International Collaboration in the Field of Educational Research: A Delphi Study
Melissa Bonda, Victoria I. Marínb, Svenja Bedenlierc d e f
- aInstitute of Education, University College London
- bDepartment of Pedagogy, Universitat de Lleida
- cDepartment of Education, Friedrich-Alexander-Universität Erlangen-Nürnberg
- dDepartment of Education, Friedrich-Alexander-Universitä
- ernberg
- ft Erlangen-Nü
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Abstract
Abstract (International) research collaboration (IRC) is considered one of the most important aspects of academic careers and, although it is often linked to co-authorship, investigations of academic perceptions and practices are rare. Reflections on factors affecting IRC, as well as effective technology for use in IRC are also now particularly vital, due to the outbreak of COVID-19. The aim of this three-round Delphi study, conducted prior to the pandemic, was to explore why and how academics conduct IRC in the field of Education. The results indicate that the benefits of IRC are more relevant than the barriers, and that networking with and learning from others are two of the most important reasons for conducting IRC. Four stages of IRC were identified, alongside a range of influencing factors, which could inform future project management training. Suggestions for institutional IRC policy are provided, as well as considerations for early career researchers.
TL;DRWhy and how academics conduct IRC in the field of Education is explored, and the benefits of IRC are more relevant than the barriers, and that networking with and learning from others are two of the most important reasons for conducting IRC. (Semantic Scholar)