Abstract
Abstract Academic openness (i.e., the extent of collaborative academic activities of nations with external actors in the science communication system) has been regarded as a major contributor to strong science. We used several nation-level data sets to explore the associations of sociocultural factors with the academic openness of world nations. To check the robustness of relationships, two distinct data sets for academic openness of nations were used in this research. Our findings showed the strong relationships of some dimensions of national culture and (economic and human) resources with both academic openness indicators. The findings were discussed considering Schwartz’s national culture theory, and the implications were presented in conclusion.
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