我国科研人员的科研合作网络分析——基于个体中心网视角的研究

 利用一项对我国科研人员的大规模社会调查所得数据,运用个体中心网分析方法来研究科研人员的合作网络。研究从网络规模、网络密度、网络趋同性和网络异质性等网络指标出发,对科研人员的合作网络进行了全面的描述和分析,并进一步分析了不同类型的科研人员在合作网络结构上存在的差异情况。最后还就分析的理论意义和政策含义展开了讨论。     

Research and teacher education in the UK: Building capacity

The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. Tensions about the place of research in teacher education have persisted for many decades, but following changes to the core funding mechanisms in the UK, the maintenance of education research bases within many universities has become increasingly tenuous. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise. In developing this argument, the article also explore the relationships between national policy changes, institutional research cultures and individual habitus and agency in research capacity-building. The paper also describes a new initiative in England, the Teacher Education Research Network (TERN).     

中国教育学领域研究人员科研绩效评价研究

本文运用Hirsch指数（简称h指数）方法以及与之相近的W指数方法,通过对中国知网（CNKI）中国引文数据库收录的教育学领域的37本学术期刊（这37本学术期刊是CSSCI来源期刊）在1998-2007年所刊发论文的被引用情况数据进行统计分析,对教育学领域1998—2007年10年间研究人员的科研绩效进行了评价,得到了“1998-2007年段中国教育学领域最具影响力的43位学者”,并对h指数与其他评价指标进行了相关性分析。分析结果表明,利用h指数来评价研究人员科研绩效,一定程度上可以反映“总被引频次”、“论文数量”、“篇均被引频次”三项指标的评价结果,可以说h指数是一项更为综合的评价指标。     

Researchers’ positions and construction of curricula of education for sustainable development in France

The article sets the international context for the development of a curriculum of education for sustainable development and shows the directions being taken in the Francophone community. Building on a significant number of studies carried out in France, we constitute a typology of the positions of French-speaking researchers involved in those studies and contributing to the establishment of the national curriculum. This typology is constructed using a methodology based on the frequency of lexical occurrences in a bibliographic database, combined with a methodology of research on the social representations of the researchers of this community. We first present a broad comparison with the Anglo-Saxon sphere, we postulate that these positions influence the curriculum construction and raise the issue of the social responsibility of education science researchers in the face of international political demands.     

Anatomy of use-inspired researchers: From Pasteur’s Quadrant to Pasteur’s Cube model

Pasteur’s Quadrant model, published by Stokes in 1997, presents a two-dimensional abstract conceptual framework that proved immensely helpful to study and discuss institutional and policy arrangements in science. However, during the last 10 years the PQ model was also applied in a series of large-scale, survey-based studies worldwide to classify individual modern-day researchers according to their research orientation and performance.This paper argues that such applications are inadequate to capture key characteristics of individual researchers, especially those within the heterogeneous ‘Pasteur type’ group who engage in ‘use-inspired’ basic scientific research. Addressing this shortcoming, Pasteur’s Cube (PC) model introduces a new heuristic tool. Departing from a three-dimensional conceptual framework of research-related activities, the model enables a range of typologies to describe and study the large variety of academics at today’s research-intensive universities. The PC model’s analytical robustness was tested empirically in two interrelated ‘proof of concept’ studies: an exploratory survey among 150 European universities and a follow-up case study of Leiden University in the Netherlands. Both studies, collecting data for the years 2010–2015, applied a metrics-based taxonomy to classify individual academic researchers according to four performance categories: scientific publication output, research collaboration with the business sector, patents filings, and being engaging in entrepreneurial activities.The collective results of both studies provide more clarity on relevant subgroups of use-inspired researchers. The PC model can be used to guide empirical, metrics-based investigations of research activities and productivities, applies this approach to two case studies, and demonstrates the utility of the method while also reinforcing and enriching the growing body of literature showing that cross-sectoral and cross-functional research activities are more scientifically productive than research carried out in isolation of the context of use. Introducing the ‘Crossover Collaborator’ subtype helps to explain why Pasteur type researchers tend to outperform other types of researchers in terms of publication output and citation impact.     

教育基本理论对教育改革的作用方式及其实现路径

教育基本理论对教育改革的作用方式,主要是通过具有基本理论素养的人作为智囊团参与教育改革过程来实现。目前智囊团在参与教育改革的过程中存在主体缺乏独立性、自主性、支持力和影响力等问题。这些问题的根源在于,理论研究者对改革决策者的依附及改革决策者对理论研究者的忽视。具有教育基本理论素养的人能否真正被吸取到智囊团参与教育改革,关系到教育基本理论能否对教育改革发挥应有作用。智囊团可以通过实践型研究者生成的过程来参与教育改革,进而发挥教育基本理论对教育改革的作用和影响。     

国际科学计量学研究力量分布现状之计量分析

本文对科学学国际权威学术期刊《科学计量学》于2002年至2003年间发表的175篇论文的著者信息作了计量分析,从著者的地域分布、机构分布以及论文合著模式三方面,分析了近两年国际科学计量学领域研究力量的分布状况。     

Learning to be researchers in physical education and sport pedagogy: the perspectives of doctoral students and early career researchers

Numerous academics have argued that if a field is to progress, attention needs to be paid to how future generations of researchers are being prepared. To date, data generated on research training in physical education and sport pedagogy (PESP) have primarily focused on students undertaking doctoral programmes with a formal coursework component, which is the model predominantly used in the USA. The traditional master-apprentice model is still, however, the dominant model in many countries, including Australia, and there is a dearth of research on this model of research preparation. Hence, this study was an effort to capture the perspectives and experiences of doctoral students (DSs) and early career researchers (ECRs) who are/were engaged in programmes employing the apprentice model of training. The question we sought to examine was ‘what do PESP doctoral students and early career researchers perceive as the facilitators and challenges associated with learning to be researchers?’. The participants in this study included eight DSs and seven ECRs who were based in Australian and New Zealand institutions. Data were generated through a questionnaire that sought to identify participants’ various research training experiences, a workshop that brought participants together to discuss their research training, and follow-up individual semi-structured interviews. While much of the data generated through this study related to the importance of developing such generic research skills as writing, grant writing and presenting at conferences, participants also discussed PESP-specific skills and dispositions, including particular orientations towards research impact, and the development of research culture. Findings are discussed in reference to the neoliberalisation of education and questions are raised about the forms of research training developing researchers in PESP might need if they are to thrive as researchers within and beyond the field.     

21世纪美国博士后教育发展研究

博士后研究是国家科研发展的一个重要因素,博士后人员是研究工作上的“千里马”,也是未来国家科学事业发展的中坚力量。近年来,美国博士后教育正逐步地健康发展,但仍有改进和创新的空间,需要进一步提高博士后教育的地位,向更深层次挖掘博士后教育的发展潜力。