Abstract
Abstract Metric studies on internationalization, especially indicators of co-authorship, present challenges regarding the collection, representativeness, and reliability of the data measuring the impacts of international mobility. Aiming to contribute to the understanding of scientific collaboration initiatives, the present research’s objective was to investigate the relationship between outside teacher education, represented by the completion of a doctoral degree and post-doctoral internship, and international collaboration, identified by the international co-authorships in institutional scientific output. The research method was the exploratory case study, and the case unit was the Federal University of São Carlos. The Lattes Platform and the Web of Science were used as sources of information, and the sample analyzed comprised 12,787 scientific articles and 1,915 Lattes resumés. It was found that 1,850 teachers have doctoral or post-doctoral education (96.6%) and, of these, 632 graduated abroad (33.1%). Regarding the scientific output, 3,487 of the 12,787 articles were published in international co-authorship (27.3%). From the scientific output in international co-authorship, indicators on the groups of teachers with and without education abroad were analyzed. Among the indicators developed, 8.43 articles per teacher were identified for the group with education abroad, while in the group without education abroad, 4.26 articles were identified per teacher. The results demonstrate a positive relationship between doctoral or post-doctoral education abroad with international co-authorships, contributing to institutional internationalization.
Highlights
Social studies of science begin with the observation of scientists’ behaviors, the constitution of scientific communities, and science’s interaction with society
The concept of scientific communication refers to the production, consumption, and transference of information in the scientific field
These characteristics are present in contemporary science, resulting in a new form of scientific knowledge production, based on scientific collaboration, that reforms institutions, disciplines, practices, and politics (Gibbons et al, 1994)
Summary
Social studies of science begin with the observation of scientists’ behaviors, the constitution of scientific communities, and science’s interaction with society. A positive point of the LP is IDLattes, a 16-digit code employed by CNPq to identify each Lattes resumé (Mena-Chalco et al, 2012), which allows the effective connection of publications to each of their authors Despite their contribution to metric studies, the LP presents challenges related to the lack of information on institutional affiliation, for two reasons:. Seeking to contribute to the understanding of initiatives of scientific collaboration with metric studies, our goal in this study was to examine the relations between international education (Ph.D. or post-doctorate abroad) and the effects in international co-authorship in the scientific production of UFSCar indexed in the WoS and recorded in the LP. The study applied a new procedure for enriching WoS’s bibliographic data with IDLattes
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