatives for "Green OA" in open-access repositories elsewhere. These OA needs to be reconceived in the struggle for a "communism of the common" (Hardt 2010: 140). That re appropriation and its self-organization should become a main goal in confronting and dismantling the regime of monopolistic knowledge control today by giant "knowledge enclosure" corporations like Thomson-Reuters, Springer and Wiley. A key aim of the present paper is to spotlight these "predatory" journals and urge further empirical research. Despite the huge amount of largely bourgeois analysis of OA, there is very scant critical inquiry into such academic journals and their burgeoning conglomerates.

While there is a considerable body of literature that presents the results of citation analysis studies, most researchers do not provide enough detail in their methodology to reproduce the study, nor do they provide rationale for methodological decisions. In this paper, we review the methodologies used in 34 recent articles that present a "user study" citation analysis with a goal of informing collection management. We describe major themes and outliers in the methodologies and discuss factors that require careful thought and analysis. We also provide a guide to considerations for citation analysis studies, so that researchers can make informed decisions.

In the field of English medium instruction (EMI), multilingual research approaches are crucial to carrying out effective and ethically responsible research, because EMI policies and practices are inherently multilingual. This paper is a partial replication study that adopts a 'researching multilingually' analytical framework to interrogate the challenges and affordances of using multiple languages during two EMI research projects. In the project in Turkey, the lead researcher, who is an English-Turkish bilingual, analysed policy documents (n = 145) and interview data (n = 67) drawing on her knowledge of both languages. Additionally, 85 EMI classroom observations were conducted. In the project in China, the research team of two L1 English speakers and two L1 Chinese speakers investigated 93 bilingual policy documents and conducted interviews with 26 policy arbiters by drawing on both languages during data collection and analysis. Together, these reflections highlight how multilingual approaches can be utilised throughout the research process, from team formation, research design, data collection, data analysis, and presentation of findings in research reports. [ABSTRACT FROM AUTHOR]

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