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Bibliometric portraits of a single journal appear to be rarely taken in the field of applied linguistics. Viewed from the angles of publication, citation, and indexation, one of the journals worth a bibliometric portrait is the "Indonesian Journal of Applied Linguistics." Casting local and regional concerns on the global applied linguistics, the journal has ranked among the big five Open Access Journals in the Asiatic region since its foundation in 2011. Capturing a corpus of 426 documents by 824 authors from 144 organizations through two free bibliometric tools, i.e. "Publish or Perish" and "VOSviewer," this study portrays the journal from 2011 to 2020 through the lens of "Microsoft Academic," one of the largest yet free academic search engines and bibliographic databases. The portrait exhibits the journal's scientific productivity and quality, including the most prolific authors and their affiliations. It also depicts the co-authorship, keyword co-occurrence, self-citation, and bibliographic coupling. How some aspects such as the relative dominance of authors from the university publishing house has evolved before and after the Scopus indexation provide a more vivid portrait of the journal. It could provide not only retrospective but also prospective insights into the ongoing contribution of the journal to the big enterprise of applied linguistics.

The aim of the study is to conduct bibliometrical analysis of the published articles on environmental education. With this aim, 3979 articles published between 1973 and 2019 were reached as a result of scanning Scopus database and they were bibliometrically analyzed so that research tendencies in the last 46 years were determined. The database was scanned using "environment/environmental education" keywords and results regarding the annual distributions of the articles; the journals and the authors with the highest number of related articles; h-index scores of the authors; research collaboration networks; the articles that were cited at the highest rates; the average annual citation scores; the citation burst scores of the authors; the results for word cloud and the conceptual mapping patterns obtained were analyzed. The findings reveal that the issue started to gain popularity among scientific researchers after 2008. The journal publishing the highest number of articles on the topic is found to be "Environmental Education Research" while the researchers with the highest number of published articles belong to Kopnina, H., Bogner, F. X., and Thiengkamol, N. The researchers from Netherlands, Mexico and Israel have the highest rates of research collaborations. The related articles are found to focus mostly on sustainability education, climate change, teacher education, student's or teacher's attitudes toward environment, the level of knowledge and consciousness on environment and environmental issues. The most frequently used concept in the keywords sections of published articles is determined to be "environmental education". The findings of the study are meant to guide researchers planning to conduct further research on the issue.

Purpose: In relation to the boom in China's SCI-indexed publications, this opinion piece examines this phenomenon and looks at future possible directions for the reform of China's research evaluation processes. Design/Approach/Methods: This opinion piece uses bibliographic data for the past decade (2010-2019) from the Science Citation Index Expanded in the Web of Science Core Collection to examine the rise in China's SCI-indexed publications. Findings: China has surpassed the U.S. and been the largest contributor of SCI publications since 2018. However, while the impact of China's SCI publications is rising, the scale of this impact still lags behind that of other major contributing countries. China's SCI publications are also overrepresented in some journals. Originality/Value: Reporting the latest facts about China's SCI-indexed publications, this article will benefit the reform of China's research evaluation system.

Purpose: This review demonstrates how to position Social Sciences Citation Index (SSCI) papers reasonably in order to promote the reform and development of the system for evaluating social sciences research (E-SSR) in China. Design/Approach/Methods: This review examines the contributions made by SSCI papers after such papers became a tool in the E-SSR system in Chinese universities, and the resultant issues. This review analyzes documents pertaining to the E-SSR systems of more than 50 world-class universities with consideration to the inherent characteristics and historical mission of social sciences research in China. The findings serve as the basis from which to examine the future trends in the reform of the E-SSR system in Chinese universities. Findings: The application of SSCI papers as an E-SSR tool is not common in world-class universities. To date, the reform of the E-SSR system in Chinese universities has involved: (i) establishing a pluralistic evaluation mechanism, with equal importance placed on SSCI papers and other research achievements; (ii) emphasizing the need for caution in using SSCI papers as an E-SSR tool and instituting distinct treatments for various disciplines; (iii) reducing the importance attached to journal language and ranking, while emphasizing innovation quality and practical contributions; and (iv) establishing China's E-SSR standards in order to achieve an equilibrium between internationalization and localization. Originality/Value: This review argues that although SSCI papers constitute an indicator of E-SSR system, their importance must not be overstated. The main purpose of the E-SSR system is to facilitate the development of social sciences with a style and characteristics unique to China.

This study aims to reveal the trends in the related field by examining the researches evaluating the measurement invariance in education and psychology between 2008-2019. Accordingly, 99 articles published in three journals that were selected using the purposive sampling method among the journals indexed on Social Sciences Citation Index (SSCI) were analyzed within the scope of the study. As a result of the content analysis, in the studies investigating the measurement invariance, typical response tests were observed to be the most frequently employed tests, sample sizes often included 1501 or greater number of subjects, and data were mostly collected from students. The measurement invariance of the tests was mostly analyzed in terms of the gender variable. According to the results of the bibliometric analysis, on the other hand, only Multi-Group Confirmatory Factor Analysis was mostly conducted on the Mplus software package. In the studies, the most cited article was "Cheung and Rensvold (2002)", the author was "Cheung, G. W.", and the journal was "Structural Equation Modeling: A Multidisciplinary Journal". According to the results of the analysis, studies, references, and keywords including factor analysis were among the most commonly used group, which denotes that factor analysis has a crucial role in invariance measurement analyses.

The purpose of this study is to investigate the impact factors of special education journals in indexed in the "Education, Special (ES)" category of the Social Sciences Citation Index (SSCI) (Web of Science, WoS) as well as considering some bibliometric indicators. As an alternative metric of the journal impact factor (JIF), JIF quartiles were considered, finding that high impact factor journals (Q1) publish more papers than expected (max: 54.76% -min: 38.67%), whereas low impact factor journals (Q4) publish less papers (max: 21.28% -min: 14.97%) in the period 2014-2018. In addition, it is found that the share of self-citations among journal quartiles are almost on the same level and there is no significant relationship between the impact factor and the journal self-citation (r=0.005, p>0.05). The impact factor is strongly positive correlated (r=0.854: for 5-year JIF) with the citedness of the median journal paper and with the journal h-index (r=0.718 for 5-year JIF). Furthermore, it is found a strong positive correlation between h-index and the number of published articles in journals (r=0.723). However, even the impact factor is a valuable indicator for citations of a paper, it is still far to be the perfect indicator for the expected citations of a paper in a journal due to the high degree of skewness of the citation's distribution of papers in a journal. It has been found that citation distributions over 80% of special education journals exhibit high degree skewness (skewness>1) without significant differences by journal quartiles. During the period 2014-2018 the impact factor of the special education journals has increased linearly while the journal-self citation rates have decreased in a similar way. The results obtained for special education have been compared with other fields and compatible/incompatible situations have been discussed.

After thirty years of development, the teaching of interpreting in China has achieved a moderate scale giving the credit to the growing demand for interpreting talents, as well as the spread of interpreting teaching among universities. This study reviewed the papers on interpreting teaching research published for the past decade in China covered by Chinese Social Sciences Citation Index (CSSCI) of foreign languages and education studies, explored the quantity of publications, source journals, authors, institutions and research hotspots by CiteSpace, depicted the mapping knowledge domain and analyzed the problems of the current research. Through bibliometric analysis, it is found that (1) High-level interpreting teaching research papers are produced in limited quantities; (2) Interpreting teaching research in China has not yet formed an independent research field; (3) The traits of interpreting discipline are not obvious enough; (4) The cross-sectional research and the longitudinal study have not been widely concerned; (5) The research on the backwash effect of interpreting tests are few; (6) The research on interpreting teaching at universities of applied sciences are limited. Based on the research findings, reference for further study of interpreting teaching would be provided.

With the dissemination of knowledge in higher education, the publish or perish principle has become the norm for academics around the world to remain competitive. The Social Sciences Citation Index (SSCI) phenomenon has thus emerged in academia and been utilized as a benchmark for research excellence and tenure considerations. While research has revealed that the publish or perish principle could have a multitude of issues in higher education, little attempts have been made to explore academics' outlook on the SSCI phenomenon in a broader geographical area, particularly in the field of English language teaching (ELT). To bridge this gap, twelve ELT academics were recruited from China, Japan, South Korea, and Taiwan with an aim to explore their perceptions, attitudes, and their perceived pros and cons of the SSCI phenomenon in their own institutions. Qualitative data were collected and analyzed through an interview protocol based on a matrix analysis via phenomenology. The findings demonstrate four conceptualizations that are formed and predicated on the SSCI phenomenon. Data also evince that although these academics were recruited from different countries, the SSCI phenomenon seems to be identical with regard to how academics are evaluated for promotion and tenure at the expense of several salient practices in ELT.

This study examines Chinese universities' incentive schemes for international publication in the humanities and social sciences (HSS). It analysed 172 incentive documents collected at 116 research-intensive universities in China, including monetary bonus schemes and career-related incentives. This analysis is complemented by interviews with six senior administrators at six Chinese universities and four journal editors to explore the policy-making process and impact of incentivisation. The study found that most universities actively promoted international publications, with variations and similarities in their incentive schemes. In general, more benefits were granted for SSCI (Social Sciences Citation Index) and A&HCI (Arts and Humanities Citation Index) journal publications than domestic publications. We conclude that such incentivisation showcases the influence of western standards and global benchmarking in the internationalisation of Chinese HSS, and that the incentive schemes may create a 'Matthew Effect' enabling SSCI and A&HCI journals to flourish, while deepening the divide between these and other journals.

The purpose of this study is to investigate the impact factors of special education journals in indexed in the "Education, Special (ES)" category of the Social Sciences Citation Index (SSCI) (Web of Science, WoS) as well as considering some bibliometric indicators. As an alternative metric of the journal impact factor (JIF), JIF quartiles were considered, finding that high impact factor journals (Q1) publish more papers than expected (max: 54.76% -min: 38.67%), whereas low impact factor journals (Q4) publish less papers (max: 21.28% -min: 14.97%) in the period 2014-2018. In addition, it is found that the share of self-citations among journal quartiles are almost on the same level and there is no significant relationship between the impact factor and the journal self-citation (r=0.005, p>0.05). The impact factor is strongly positive correlated (r=0.854: for 5-year JIF) with the citedness of the median journal paper and with the journal h-index (r=0.718 for 5-year JIF). Furthermore, it is found a strong positive correlation between h-index and the number of published articles in journals (r=0.723). However, even the impact factor is a valuable indicator for citations of a paper, it is still far to be the perfect indicator for the expected citations of a paper in a journal due to the high degree of skewness of the citation's distribution of papers in a journal. It has been found that citation distributions over 80% of special education journals exhibit high degree skewness (skewness>1) without significant differences by journal quartiles. During the period 2014-2018 the impact factor of the special education journals has increased linearly while the journal-self citation rates have decreased in a similar way. The results obtained for special education have been compared with other fields and compatible/incompatible situations have been discussed.

This study analyzes the unprecedented growth of international research collaboration (IRC) in Europe during the period 2009-2018 in terms of co-authorship and citation distribution of globally indexed publications. The results reveal the dynamics of this change, as growing IRC moves European science systems away from institutional collaboration, with stable and strong national collaboration. Domestic output has remained flat. The growth in publications in major European systems is almost entirely attributable to internationally co-authored papers. A comparison of trends within the four complementary collaboration modes clearly reveals that the growth of European science is driven solely by internationally co-authored papers. With the emergence of global network science, which diminishes the role of national policies in IRC and foregrounds the role of scientists, the individual scientist's willingness to collaborate internationally is central to advancing IRC in Europe. Scientists collaborate internationally when it enhances their academic prestige, scientific recognition, and access to research funding, as indicated by the credibility cycle, prestige maximization, and global science models. The study encompassed 5.5 million Scopus-indexed articles, including 2.2 million involving international collaboration.

The purpose of this study was to demonstrate that applied researchers need methodologists, as evidenced by citation records. Results include (a) that methodologists are authors on more than one half of the top-cited recent empirical articles in selected journals, (b) that a bibliometric analysis of educational research articles recorded in the Social Science Citation Index displayed methodological work as the dominant area of scholarship, (c) that even a small fraction of PsycINFO American Psychological Association (APA) citation records of well-known methodological studies demonstrates that the work of methodologists is used by researchers across a wide range of disciplines, and (d) that books written by methodologists in education or a closely related discipline constitute a sizeable proportion of the top 100 cited books in Google Scholar.

The trend towards neo-liberal policies which began in the 1980s has caused public finances around the world to be linked to market forces rather than state allocation. In consequence, the sharp reduction in public funding allotted to the education sector has affected both social values and educational quality. With the growing influence of globalization on higher education, many East Asian nations have enacted urgent university reforms designed to boost competitiveness of their domestic university systems. China's Projects 211 and 985; South Korea's BK21; Japan's National University Corporation Plan; and Taiwan's 'Five Year-Fifty Billion Plan have all been initiated in response to the process of globalization and the demand for global talent in academia. Elsewhere, governments in the Arab Middle East, the Americas, Europe, East and Southeast Asia have all initiated new policies to enhance the global competitiveness and international visibility of their flagship universities, and many of these focus in an unprecedented away on journal publication as the major performance criterion for faculty reward. The increasing extent to which government policies worldwide favour measurements derived from publication indexes such as SCI/SSCI has led to strengthened managerial governance over academic culture and the academic profession itself. This paper argues that a phenomenon of 'publish globally and perish locally' has emerged, especially in the humanities and social sciences which are most vulnerable to 'SSCI Syndrome', and that this trend is detrimental to academic effectiveness and diversity.

The purpose of this study was to analyze and compare recent research papers on foreign language education in Turkish context with those published in international context to shed light on researchers and policy makers for future studies. This study filled a gap in this field and also aimed to increase the rate of acceptance of research papers submitted by Turkish authors in foreign journals. Content Analysis method was used in this study. This study focused on recent 188 research papers published in 8 prestigious journals indexed in Social Sciences Citation Index in Turkey and in the world and they were analyzed in terms of research design, data collection tools, samples, sample size and data analysis method. The results of the study revealed that quantitative research design was predominantly used in Turkish journals while qualitative research design was mainly preferred by foreign journals. In addition, undergraduates were the focus of attention as sample group particularly in Turkish journals. This study suggested that qualitative research design should be given priority and alternative instruments like concept maps and portfolio should be used in this type of studies including observation and interviews. Moreover, experimental studies should be more focus of attention rather than administrating only one questionnaire in quantitative studies.

Understanding information organization is a key component to navigating digital library environments as an information professional. While traditionally thought of within the areas of assessment and evaluation, citation indexing is another form of organization and navigation, and learning about it can transform one's knowledge of the information environment. In this article, McLaughlin and Tucker argue that an understanding of citation indexing should be emphasized to all library and information science (LIS) students as a way to further develop search expertise, and to enhance reference services and digital information literacy in any information setting. Situating this learning experience within the theory of threshold concepts, they provide evidence from student discussions of the transformative nature of a practical and conceptual understanding of citation indexing.

Introduction: The purpose of this analysis was twofold: to track the number of open access journals acquiring impact factor, and to investigate the distribution of subject categories pertaining to these journals. As a case study, journals in which the researchers of the National Institute of Health (Istituto Superiore di Sanità) in Italy have published were surveyed. Method: Data were collected by searching open access journals listed in the Directory of Open Access Journals) then compared with those having an impact factor as tracked by the Journal Citation Reports for the years 2010-2012. Journal Citation Reports subject categories were matched with Medical Subject Headings to provide a larger content classification. Analysis: A survey was performed to determine the Directory journals matching the Journal Citation Reports list, and their inclusion in a given subject area. Results: In the years 2010-2012, an increase in the number of journals was observed for Journal Citation Reports (+ 4.93%) and for the Directory (+18.51%). The discipline showing the highest increment was medicine (315 occurrences, 26%). Conclusions: From 2010 to 2012, the number of open access journals with impact factor has gradually risen, with a prevalence for journals relating to medicine and biological science disciplines, suggesting that authors prefer to publish more than before in open access journals.

The current evaluation and comparison system of scientific production by impact factor has been criticised from different perspectives in recent years, and has ensured that publishing in high-impact journals does not necessarily imply that works are quality works. Many of these jobs are mostly not cited or, in the best of cases, only a very small number are, especially during the first years since their publication [4, 21]. In this context, the h-Index appeared in 2005 [19], and is currently one of the most bibliometric indicators used to estimate the success of research work and to predict the impact of future production. Following that proposed in [11], we used the h-index as a measure of scientific quality and productivity of mathematics teachers in Public Universities of the Valencian Community on the Web of Science. The results showed that the h-Index widely correlates citations and number of items.

Familiarity with learning contexts is important in the field of mobile-assisted language learning (MALL). Several review studies on MALL have been published to date. However, scholars have not covered certain aspects of familiar contexts in their reviews, such as which learning/instructional methodologies support learning in familiar contexts or what the affordances of familiar contexts are for language learning. To address this gap, the authors in this study reviewed research articles related to MALL in familiar, authentic environments published in the past 10 years. The reviewed articles were from journals published in the Social Science Citation Index between 2009 and 2018. The main aim of this study was to review the published articles to understand (1) pedagogical approaches, (2) data collection, (3) locations, (4) affordances of authentic environments and (5) issues in MALL research. The results revealed that the most frequent items in reviewed articles were "task-based learning" and "communicative language teaching" (pedagogical approaches); "questionnaires," "pretest and posttests" and "interviews" (data collection); the "local community" and "campus" (locations); "daily encounters," "language learning" and "cognitive load" (affordances of authentic environments); and "small sample sizes" and "short-term interventions" (issues in MALL research). Based on the results, the authors in this study made several suggestions and provided implications for educators and researchers in the field about MALL in familiar, authentic environments.

A wide spectrum of rigor exists in systematic literature review methods. This article argues review methods should include both a preliminary discussion justifying where and a secondary protocol explaining how a literature search is conducted. Journal title overlap analysis is one way to justify where a literature search is conducted. A new application of social network analysis is presented to conduct journal title overlap analysis. The results indicate novel uses for citation indexes to verify literature search results. This new type of overlap analysis is contextualized with discussions of feasibility and arguments for greater collaboration between subject librarians and researchers.

Given the importance of books and book chapters as vehicles of knowledge in social sciences and humanities (SSH) disciplines, it has previously been thought that the application of citation metrics to the evaluation of these disciplines should also include, in addition to journal articles, citations from books and book chapters. The main argument supporting this claim is the belief that top cited authors in journal articles and in monographs form two distinct populations. In this article, we compare the rankings of the most cited authors in three SSH disciplines (sociology, philosophy, and history), obtained by counting citations in the journal articles covered in the Web of Science, and a large sample of books and book chapters covered in the book citation index. Contrary to what is often suggested, we show that adding book and book chapter citations to journal citations does not produce significantly different rankings than those obtained solely on the basis of citations in journal articles.

This paper investigates Pakistani doctoral thesis acknowledgements from genre analysis perspective. A corpus of 235 PhD thesis acknowledgements written in English was taken from Pakistani doctoral theses collected from eight different disciplines. HEC Research Repository of Pakistan was used as a data sources. The theses written by Pakistani native PhD students, and submitted to Pakistani HEC recognized universities during the last five years, from 2008 to 2012, were selected for the collection of acknowledgements data. Swales' (1990) conception of genre analysis in its modified form was followed for the investigation of genre moves. In the initial stages, Hyland's (2004b) coding scheme was utilized but due to broad socio-cultural differences between Hyland (2004b) and the present study, some other models such as Al-Ali (2010) were also sought for the coding of certain generic components. The analysis revealed seven moves along with certain sub-units or steps. These seven moves and their steps resulted from socio-cultural norms, academic traditions and institutional practices of acknowledgement writing in Pakistan.

This paper presents a bibliometric analysis of highly cited articles published in the Web of Science category "Education and Educational Research" in the Social Science Citation Index (SSCI). A total of 2091 journal articles published in this category and cited more than 100 times up to the end of the year 2016 were retrieved as highly cited articles. Distributions of highly cited articles per publication year, journals, institutions and countries were analysed, as well as the citation life cycle of the top-cited articles. The USA, its institutions and researchers are the absolute leaders in the category of Education and Educational Research according to the results of the conducted analysis.

With the global expansion of higher education in the last two decades, the maintenance of academic quality to meet requirements for international competitiveness has become a critical issue for policymakers and universities. In addition, the neoliberal emphasis on the market has increased the competition for global university rankings, and this emphasis continues to have consequences for university autonomy and academic governance. To cope with these challenges, Taiwan has introduced strategies for benchmarking its leading universities. Under the new evaluation system, universities are evaluated by external standards instead of those ensuring academic autonomy or contributions to society. This article details how these recent policy reforms have given rise to a new "SSCI syndrome", which risks turning faculty members into paper producers rather than public intellectuals. These changes have also impacted students' rights as well as the greater goals of academic development. The article then argues that, as voices from both within and outside of Taiwan's academia have begun to respond to the issue, it begs the question as to whether or not Taiwan can serve as a model for the many other non-English-speaking countries of the academic "periphery" who are currently confronting similar issues. Given the increasing global pervasiveness of this SSCI syndrome, understanding the effects of policies recently implemented in Taiwan has important implications for higher education throughout the world.

Due to the effect of citation impact on The Higher Education (THE) world university ranking system, most of the researchers are looking for some helpful techniques to increase their citation record. This paper by reviewing the relevant articles extracts 33 different ways for increasing the citations possibilities. The results show that the article visibility has tended to receive more download and citations. This is probably the first study to collect over 30 different ways to improve the citation record. Further study is needed to explore and expand these techniques in specific fields of study in order to make the results more precisely.

A study was conducted to examine the persistence and decay of web citations in theses and dissertations available at the Sokoine National Agricultural Library. Specifically, the study assessed the accessibility status of cited URLs, identified error messages and top level domains of inaccessible URLs, and calculated the half-life of web citations. Eighty-three theses and dissertations that were dated between 2007 and 2011 were stratified according to their years of publication and randomly selected for the study. These gave a total of 15,468 citations of which 1,487 (9.6%) were web citations. The findings show that a total of 862 (58%) web citations were inaccessible. The "404 File Not Found" error message was the most (92.7%) encountered and the ".com" domain had the greatest number (28.2%) of missing URLs. The average half-life for the URLs cited in theses and dissertations was 2.5 years. The study findings therefore indicate that many web resources cited in theses and dissertations available at SNAL had disappeared from their original locations. Collaborative efforts are thus required from various stakeholders in order to reduce the problem of URL decay.

Inspired by Perkins' Theories of Difficulty concept, this exploratory study examined the learning patterns of graduate students as they grappled with using the style sheet of the American Psychological Association (APA). The researchers employed task performance analysis of three APA formatting tasks, interviews, and observation during a "think aloud" task to gather information on students' misconceptions and successes. The study was able to document in detail how a group of Internet-savvy students approach the use of a style sheet. Learning APA style was found to be a matter both of overcoming conceptual blocks and personal style preferences. Once understanding of genre and conventions that may be inconsistent with prior experience and with each other are attained, motivation, patience, persistence, and attention to detail are also needed to achieve high levels of performance. (Contains 2 tables.)

Many research libraries are looking for new ways to demonstrate value for their parent institutions. Metrics, assessment, and promotion of research continue to grow in importance, but they have not always fallen into the scope of services for the research library. Montana State University (MSU) Library recognized a need and interest to quantify the citation record and scholarly output of our university. With this vision in mind, we began positioning citation collection as the data engine that drives scholarly communication, deposits into our IR, and assessment of research activities. We envisioned a project that might: provide transparency around the acts of scholarship at our university; celebrate the research we produce; and build new relationships between our researchers. The result was our MSU Research Citation application (https://arc.lib.montana.edu/msu-researchcitations/) and our research publication promotion service (www.montana. edu/research/publications/). The application and accompanying services are predicated on the principle that each citation is a discrete data object that can be searched, browsed, exported, and reused. In this formulation, the records of our research publications are the data that can open up possibilities for new library projects and services.

This article reports on 2 connected studies that provide data about the flow of research to foreign language (FL) educators in majority Anglophone contexts. The first study investigated exposure to research among FL educators in the United Kingdom using 2 surveys (n = 391; n = 183). The data showed (a) some limited exposure to research via professional association publications and events, (b) negligible "direct" exposure to publications in the Social Science Citation Index (SSCI), (c) barriers to exposure caused by poor physical and conceptual access, despite generally positive perceptions of research, and (d) the importance of university-based teacher educators for research-practice interfaces. The second study investigated the potential for "indirect" exposure to research from 7 professional publications over 5 years in Australia, the United Kingdom, and the United States. We systematically reviewed the extent to which these professional publications referenced 29 SSCI journals that aim to publish pedagogy-relevant research. In our corpus of 8,516 references in 284 articles in professional journals, the mean proportion of references to all 29 SSCI journals, combined, was 12.43% per professional article. The overall mean number of references to each SSCI journal was 0.17 per professional article. The emerging picture is rather bleak, and we propose action from academic journals and researchers to promote a more international, systematic, and sustainable flow of research.

This paper assesses and compares the prevalence of plagiarism across different student and assignment characteristics at a university in Vietnam, using the similarity index reported by the text-matching software Turnitin as a proxy measure of plagiarism on a sample of 681 student papers. The findings present a level of match higher than reported in earlier studies at universities outside of Vietnam, with an average similarity index of 29.06%. Controlling for the gender and major of the students, the extent of plagiarism is implied to be negatively correlated with the students' academic performances and with the likelihood of being caught, and positively correlated with the length of the assignments. Thus, this study, relying on actual text-matching data rather than self-reported surveys, provides the first empirical test of two theoretical plagiarism models proposed in the literature. The explanatory factors confirmed by this study illustrate the potential benefits of the use of software tools to detect plagiarism and can help refine academic integrity policy formulations for universities.

Although cited reference studies are common in the library and information science literature, they are rarely performed in nonacademic institutions or in the atmospheric and oceanic sciences. In this paper, we analyze more than 400,000 cited references made by authors affiliated with the National Oceanic and Atmospheric Administration between 2009 and 2013. Our results suggest that these methods can be applied to research libraries in a variety of institutions, that the results of analyses performed at one institution may not be applicable to other institutions, and that cited reference analyses should be periodically updated to reflect changes in authors' referencing behavior.

The objective of this current study is to identify the growth and development of scholarly literature that specifically references the term "school psychology" in the Science Citation Index from 1907 through 2014. Documents from Web of Science were accessed and analyzed through the use of scientometric analyses, including HistCite and Pajek software, resulting in the identification of 4,806 scholars who contributed 3,260 articles in 311 journals. Whereas the database included journals from around the world, most articles were published by authors in the United States and in 20 journals, including the "Journal of School Psychology," "Psychology in the Schools," "School Psychology Review," "School Psychology International," and "School Psychology Quarterly." Analyses of the database from the past century revealed that 20 of the most prolific scholars contributed 14% of all articles. Contributions from faculty and students at University of Minnesota-Twin Cities, University of Nebraska-Lincoln, University of South Carolina, University of Wisconsin-Madison, and University of Texas-Austin represented 10% of all articles including the term school psychology in the Science Citation Index. Relationships among some of the most highly cited articles are also described. Collectively, the series of analyses reported herein contribute to our understanding of scholarship in school psychology.

Faculty scholarship at historically Black colleges and universities (HBCU) has in the past served as a blueprint for the Black masses. Even today, HBCU faculty scholarship continues to be an informative source to communicate accurate information regarding marginalized groups. This study examines h-index scores of 65 faculty members at five doctorate-granting schools of social work. The majority of calculated h-index scores were considered to be low in terms of productivity. We make the argument that these scores are not a good measure of productivity because of the problematic nature of their use to evaluate HBCU faculty. Implications for future research, practice, and teaching are presented.

Purpose: The purpose of this paper is to uncover how knowledge is exchanged and disseminated in the educational administration research literature through the journal citation network. Design/ Methodology/Approach: Drawing upon social network theory and citation network studies in other disciplines, the authors constructed an educational administration journal citation network by extracting all 157,372 citations from 5,359 journal articles in 30 educational administration journals from 2009 to 2013. The authors then performed social network analysis to visualize the network structure by journal clusters, and quantified journal prominence and interdisciplinarity by calculating Freeman indegree and betweenness, respectively. In addition to journal-to-journal citations, the authors examined the sources of non-journal citations by citation counts. Findings: The results of journal prominence, interdisciplinarity, and eight journal clusters in the citation network indicate that educational administration, as a porous field, intimately interacts with the sub-fields of education (e.g. urban education and teacher education), other disciplines (e.g. economics, human resources, sociology, and psychology), and the research internationally. In addition to journals as the knowledge source (45.29 percent), the authors also found books (31.08 percent) and reports (14.98 percent) are important citation sources in the educational administration research literature. The most cited books and reports shed light on the knowledge base in the theory, research, and practice of educational administration. Originality/Value: The results of this by far the largest-scale study of educational administration journals present abundant evidence that educational administration is a porous field. This study also presents social network analysis as an alternative method to evaluate journal influence in the educational administration field.

Long historical trends in scientific discovery led mid-20th century scientometricians to mark the advent of "big science"--extensive science production--and predicted that over the next few decades, the exponential growth would slow, resulting in lower rates of increase in production at the upper limit of a logistic curve. They were wrong. This article discusses the progression and contributing factors of the growth of scientific publications. A new systematic estimate of the number of worldwide science publications from 1900-2011 shows that "big science" was transformed by unprecedented production beginning just after mid-century with no decline or slowing of exponential growth up to today. Two contrasting concurrent trends--rising competition across nations and international collaboration among scientists--have facilitated this remarkable growth. The analysis of millions of Science Citation Index Expanded (SCIE) publications shows that the number of research papers published in scientific journals over the 20th century grew rapidly. Starting from slightly below 10,000 in 1900, the annual number of new SCIE publications grew to about 50,000 in 1955. This early trend, often referred to as "big science," was then transformed into what can be called "mega global science." An exponential annual growth rate of 3.49 percent between 1980 and 2011 led to half a million SCIE publications in 1990 and approximately 1.1 million new SCIE publications in the year 2011 alone. In 1980, only about 2 percent of all SCIE publications were internationally collaborative, and just three decades later, this proportion has climbed eleven times. Currently, over one in five papers are internationally collaborative, and are driven by rising exchanges, the dominance of the English language, and Internet-based networks. Research and development requires investment not only in individuals within organizations, but also in the networks, connections, and exchanges that facilitate discoveries. Competition is complemented by collaboration.

An explosion in access to electronic databases and digital information is changing the way we view source citation. While the original purpose of referencing--showing the reader exactly where the author got his or her input--is clearly more important than ever, citation is increasingly taking on other roles, ones that have little to do with good scientific practice or effective communication of knowledge. One of the results is that myths and urban legends continue to flourish in academia, despite that we have never had better tools for preventing such misinformation.

The authors rank the management schools in Greater China (including Mainland China, Hong Kong, Taiwan, and Macau) based on their academic publications in the Social Sciences Citation Index management and business journals from 2000 to 2010. Following K. Ritzberger's (2008) and X. Yu and Z. Gao's (2010) ranking method, the authors develop six indices to rank institutions from several aspects, including both the quantity and quality of publications. By doing so, they provide a clear viewpoint about which institutions achieve high levels of academic performance in management and business research. They also find that (a) there is still a large gap in research rankings between business schools in Mainland China and in Hong Kong; (b) some institutions perform well in quantity rankings but poorly in quality rankings; (c) the development of the general management and operation disciplines are much more mature than that of the finance and accounting disciplines in Greater China; and (d) most outstanding institutions cooperate with developed countries at a moderate level. The authors state their contributions and future directions as well.

A bibliometric approach was employed to analyze the research productivity and performance of creativity studies between 1965 and 2012. A dataset was constructed using all publications and citations retrieved from four key journals that publish creativity research: "Journal of Creative Behavior" ("JCB"), "Gifted Child Quarterly" ("GCQ"), "Creativity Research Journal" ("CRJ"), and "Psychology of Aesthetics, Creativity, and the Arts" ("PACA"). Major findings in this study include: (a) During the study period, the four journals have published 1,891 articles on creativity and they have been cited 11,709 times; (b) the impact factors of the four journals increased from lower than 0.50 in 2002 to over 1.0 in 2012; in 2012 "PACA" had the highest impact factor, followed by "CRJ"; (c) "JCB" published the most creativity papers and "CRJ" had the most citations; (d) about a third of the articles published in the four journals have never been cited. Implications for the field of creativity are discussed.

This study applied text mining methods to examine the abstracts of 2,997 international research articles published between 2000 and 2010 by six journals included in the Social Science Citation Index in the field of Educational Technology (EDTECH). A total of 19 clusters of research areas were identified, and these clusters were further analyzed in terms of productivity by country and by journal. The analysis revealed research areas with rising trends, stable status, and low attention. This study also identified areas of research emphasis by journal and research strength by country. A discussion of results through the lens of Critical Theory of Technology is also included. The authors hope to inform the EDTECH community about the trends of EDTECH research on topics and regions of research contributions. The authors also believe that such examination of trends can help facilitate fruitful discussions of directions for future research, and possible international collaboration across various geographical regions.

We update Ferree and Hall’s (1996) examination of the stratification systems of gender, race, and class in introductory textbooks. Using a sample of textbooks from 2003 through 2010, we explore 24 introductory sociology textbooks to determine the relationship between categories of gender, race, and class and levels of analysis. Previous research found that textbooks primarily discuss gender at the micro level, race at the meso level, and class at the macro level. Replicating previous approaches by using index citations, we find evidence that gender is linked to socialization much more than race and class, and there is evidence that class is still more likely to be discussed at a macro level. Our content analysis findings show a similar pattern, but also some evidence for the increased inclusion of theories and examples that examine gender, race, and class at multiple levels of analysis. Implications of these findings are discussed. (Contains 3 tables.)

Introduction: The purpose of this study is to describe and characterize the international scientific output relating to "attitudes towards disability in education", using a battery of bibliometric indicators that make it possible to analyze and monitor international scientific activity. Method: This "ex post facto" retrospective study analyzed 925 papers published in the "Social Sciences Citation Index" (SSCI) database during the period 2000-2011. Results: The number of publications increased steadily between 2006 and 2010. The results reported here include the most productive authors, the journals that deal with this topic, and the articles cited most often. An analysis of research types showed a tendency toward empirical studies. A total of 18 categories were identified when considering article content, and the distribution of the research studies across stages of education was found to be uneven. Discussion and Conclusion: The results reveal a topic that is highly current in today's scientific community, and offer us a view of the traits that have characterized research on "attitudes towards disability in education" for the last eleven years. (Contains 7 tables and 4 figures.)

Purpose: The purpose of this paper is to relate the problems identified about scholarly journal publishing in Malaysia to establish motivation for the system development; to describe the design of MyCite, a Malaysian citation indexing system and to highlight the added value to journals and articles indexed through the generation of bibliometrics performance reports. Design/methodology/approach: The system uses a rapid prototyping method, modeling the functions identified in the Web of Science databases and Scopus, as the Ministry of Higher Education Malaysia requires the system to be ready within a year, mainly to help improve the quality, accessibility and performance of Malaysian scholarly journals. Findings: The paper shows the relational tables and module functions in MyCite; highlights the value added to bibliographic data through performance reports of authors, journals, institutions, country and bibliographical control of Malaysian journals; and provides performance tables of top authors, rank list of 75 journals by yearly impact factor, and other bibliometric indices. Research limitations/implications: The paper highlight the problems in gaining access to full contents of journals, authors' adoption of variant names, and the vast variations in referencing style adopted by publishers, which may result in inaccurate counting and lost citations. Originality/value: The strength of MyCite is in its reference editor module, which is a programme that segments article references into manageable chunks that helps speed up the data preparation for citation counting. MyCite improves the availability and visibility of Malaysian journals, enriches national research content, and provides better knowledge of national research outputs funded by universities and research institutions. (Contains 10 tables and 6 figures.)

With the growing population of undergraduate students on our campus and an increased focus on their success, librarians at a large midwestern university were interested in the citation management styles of this university cohort. Our university library spends considerable resources each year to maintain and promote access to the robust bibliographic management tool RefWorks. A team of librarians wondered whether RefWorks might be used by undergraduate students with the same perceived enthusiasm that we have sensed in graduate students and faculty. More generally, we explored how undergraduate students were managing their citations, if and what kinds of tools they were using to ease the process of creating bibliographies, and their general workflow in incorporating citations into their academic work.

This case study shares the experience of building an in-house faculty publications database that was spearheaded by the Touro College and University System library in 2010. The project began with the intention of contributing to the college by collecting the research accomplishments of our faculty and staff, thereby also increasing library visibility and faculty interaction. Since then the project has grown immensely and has gained momentum throughout the college. With the endorsement of the Office of the President, the library has started publishing an annual book with the bibliography of its faculty publications. The authors relate their experience so that other libraries can duplicate the success and avoid the problems of their library's venture.

The journal "Education in Rural Australia" (now the "Australian and International Journal of Rural Education") has been in existence since 1991. During the Excellence in Research Australia (ERA) period, the journal maintained a B ranking, indicating that it was a quality journal within a specialised field. With the abolishment of the ERA journal rankings, it is important to find other methods to measure the journal's quality. We used Google Scholar to determine the number of citations each paper in the journal received. Using these citations, we calculated an average citation index across four two-year periods to determine an index of journal use, which can be compared to conventional measures, such as Thomson-Reuters' Impact Factor™. Specifically, the number of citations the journal received in indexed peer-reviewed journals in a given year to articles it published in the two years prior was divided by the total number of articles published in the two years prior the year for the index calculation. Using this formula, we determined the average citation index of "Education in Rural Australia" to be 0.65 in 2011. This result indicates that "Education in Rural Australia's" mean citations have increased considerably in the last years, up from average citation indices of 0.09 in 2010 and 0.4 in 2009. The journal's growing average citation index is a reflection of the journal's improving quality, and the average citation index may be used to improve the journal's marketing and (with continued calculation) track the success of editorial policy changes and attempted market expansions (e.g., the growing international focus of the journal). The journal's current citation practices are examined, and methods for increasing the average citation indices are discussed. It is suggested that an online-first publication option be adopted by the journal in order to increase the speed of dissemination (and hence citation), and the breadth of the journal's readership.

With limited campus resources for faculty scholarship, the College of Science (CoS) at San José State University (SJSU) developed scholarly output metrics as a way to add a quantitative component to the distribution of funds, to ensure objectivity, and to reward proven researchers. To support CoS's efforts to identify and quantify science faculty research publications, we compiled a bibliography of science faculty research and scholarship which would be used to develop and formalize baseline research metrics. Using existing and available resources including librarian time, subscribed science databases, and the institution-subscribed reference citation manager, we developed a method by which any library can provide this specialized service.