1,720,965 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Justifying the teaching of the humanities: A new economic approach
No full text In recent years much has been written about the declining status of the humanities and the effect this has had on teaching and the curriculum. This article begins by examining some key defenses for teaching and studying the humanities that have been offered in the literature and points to their limitations. It is argued that in a policymaking environment dominated by economic thinking, the justifications for teaching the humanities that are based on identifying its intrinsic and social values are bound to have little appeal for policymakers. It is also maintained that the attempt to justify teaching the humanities based on their possible contribution to increasing production is unconvincing. The article then proposes a new defense for teaching the humanities that stems from recent developments in economic thinking and public policy-making. It is proposed that teaching the humanities can be defended on the basis of its potential contribution to altering consumption patterns and offering ways to convert wealth into happiness more effectively. The article does not suggest that the defense proposed here is the only or best way to defend the humanities, but rather that it can have an important instrumental value in persuading policymakers to invest more in teaching the humanities. </jats:p
Educational Policymaking and the Methodology of Positive Economics: A Theoretical Critique
No full textOn pliability and progress: challenging current conceptions of eighteenth-century French educational thought
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THE PROVENANCES OF ECONOMIC THEORY'S IMPACT ON EDUCATION: FRENCH EDUCATIONAL THOUGHT AT THE END OF THE ANCIEN RÉGIME
No full textFrom allocative to technical efficiency: reconsidering the basic assumptions of educational productivity
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