Interdisciplinarity as diversity in citation patterns among journals: Rao-Stirling diversity,relative variety,and the Gini coefficient     

Loet Leydesdorff  Caroline S. Wagner  Lutz Bornmann 《Journal of Informetrics》2019,13(1):255-269

Questions of definition and measurement continue to constrain a consensus on the measurement of interdisciplinarity. Using Rao-Stirling (RS) Diversity sometimes produces anomalous results. We argue that these unexpected outcomes can be related to the use of “dual-concept diversity” which combines “variety” and “balance” in the definitions (ex ante). We propose to modify RS Diversity into a new indicator (DIV) which operationalizes “variety,” “balance,” and “disparity” independently and then combines them ex post. “Balance” can be measured using the Gini coefficient. We apply DIV to the aggregated citation patterns of 11,487 journals covered by the Journal Citation Reports 2016 of the Science Citation Index and the Social Sciences Citation Index as an empirical domain and, in more detail, to the citation patterns of 85 journals assigned to the Web-of-Science category “information science & library science” in both the cited and citing directions. We compare the results of the indicators and show that DIV provides improved results in terms of distinguishing between interdisciplinary knowledge integration (citing references) versus knowledge diffusion (cited impact). The new diversity indicator and RS diversity measure different features. A routine for the measurement of the various operationalization of diversity (in any data matrix) is made available online.  相似文献   

Is culture related to strong science? An empirical investigation     

Mahmood Khosrowjerdi  Lutz Bornmann 《Journal of Informetrics》2021,15(4):101160

National culture is among those societal factors which could influence research and innovation activities. In this study, we investigated the associations of two national culture models with citation impact of nations (measured by the proportion of papers belonging to the 10 % and 1 % most cited papers in the corresponding fields, PP_top10% and PP_{top 1%}). Bivariate statistical analyses showed that of six Hofstede’s national culture dimensions (HNCD), uncertainty avoidance and power distance had a statistically significant negative association, while individualism and indulgence had a statistically significant positive association with both citation impact indicators (PP_top10% and PP_top1%). The study also revealed that of two Inglehart-Welzel cultural values (IWCV), the value survival versus self-expression is statistically significantly related to both citation impact indicators (PP_top10% and PP_{top 1%}). We additionally calculated multiple regression analyses controlling for the possible effects of confounding factors including national self-citations, international co-authorships, investments in research and development, international migrant stock, number of researchers of each nation, language, and productivity. The results revealed that the statistically significant associations of HNCD with citation impact indicators disappeared. But the statistically significant relationship between survivals versus self-expression values and both citation impact indicators remained stable even after controlling for the confounding variables. Thus, the freedom of expression and trust in society might contribute to better scholarly communication systems, higher level of international collaborations, and further quality research.  相似文献   

The new Excellence Indicator in the World Report of the SCImago Institutions Rankings 2011     

Lutz Bornmann  Felix de Moya Anegón  Loet Leydesdorff 《Journal of Informetrics》2012,6(2):333-335

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Mitgliedermeldungen und Bestandserhebungen     

Prof. Dr. Lutz Thieme 《Sportwissenschaft》2010,40(3):191-203

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Using sensemaking as a lens to assess student learning on corporate social responsibility and sustainability     

Lutz Preuss  Isabel Fischer  John M. Luiz 《Higher Education Quarterly》2023,77(4):676-692

Prior literature suggests that teaching corporate social responsibility (CSR) and sustainability has led to little development of students' reflexive engagement with the challenges of sustainable development. To shed light on this criticism, we apply sensemaking—as entailing the three stages of scanning for information, interpreting it and identifying alternatives of action—to CSR/sustainability education. Analysing cognitive maps of CSR, drawn by undergraduate finalists from a UK business school, we find that students are able to produce complex cognitive maps in terms of scanning for information; however, cognitive bottlenecks occur at the second and third stages of sensemaking. A key pedagogical challenge is, therefore, to support students in moving beyond scanning towards developing meaning and acting on that basis. By introducing a sensemaking lens, we add to a deeper understanding of the complexities associated with CSR education as it aids (or impedes) critical engagement and action.  相似文献