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

Autor/in	Meng, Chengyan
Titel	The Field of International Education: Identifying Discrete Knowledge Communities, 2000-2019
Quelle	(2023), (170 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Albany
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9292-2
Schlagwörter	Hochschulschrift; Dissertation; Communities of Practice; Knowledge Management; International Education; Models; Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community; Wissensmanagement; Internationale Erziehung; Analogiemodell; Forschung
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01