Quality and relevance? : On the use of bibliometric studies in the evaluation and planning of didactical research

• The aim of this presentation is to analyse and discuss the use of bibliometric analyses in evaluation and planning of didactical research.The presentation is based on a case study of “the norweigian model” and the results are discussed in relation to one of the ambitions within the didactical research community; to make knowledge contributions within the scientific field as well as to the professionals (C.f. Hudson & Meyer 2011).The study of the use of bibliometric studies in the evaluation and planning of didactical research identify three main challenges:(1)     In the case study, the ratio between the number of scientific publications (level 1 and level 2) and the total amount of publication is 31% (Nordgren 2011). The discussion of the use of bibliometric analyses for decisions about the allocation of research funds is focused on scientific publications, which may lead to a decrease of publications written for other audiences.(2)     A benchmark on 25% publications on level 2 (as decided at Uppsala University) may actually lead to a decrease of the total number of scientific publications.(3)     The bibliometic analyses says something about the result of the reseachers’ work, but nothing about the research process or its preconditions.The presentation highlights the need of further discussions about different models for research evaluation, planning and publication.ReferencesNordgren, Joseph (Ed.)(2012). Quality and renewal 2011. An overall evaluation of research at Uppsala University 2010/2011. Uppsala: Uppsala University.Hudson, Brian & Meyer, Meinert A. (Eds.)(2011). Beyond fragmentation: didactics, learning and teaching in Europe. Opladen : Budrich, Barbara, 2011

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Keyword

Curriculum Studies

Didaktik

Publication and Content Type

ref (subject category)

kon (subject category)