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The Field of International Education : = Identifying Discrete Knowledge Communities, 2000-2019.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Field of International Education :/
其他題名:	Identifying Discrete Knowledge Communities, 2000-2019.
作者:	Meng, Chengyan.
面頁冊數:	1 online resource (170 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30425688click for full text (PQDT)
ISBN:	9798379492922

The Field of International Education : = Identifying Discrete Knowledge Communities, 2000-2019.
Meng, Chengyan.

The Field of International Education :Identifying Discrete Knowledge Communities, 2000-2019. - 1 online resource (170 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2023.

Includes bibliographical references

This study seeks to identify Knowledge Communities (KC) in the field of International Education (IE). Kuhn's concept of research paradigms (2012), Crane's theory of scientific communities (1988), and Linkvist's theory of knowledge communities (2005) provide theoretical basis of this study. Using a novel, mixed methodology - bibliometrics and content analysis - this study identifies KCs among both IE researchers and practitioners. Researcher Knowledge Communities (RKCs) were identified using the research Community Model (RCM) developed by Klavand and Boyack (2009, 2010, 2017, 2019, 2020) and data from all journals and books published between 2000 to May 2019 and catalogued in Scopus. Practitioner Knowledge Communities (PKCs) were identified through NVivo coding and analysis of association conference programs taken from five major IE associations convening 2019.Twenty-three KCs were identified with a high degree of confidence among both researchers and practitioners, including 11 RKCs and 12 PKCs. Four KCs were shared by both groups. An important result of this study relates to the disconnect between researchers and practitioners, which has implications for the future development of the field.This study is the first attempt to systematically describe the various KCs in the field of IE. It is significant for both researchers and practitioners regarding presenting the current KCs and pointing out potential future emergent KCs in IE. These can offer a better understanding of IE development and provide reference for policy makers of associations and research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379492922Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Bibliometric analysisIndex Terms--Genre/Form:

542853
Electronic books.

The Field of International Education : = Identifying Discrete Knowledge Communities, 2000-2019.
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504 $a Includes bibliographical references
520 $a This study seeks to identify Knowledge Communities (KC) in the field of International Education (IE). Kuhn's concept of research paradigms (2012), Crane's theory of scientific communities (1988), and Linkvist's theory of knowledge communities (2005) provide theoretical basis of this study. Using a novel, mixed methodology - bibliometrics and content analysis - this study identifies KCs among both IE researchers and practitioners. Researcher Knowledge Communities (RKCs) were identified using the research Community Model (RCM) developed by Klavand and Boyack (2009, 2010, 2017, 2019, 2020) and data from all journals and books published between 2000 to May 2019 and catalogued in Scopus. Practitioner Knowledge Communities (PKCs) were identified through NVivo coding and analysis of association conference programs taken from five major IE associations convening 2019.Twenty-three KCs were identified with a high degree of confidence among both researchers and practitioners, including 11 RKCs and 12 PKCs. Four KCs were shared by both groups. An important result of this study relates to the disconnect between researchers and practitioners, which has implications for the future development of the field.This study is the first attempt to systematically describe the various KCs in the field of IE. It is significant for both researchers and practitioners regarding presenting the current KCs and pointing out potential future emergent KCs in IE. These can offer a better understanding of IE development and provide reference for policy makers of associations and research.
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